Science.gov

Sample records for academic programs including

  1. Spawning Academic Programs.

    ERIC Educational Resources Information Center

    Williams, Vernon

    This paper briefly describes initiation of academic programming in the area of student development and transplantation of that programming into departmental and college curricula. Obvious advantages of this approach include placing student development courses in tne hands of staff who know students best, insuring the courses' continued existence,…

  2. Time to RE-AIM: Why Community Weight Loss Programs Should Be Included in Academic Obesity Research

    PubMed Central

    Prochazka, Allan V.; Glasgow, Russell E.

    2016-01-01

    Despite decades of efficacy-based research on weight loss interventions, the obesity epidemic in the United States persists, especially in underserved populations. We used the RE-AIM (Reach, Efficacy/Effectiveness, Adoption, Implementation, and Maintenance) framework to describe the limitations of the current paradigm of efficacy-based research for weight loss interventions. We also used RE-AIM to propose that existing weight loss interventions (community-based programs) such as Jenny Craig, Take Off Pounds Sensibly (TOPS), and Weight Watchers be studied to supplement the efficacy-based research approaches to achieve population-level impact on obesity. PMID:26986540

  3. Time to RE-AIM: Why Community Weight Loss Programs Should Be Included in Academic Obesity Research.

    PubMed

    Mitchell, Nia S; Prochazka, Allan V; Glasgow, Russell E

    2016-03-17

    Despite decades of efficacy-based research on weight loss interventions, the obesity epidemic in the United States persists, especially in underserved populations. We used the RE-AIM (Reach, Efficacy/Effectiveness, Adoption, Implementation, and Maintenance) framework to describe the limitations of the current paradigm of efficacy-based research for weight loss interventions. We also used RE-AIM to propose that existing weight loss interventions (community-based programs) such as Jenny Craig, Take Off Pounds Sensibly (TOPS), and Weight Watchers be studied to supplement the efficacy-based research approaches to achieve population-level impact on obesity.

  4. Academic Program Needs Assessment.

    ERIC Educational Resources Information Center

    Quinebaug Valley Community Coll., Danielson, CT.

    During the spring 1981 semester, Quinebaug Valley Community College (QVCC) conducted a survey of high school students and influential members of the community to obtain assessments of the need for various academic programs at QVCC. Questionnaires were distributed to nine high schools, where juniors and seniors were asked to indicate their possible…

  5. Nuclear Engineering Academic Programs Survey, 2002 Data

    SciTech Connect

    Oak Ridge Institute for Science and Education

    2003-10-01

    The survey includes degrees granted between July 1, 2001 and June 30, 2002. Enrollment information refers to the fall term 2002. Thirty-five academic programs were in the survey universe and all responded (100% response rate). One of the 35 programs reported that it was discontinued after the 2001-2002 academic year. Also, two programs were discontinued after the previous academic year (2000-2001) and were not included in 2002 survey.

  6. Law School Academic Support Programs.

    ERIC Educational Resources Information Center

    Wangerin, Paul T.

    1989-01-01

    This article attempts to bridge a perceived gap between legal education and education theory as well as the gap between academic counseling and independent learning by examining law school academic support programs. The article argues that a multidisciplinary analysis provides a helpful basis for evaluating academic support programs that address…

  7. Nuclear Engineering Academic Programs Survey, 2003

    SciTech Connect

    Science and Engineering Education, Oak Ridge Institute for Science and Education

    2004-03-01

    The survey includes degrees granted between September 1, 2002 and August 31, 2003. Thirty-three academic programs reported having nuclear engineering programs during the survey time period and all responded (100% response rate). Three of the programs included in last year's report were discontinued or out-of-scope in 2003. One new program has been added to the list. This year the survey data include U.S. citizenship, gender, and race/ethnicity by degree level.

  8. Including Travel in Your Academic Plans

    ERIC Educational Resources Information Center

    Thompson, David

    2004-01-01

    As teachers and principals prepare students to pass mandated academic tests, they should not overlook the role educational travel can play in motivating students to achieve. Travel brings curriculum to life and teaches lessons that students will remember--and need--throughout their lives. In this article, the author describes educational travel…

  9. Academic Advising during Program Discontinuance

    ERIC Educational Resources Information Center

    Maher, Michelle A.

    2006-01-01

    Academic program closure is explored and student advising needs that emerged in 3 stages of program decline and discontinuation are identified. Data from interviews and advising communication of 20 graduate students enrolled in a master of education program targeted for discontinuation were qualitatively analyzed within a framework of an…

  10. German Academic Programs in Technical Communication

    ERIC Educational Resources Information Center

    Smith, Herb J.

    2003-01-01

    While research in international technical communication has flourished during the last 10 years, there has been little published on technical communication programs outside the United States. This article addresses this need by describing 12 representative academic technical communication programs in Germany, including Germany's first master's…

  11. Academic Challenge Program: Evaluation Report.

    ERIC Educational Resources Information Center

    Harty, Harold; And Others

    The evaluation report by Bartholomew Consolidated School Corporation (Columbus, Indiana) describes findings concerning what works and what does not work in the Academic Challenge Program, a gifted and talented education program at the elementary and middle school levels. A corollary purpose of the report is to share the evaluation plan itself,…

  12. Systemwide Academic Program Review: The Florida Plan.

    ERIC Educational Resources Information Center

    Hill, Joan A.; And Others

    The Florida Plan for systemwide academic program review is detailed in this report. Factors leading to the initiation of systemwide review, including population changes and the changing role of the predominantly black Florida A&M University, are discussed. The design and scope of the review process are explained and selection of consultants to…

  13. Training Future Leaders of Academic Medicine: Internal Programs at Three Academic Health Centers.

    ERIC Educational Resources Information Center

    Morahan, Page S.; Kasperbauer, Dwight; McDade, Sharon A.; Aschenbrener, Carol A.; Triolo, Pamela K.; Monteleone, Patricia L.; Counte, Michael; Meyer, Michael J.

    1998-01-01

    Reviews need for internal leadership training programs at academic health centers and describes three programs. Elements common to the programs include small classes, participants from many areas of academic medicine and health care, building on prior experience and training, training conducted away from the institution, short sessions, faculty…

  14. El Camino College Academic Program Review Guidelines.

    ERIC Educational Resources Information Center

    El Camino Coll., Torrance, CA.

    This document presents El Camino College's academic program review guidelines as of January 1999. Academic programs are scheduled for full evaluation once every six years and involve a two-year process. By or before the beginning of each fall semester, the Office of Academic Affairs notifies the dean of each division as to which programs are to be…

  15. Academic Programs in Alternative Education: An Overview

    ERIC Educational Resources Information Center

    Ruzzi, Betsy Brown; Kraemer, Jacqueline

    2006-01-01

    This paper, second in a series of papers on alternative education, examines the academic programming in alternative education programs by reviewing the literature specifically focused on the academic programs in alternative education and summarizing a survey of fifteen alternative education programs. It suggests options for further research on…

  16. Mating programs including genomic relationships

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Computer mating programs have helped breeders minimize pedigree inbreeding and avoid recessive defects by mating animals with parents that have fewer common ancestors. With genomic selection, breed associations, AI organizations, and on-farm software providers could use new programs to minimize geno...

  17. Academic Magnet Program at Burke High School.

    ERIC Educational Resources Information Center

    Sklarz, David P.

    A plan for the academic magnet high school (AMHS) program offered by the Charleston County (South Carolina) School District is presented in this report. A program overview describes general goals for students, which would emphasize thinking skills in all academic core areas, problem-solving skills in mathematics and research-based science,…

  18. Integrating Vocational & Academic Education. A Handbook Featuring Four Demonstration Sites Including Students from Special Populations.

    ERIC Educational Resources Information Center

    Tindall, Lloyd W.; And Others

    This handbook describes the processes and techniques used to develop, implement, and evaluate four integrated vocational and academic learning programs in Wisconsin that included students from special populations. The handbook contains seven chapters. Chapter 1 presents an overview of the project, including the request for proposal process and…

  19. Understanding the Organizational Context of Academic Program Development

    ERIC Educational Resources Information Center

    Dee, Jay R.; Heineman, William A.

    2016-01-01

    This chapter provides a conceptual model that academic leaders can use to navigate the complex, and often contentious, organizational terrain of academic program development. The model includes concepts related to the institution's external environment, as well as internal organizational structures, cultures, and politics. Drawing from the…

  20. 29 CFR 516.3 - Bona fide executive, administrative, and professional employees (including academic...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... employees (including academic administrative personnel and teachers in elementary or secondary schools), and... professional employees (including academic administrative personnel and teachers in elementary or secondary... employed in the capacity of academic administrative personnel or teachers in elementary or...

  1. 29 CFR 516.3 - Bona fide executive, administrative, and professional employees (including academic...

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... employees (including academic administrative personnel and teachers in elementary or secondary schools), and... professional employees (including academic administrative personnel and teachers in elementary or secondary... employed in the capacity of academic administrative personnel or teachers in elementary or...

  2. 29 CFR 516.3 - Bona fide executive, administrative, and professional employees (including academic...

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... employees (including academic administrative personnel and teachers in elementary or secondary schools), and... professional employees (including academic administrative personnel and teachers in elementary or secondary... employed in the capacity of academic administrative personnel or teachers in elementary or...

  3. 29 CFR 516.3 - Bona fide executive, administrative, and professional employees (including academic...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... employees (including academic administrative personnel and teachers in elementary or secondary schools), and... professional employees (including academic administrative personnel and teachers in elementary or secondary... employed in the capacity of academic administrative personnel or teachers in elementary or...

  4. 29 CFR 516.3 - Bona fide executive, administrative, and professional employees (including academic...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... employees (including academic administrative personnel and teachers in elementary or secondary schools), and... professional employees (including academic administrative personnel and teachers in elementary or secondary... employed in the capacity of academic administrative personnel or teachers in elementary or...

  5. Academic Cancer Center Phase I Program Development.

    PubMed

    Frankel, Arthur E; Flaherty, Keith T; Weiner, George J; Chen, Robert; Azad, Nilofer S; Pishvaian, Michael J; Thompson, John A; Taylor, Matthew H; Mahadevan, Daruka; Lockhart, A Craig; Vaishampayan, Ulka N; Berlin, Jordan D; Smith, David C; Sarantopoulos, John; Riese, Matthew; Saleh, Mansoor N; Ahn, Chul; Frenkel, Eugene P

    2017-04-01

    Multiple factors critical to the effectiveness of academic phase I cancer programs were assessed among 16 academic centers in the U.S. Successful cancer centers were defined as having broad phase I and I/II clinical trial portfolios, multiple investigator-initiated studies, and correlative science. The most significant elements were institutional philanthropic support, experienced clinical research managers, robust institutional basic research, institutional administrative efforts to reduce bureaucratic regulatory delays, phase I navigators to inform patients and physicians of new studies, and a large cancer center patient base. New programs may benefit from a separate stand-alone operation, but mature phase I programs work well when many of the activities are transferred to disease-oriented teams. The metrics may be useful as a rubric for new and established academic phase I programs. The Oncologist 2017;22:369-374.

  6. Nuclear Engineering Academic Programs Survey, 2004

    SciTech Connect

    Oak Ridge Institute for Science and Education

    2005-03-01

    This annual report details the number of nuclear engineering bachelor's, master's, and doctoral degrees awarded at a sampling of academic programs from 1998-2004. It also looks at nuclear engineering degrees by curriculum and the number of students enrolled in nuclear engineering degree programs at 31 U.S. universities in 2004.

  7. Closing Academic Programs: Pitfalls and Possibilities

    ERIC Educational Resources Information Center

    Eckel, Peter D.

    2010-01-01

    Closing programs is the most severe of the three strategies campuses typically consider during difficult financial times: generating new revenue, making across-the-board spending cuts, or undertaking targeted cuts. Closures of academic programs can have lasting negative fallout and the savings may not be as great as anticipated, but at certain…

  8. Jones Center Vocational/Academic Program (JCVA).

    ERIC Educational Resources Information Center

    Rydalch, Jeff

    This document provides information on the Jones Center Vocational/Academic Program of the Granite School District (Utah), the purpose of which is to maintain or reintegrate students who are potential high school dropouts or dropouts into appropriate educational alternatives. Its mission statement is followed by a list of program components,…

  9. 2015 Stewardship Science Academic Programs Annual

    SciTech Connect

    Stone, Terri; Mischo, Millicent

    2015-02-01

    The Stockpile Stewardship Academic Programs (SSAP) are essential to maintaining a pipeline of professionals to support the technical capabilities that reside at the National Nuclear Security Administration (NNSA) national laboratories, sites, and plants. Since 1992, the United States has observed the moratorium on nuclear testing while significantly decreasing the nuclear arsenal. To accomplish this without nuclear testing, NNSA and its laboratories developed a science-based Stockpile Stewardship Program to maintain and enhance the experimental and computational tools required to ensure the continued safety, security, and reliability of the stockpile. NNSA launched its academic program portfolio more than a decade ago to engage students skilled in specific technical areas of relevance to stockpile stewardship. The success of this program is reflected by the large number of SSAP students choosing to begin their careers at NNSA national laboratories.

  10. Cross-Registration and Joint Academic Programs.

    ERIC Educational Resources Information Center

    Strandness, Jean T.

    1999-01-01

    The development of a cross-registration system and formation of joint academic programs between colleges create a variety of educational opportunities for students and provide both direct and indirect benefits to a consortium's member institutions and their faculty. The Tri-College University Consortium in North Dakota illustrates the advantages…

  11. Gifted Student Academic Achievement and Program Quality

    ERIC Educational Resources Information Center

    Jordan, Katrina Ann Woolsey

    2010-01-01

    Gifted academic achievement has been identified as a major area of interest for educational researchers. The purpose of this study was to ascertain whether there was a relation between the quality of gifted programs as perceived by teachers, coordinators and supervisors of the gifted and the achievement of the same gifted students in 6th and 7th…

  12. Mississippi Degree Programs: A Numerical (CIP) and Summary Listing of Academic Degree Programs.

    ERIC Educational Resources Information Center

    Mississippi State Board of Trustees of State Institutions of Higher Learning, Jackson.

    This publication presents a numerical and summary listing of academic degree programs at Mississippi State institutions of higher education. Programs are listed by discipline. Program levels include: bachelor's degree, master's degree, specialist degree, sixth year degree, doctoral degree, first professional degree, associate degree, and…

  13. Academic program models for undergraduate biomedical engineering.

    PubMed

    Krishnan, Shankar M

    2014-01-01

    There is a proliferation of medical devices across the globe for the diagnosis and therapy of diseases. Biomedical engineering (BME) plays a significant role in healthcare and advancing medical technologies thus creating a substantial demand for biomedical engineers at undergraduate and graduate levels. There has been a surge in undergraduate programs due to increasing demands from the biomedical industries to cover many of their segments from bench to bedside. With the requirement of multidisciplinary training within allottable duration, it is indeed a challenge to design a comprehensive standardized undergraduate BME program to suit the needs of educators across the globe. This paper's objective is to describe three major models of undergraduate BME programs and their curricular requirements, with relevant recommendations to be applicable in institutions of higher education located in varied resource settings. Model 1 is based on programs to be offered in large research-intensive universities with multiple focus areas. The focus areas depend on the institution's research expertise and training mission. Model 2 has basic segments similar to those of Model 1, but the focus areas are limited due to resource constraints. In this model, co-op/internship in hospitals or medical companies is included which prepares the graduates for the work place. In Model 3, students are trained to earn an Associate Degree in the initial two years and they are trained for two more years to be BME's or BME Technologists. This model is well suited for the resource-poor countries. All three models must be designed to meet applicable accreditation requirements. The challenges in designing undergraduate BME programs include manpower, facility and funding resource requirements and time constraints. Each academic institution has to carefully analyze its short term and long term requirements. In conclusion, three models for BME programs are described based on large universities, colleges, and

  14. Education Program on Fossil Resources Including Coal

    NASA Astrophysics Data System (ADS)

    Usami, Masahiro

    Fossil fuels including coal play a key role as crucial energies in contributing to economic development in Asia. On the other hand, its limited quantity and the environmental problems causing from its usage have become a serious global issue and a countermeasure to solve such problems is very much demanded. Along with the pursuit of sustainable development, environmentally-friendly use of highly efficient fossil resources should be therefore, accompanied. Kyushu-university‧s sophisticated research through long years of accumulated experience on the fossil resources and environmental sectors together with the advanced large-scale commercial and empirical equipments will enable us to foster cooperative research and provide internship program for the future researchers. Then, this program is executed as a consignment business from the Ministry of Economy, Trade and Industry from 2007 fiscal year to 2009 fiscal year. The lecture that uses the textbooks developed by this program is scheduled to be started a course in fiscal year 2010.

  15. Developing a District-Wide Academic Awards Program.

    ERIC Educational Resources Information Center

    Phillips, Elaine

    1989-01-01

    The Shaperville Academic Recognition Program is a district-wide program for the encouragement and recognition of academic excellence and an attempt to instill in students a natural respect for academic achievement. This article describes its development and implementation from conception to planned obsolescence due to successful reformation of…

  16. Including Students with Disabilities in National Academic Assessments in Korea

    ERIC Educational Resources Information Center

    Choi, JongKeun; Lee, Daesik; Jung, Eunju

    2012-01-01

    In Korea, the effort to include students with disabilities in the educational accountability system has just begun. This paper reviews how Korean students with disabilities have been tested using the National Assessment of Educational Achievement (NAEA) and what issues have emerged as a result of the testing. Analysis of the 2009 and 2010 NAEA…

  17. Student supports: developmental education and other academic programs.

    PubMed

    Bettinger, Eric P; Boatman, Angela; Long, Bridget Terry

    2013-01-01

    Low rates of college completion are a major problem in the United States. Less than 60 percent of students at four-year colleges graduate within six years, and at some colleges, the graduation rate is less than 10 percent. Additionally, many students enter higher education ill-prepared to comprehend college-level course material. Some estimates suggest that only one-third of high school graduates finish ready for college work; the proportion is even lower among older students. Colleges have responded to the poor preparation of incoming students by placing approximately 35 to 40 percent of entering freshmen into remedial or developmental courses, along with providing academic supports such as summer bridge programs, learning communities, academic counseling, and tutoring, as well as student supports such as financial aid and child care. Eric Bettinger, Angela Boatman, and Bridget Terry Long describe the role, costs, and impact of these college remediation and academic support programs. According to a growing body of research, the effects of remedial courses are considerably nuanced. The courses appear to help or hinder students differently by state, institution, background, and academic preparedness. The mixed findings from earlier research have raised questions ranging from whether remedial programs, on average, improve student academic outcomes to which types of programs are most effective. Administrators, practitioners, and policy makers are responding by redesigning developmental courses and searching for ways to implement effective remediation programs more broadly. In addition, recent research suggests that colleges may be placing too many students into remedial courses unnecessarily, suggesting the need for further examining the placement processes used to assign students to remedial courses. The authors expand the scope of remediation research by discussing other promising areas of academic support commonly offered by colleges, including advising, tutoring

  18. Academic outreach: health careers enhancement program for minorities.

    PubMed Central

    Phillips, J. L.; Wile, M. Z.

    1990-01-01

    This article describes the 6-week Health Careers Enhancement Program for Minorities inaugurated in the summer of 1988 at Case Western Reserve University School of Medicine. The program was developed for minority and economically disadvantaged college undergraduates and postbaccalaureate premedical students. Its major objectives were to stimulate and maintain the interest of minority students in health careers and prepare these students for entry into health professions and for successful completion of these programs. A unique aspect of the program was academic outreach. Case Western Reserve University minority alumni and community minority physicians participated as clinical role models, mentors, and teachers; community and state minority leaders served as inspirational speakers and role models. The program was designed not only to incorporate cognitive and skill development activities, but to also include features distinctive to the Case Western Reserve University curriculum, specifically, organ system teaching, preceptor groups, medical apprenticeship program, and student tutors. PMID:2280430

  19. Academic Achievement Programs and Youth Development: A Synthesis.

    ERIC Educational Resources Information Center

    Redd, Zakia; Cochran, Stephanie; Hair, Elizabeth; Moore, Kristin

    Based on the view that programs with a strong academic component may reduce the substantial educational disparities for American students from disadvantaged backgrounds or in chronically underperforming schools and school districts, this synthesis of research on academic achievement programs describes how such programs may help children and…

  20. What Works after School? The Relationship between After-School Program Quality, Program Attendance, and Academic Outcomes

    ERIC Educational Resources Information Center

    Leos-Urbel, Jacob

    2015-01-01

    This article examines the relationship between after-school program quality, program attendance, and academic outcomes for a sample of low-income after-school program participants. Regression and hierarchical linear modeling analyses use a unique longitudinal data set including 29 after-school programs that served 5,108 students in Grades 4 to 8…

  1. An Evaluation of the Academic Volunteer and Mentor Service Program.

    ERIC Educational Resources Information Center

    Illig, David C.

    This report evaluates the performance of the California Academic Volunteer and Mentor Service Program, addressing an assessment of the impact of mentoring on middle school and high school student achievement, attendance, and behavior. The program's goal is to use volunteer mentors to provide support to children at risk of academic failure and…

  2. ASHE Reader on Academic Programs in Colleges and Universities.

    ERIC Educational Resources Information Center

    Conrad, Clifton F., Ed.

    Historical and philosophical perspectives on college academic programs, current curriculum practices and agendas, and academic program development and implementation are considered in 20 articles in a reader designed for graduate classes in higher education administration. Titles and authors are as follows: "Frames of Reference" (Frederick…

  3. Students' Perception of IS Academic Programs, IS Careers, and Outsourcing

    ERIC Educational Resources Information Center

    Martz, Ben; Cata, Teuta

    2008-01-01

    The authors compared the perceptions of information systems (IS) students with those of IS practitioners regarding IS careers, the practice of outsourcing, and academic programs. Results indicate that students and practitioners appreciate the integration of real-life practice in academic programs and that the general perception of IS careers is…

  4. Academic Autonomy for Adult Degree Programs: Independence with Integration

    ERIC Educational Resources Information Center

    Curry, Judson

    2012-01-01

    North Park University's adult program has moved steadily from a centralized governance structure toward a more distributed structure in many ways. The School of Adult Learning hires its own faculty, some of whom are full time in the adult program. The school also has autonomy over academic policy. Ultimately, this academic autonomy has fostered…

  5. "When You Fail, You Feel Like a Failure": One Student's Experience of Academic Probation and an Academic Support Program

    ERIC Educational Resources Information Center

    Arcand, Isabelle; LeBlanc, Raymond N.

    2012-01-01

    This in-depth, qualitative study explored the experience of academic probation. It recounts the story of Mark, an undergraduate student on academic probation who participated in an academic support program to attain good academic standing. His story is contrasted to the current literature on academic probation and is considered in light of Dewey's…

  6. The Influence of an Academic Pharmacy Mentorship Program on Mentees' Commitment to Pursue an Academic Career.

    PubMed

    Sierra, Caroline M; Adams, Jennifer

    2017-02-25

    The objective of this study was to determine the influence of the American Association of Colleges of Pharmacy (AACP) Walmart Scholars Program on mentees' attitudes towards and decision to pursue a career in academia. Upon completion of the AACP Walmart Scholars Program, wherein mentor-mentee pairs attend the AACP Annual Meeting to learn about academic pharmacy careers, mentees wrote essays evaluating the program. Their views on academic pharmacy careers were analyzed for themes in the evaluations. Of the mentees who addressed the impact of the program on their perspectives on a career in academic pharmacy, over half stated the program positively influenced pursuit of such a career. This reinforces the importance of mentorship for those interested in or new to academic pharmacy.

  7. The Influence of an Academic Pharmacy Mentorship Program on Mentees’ Commitment to Pursue an Academic Career

    PubMed Central

    Sierra, Caroline M.

    2017-01-01

    The objective of this study was to determine the influence of the American Association of Colleges of Pharmacy (AACP) Walmart Scholars Program on mentees’ attitudes towards and decision to pursue a career in academia. Upon completion of the AACP Walmart* Scholars Program, wherein mentor-mentee pairs attend the AACP Annual Meeting to learn about academic pharmacy careers, mentees wrote essays evaluating the program. Their views on academic pharmacy careers were analyzed for themes in the evaluations. Of the mentees who addressed the impact of the program on their perspectives on a career in academic pharmacy, over half stated the program positively influenced pursuit of such a career. This reinforces the importance of mentorship for those interested in or new to academic pharmacy. PMID:28289293

  8. Academic Skills Center Program: Peer Tutoring, Study Skills Classes, Academic Assistance.

    ERIC Educational Resources Information Center

    Anderson, Betty Marie; And Others

    The Academic Skills Center at Black Hills State University provides a peer assistance program comprising both individual tutoring in classes offered in each academic division and credit classes in study skills. The goal of the Center is to respond effectively and quickly to individual educational needs of students and faculty through a…

  9. Diversity in Libraries: Academic Residency Programs. Contributions in Librarianship and Information Science.

    ERIC Educational Resources Information Center

    Cogell, Raquel V., Ed.; Gruwell, Cindy A., Ed.

    This book contains 15 essays written by 19 librarians who participated in minority residency programs in academic libraries and 5 essays written by 6 professionals who served as residency program administrators. The following essays are included: (1) "The University of California, Santa Barbara Fellowship--A Program in Transition" (Detrice…

  10. Bibliographic Instruction Programs in Louisiana Academic Libraries. A Directory.

    ERIC Educational Resources Information Center

    Dantin, Doris B., Comp.

    A survey of 33 academic libraries in Louisiana was conducted in the spring of 1983 to determine the techniques used during the 1981/82 academic year to impart bibliographic or library instruction to students and faculty. A total of 27 responses were received. It was found that all but five of the respondents had a library instruction program; the…

  11. Directory of Academic Library Instruction Programs in Virginia.

    ERIC Educational Resources Information Center

    Prince, William W., Ed.

    This directory of academic library instruction programs in Virginia reflects data compiled from 82 academic libraries that responded to a questionnaire sent out in August 1977. The institution libraries are listed with addresses, the name(s) of contact person(s), and a telephone number. The survey results are organized by the format and the type…

  12. Multi-Institution Academic Programs: Dealmakers and Dealbreakers

    ERIC Educational Resources Information Center

    Anderson, Dawn; Moxley, Virginia; Maes, Sue; Reinert, Dana

    2008-01-01

    Higher education institutions are confronted with increasing demand for electronic access to educational opportunities, improved academic quality and accountability, and new academic programs that address societal workforce and economic development needs. Collaboration allows institutions to combine resources to respond efficiently and effectively…

  13. Academic Writing Programs. Case Studies in TESOL Practice Series.

    ERIC Educational Resources Information Center

    Leki, Ilona, Ed.

    This edited volume explores the international role of written English in the academic context and clearly demonstrates how writing is integrated in all aspects of academic communication in English. The 12 programs described in this book differ in context but share basic assumptions about how best to teach second language (L2) writing. In addition…

  14. A Directory of Library Instruction Programs in Indiana Academic Libraries.

    ERIC Educational Resources Information Center

    Skinner, Jane, Comp.; Violette, Judith, Comp.

    A survey of 40 reporting academic libraries in Indiana developed this directory of library user instruction programs which provides an index profile of library resources and types of programs within the state. Entries are alphabetical in outline form and provide a library contact person, capsule information about the library instruction program,…

  15. Catalog of Programmed Instructional Material. (Including Change I).

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    A catalog lists programed instruction material for military tasks that has been developed by the U.S. Navy. Part one of the catalog lists programed material alphabetically by subject area. Information provided for each program includes title, classification, identification code to be used when requesting copies of the program, population for whom…

  16. Academic self-concept, academic achievement, and leadership in university students studying in a physical therapy program.

    PubMed

    Gottlieb, Rosemary J; Rogers, Janet L

    2002-01-01

    Students enrolled in a selected admissions program, in which there are a limited number of student positions available, were assessed for academic self-concept using the Dimensions of Self-Concept upon entry into the program. This study was performed to explore whether academic self-concept scores could predict successful completion of an academic program and the impact of self-concept scores on academic achievement and professional leadership.

  17. Transfer of Training in an Academic Leadership Development Program for Program Coordinators

    ERIC Educational Resources Information Center

    Ladyshewsky, Richard K.; Flavell, Helen

    2012-01-01

    The higher education sector has increasingly begun to pay more attention to academic leadership. This qualitative study explores how such an investment in a 20-week leadership development program influenced the behaviour of 10 academic staff in the role of program coordinator 6 to 12 months following participation in the program. Otherwise known…

  18. The C-MORE Scholars Program: Motivations for an Academic-Year Research Experiences for Undergraduates Program

    ERIC Educational Resources Information Center

    Gibson, Barbara A.; Bruno, Barbara C.

    2012-01-01

    Research Experiences for Undergraduates (REU) programs have been shown to be effective mechanisms to recruit undergraduate students into the sciences and also to retain them, especially as related to underrepresented students. Academic-year REU programs have numerous benefits, including participation in longer-term research projects that allow…

  19. The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance

    ERIC Educational Resources Information Center

    Davenport, Kevin O.

    2010-01-01

    This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration…

  20. Vision & Choice: Ethical Characteristics of Academic Development Programs

    ERIC Educational Resources Information Center

    Willison, John

    2007-01-01

    The perceived importance and the prevalence of academic development programs worldwide mean that it is critical that characteristics essential for the success of such programs be identified and incorporated. This article recognises the manifold perspectives on identifying such characteristics, but argues that if it is desirable that an academic…

  1. [Academic study programs in gerontology and geriatrics in Austria].

    PubMed

    Kolland, F

    2007-12-01

    This article describes the situation of academic study programs in gerontology and geriatrics in Austria. University formation in these areas is at the very beginning. Due to the lack of institutionalization of gerontology and geriatrics at the university level, the study programs were developed by non-university institutions. The studies are mostly at the post-gradual level and are practice-oriented.

  2. Directory of Academic Programs in Occupational Safety and Health.

    ERIC Educational Resources Information Center

    Weis, William J., III; And Others

    This booklet describes academic program offerings in American colleges and universities in the area of occupational safety and health. Programs are divided into five major categories, corresponding to each of the core disciplines: (1) occupational safety and health/industrial hygiene, (2) occupational safety, (3) industrial hygiene, (4)…

  3. Packet Preparation. Summer Program Academic Resources Coordination Center.

    ERIC Educational Resources Information Center

    State Univ. of New York, Cortland. Coll. at Cortland.

    This teaching guide was developed by the Summer Program Academic Resources Coordination Center (SPARCC) in Loudonville, New York. SPARCC was a migrant education grant that developed and helped implement model summer migrant education programs in New York, Virginia, and Florida. This guide provides directions for preparing learning packets to…

  4. A Structured Career Intervention Program for Academically Challenged Students

    ERIC Educational Resources Information Center

    Salleh, Amla; Abdullah, Syed Mohamad; Mahmud, Zuria; Ghavifekr, Simin; Ishak, Noriah

    2013-01-01

    A study was carried out to test the effects of a 2-week structured intervention program on academically challenged students' career development. A quasi-experimental study was designed using pre-tests, post-tests, and a control group approach to examine the effects of the intervention program. Data were collected from both the experimental and…

  5. Exercise Science Academic Programs and Research in the Philippines

    PubMed Central

    MADRIGAL, NORBERTO; REYES, JOSEPHINE JOY; PAGADUAN, JEFFREY; ESPINO, REIL VINARD

    2010-01-01

    In this invited editorial, professors from leading institutions in the Philippines, share information regarding their programs relating to Exercise Science. They have provided information on academic components such as entrance requirements, progression through programs, and professional opportunities available to students following completion; as well as details regarding funding available to students to participate in research, collaboration, and specific research interests. PMID:27182343

  6. Academic and Research Programs in Exercise Science, South Korea

    PubMed Central

    PARK, KYUNG-SHIN; SONG, WOOK

    2009-01-01

    We appreciate the opportunity to review academic curriculum and current research focus of Exercise Science programs in South Korea. The information of this paper was collected by several different methods, including e-mail and phone interviews, and a discussion with Korean professors who attended the 2009 ACSM annual conference. It was agreed that exercise science programming in South Korea has improved over the last 60 years since being implemented. One of distinguishable achievement is that exercise science programs after the 1980’s has been expanded to several different directions. It does not only produce physical education teachers but also attributes more to research, sports medicine, sports, leisure and recreation. Therefore, it has produced various jobs in exercise-related fields. Some of exercise science departments do not require teacher preparation course work in their curriculum which allows students to focus more on their specialty. Secondly, we believe we South Korea has caught up with advanced countries in terms of research quality. Many Korean researchers have recently published and presented their investigations in international journals and conferences. The quality and quantity of these studies introduced to international societies indicate that Exercise Science programs in South Korea is continuing to develop and plays an important part in the world. PMID:27182314

  7. A research agenda for academic petroleum engineering programs. [Final report

    SciTech Connect

    Calhoun, J.C. Jr.

    1990-03-31

    The development of a research agenda should be a direct way of portraying the scope of petroleum engineering, of identifying the critical technological issues faced by the profession,of elucidating the gaps between the existing research resources and the needs. and of outlining a program of research through which the petroleum engineering departments can be collectively of maximum service. Such an agenda would be of value to the profession of petroleum engineering, to industry and to government agencies, as well as to the faculty and students of the petroleum engineering departments. The purposes of the activity that led to this report, therefore, were to develop a statement to serve as a beginning research agenda for the petroleum engineering academic community; to bring together representatives of the petroleum engineering academic community to recognize the importance of developing a consensus posture with respect to research; and to provide a document that will assist in portraying to industry, government agencies and others the problems and needs of the petroleum engineering departments for conducting research. Contents of this report include; introduction; the background; the scope of petroleum engineering research; priority research topics and technological issues; non-technological research issues; and conclusions and recommendations.

  8. A research agenda for academic petroleum engineering programs

    SciTech Connect

    Calhoun, J.C. Jr.

    1990-03-31

    The development of a research agenda should be a direct way of portraying the scope of petroleum engineering, of identifying the critical technological issues faced by the profession,of elucidating the gaps between the existing research resources and the needs. and of outlining a program of research through which the petroleum engineering departments can be collectively of maximum service. Such an agenda would be of value to the profession of petroleum engineering, to industry and to government agencies, as well as to the faculty and students of the petroleum engineering departments. The purposes of the activity that led to this report, therefore, were to develop a statement to serve as a beginning research agenda for the petroleum engineering academic community; to bring together representatives of the petroleum engineering academic community to recognize the importance of developing a consensus posture with respect to research; and to provide a document that will assist in portraying to industry, government agencies and others the problems and needs of the petroleum engineering departments for conducting research. Contents of this report include; introduction; the background; the scope of petroleum engineering research; priority research topics and technological issues; non-technological research issues; and conclusions and recommendations.

  9. Assessment of preclinical students’ academic motivation before and after a three-day academic affair program

    PubMed Central

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Background Medical students’ motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students’ motivation to study. Design and methods An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students’ academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach’s alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Results Students’ academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students’ self-esteem and feeling of self-worth (P<0.001). Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001). This is related to the enjoyment of passing academic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). Conclusion After experiencing a three

  10. Purdue Program Enhances Academe/Industry Ties.

    ERIC Educational Resources Information Center

    Worthy, Ward

    1985-01-01

    The Industrial Associates Program (IAP) at Purdue University is a formal organization to coordinate department-industry interactions. Philosophy, features, and projects of IAP are discussed. Indicates that a new effort will aim at setting up a sort of "Industrial Extension Service" (analogous to agricultural programs) to help industries…

  11. Timetabling an Academic Department with Linear Programming.

    ERIC Educational Resources Information Center

    Bezeau, Lawrence M.

    This paper describes an approach to faculty timetabling and course scheduling that uses computerized linear programming. After reviewing the literature on linear programming, the paper discusses the process whereby a timetable was created for a department at the University of New Brunswick. Faculty were surveyed with respect to course offerings…

  12. Improving Academic Program Assessment: A Mixed Methods Study

    ERIC Educational Resources Information Center

    Rodgers, Megan; Grays, Makayla P.; Fulcher, Keston H.; Jurich, Daniel P.

    2013-01-01

    Starting with the premise that better assessment leads to more informed decisions about student learning, we investigated the factors that lead to assessment improvement. We used "meta-assessment" (i.e., evaluating the assessment process) to identify academic programs in which the assessment process had improved over a two-year period.…

  13. Freshmen and Sophomores Abroad: Community Colleges and Overseas Academic Programs.

    ERIC Educational Resources Information Center

    Hess, Gerhard

    The mechanics of establishing and maintaining overseas academic programs are examined in this monograph with respect to the community college level. Chapter 1 provides a history of internationalism in institutions of higher learning from ancient times in India, China, Persia, Greece, Rome, and Western Europe. Chapter 2 presents a rationale for the…

  14. Academic Courses for the Health Programs. Junior College Resource Review.

    ERIC Educational Resources Information Center

    Brawer, Florence M.

    The paucity of material dealing with academic programs for the health professions in two-year colleges is reflected in this review of studies and reports which show great variety in their primary focus and in the disciplines involved. Cited in this literature review are: syllabi for courses in anatomy, physiology, and chemistry; a report on…

  15. Directory of Academic Library Instruction Programs in Virginia.

    ERIC Educational Resources Information Center

    Newins, Nancy, Ed.

    In January 1989, the Library Instruction Forum of the Virginia Library Association sent a two-page questionnaire to each of the 82 academic libraries in Virginia to obtain information on current bibliographic instruction activities within the state. Designed to encourage cooperative development of new instructional programs and techniques and…

  16. Building Academically Strong Gifted Programs in Rural Schools. ERIC Digest.

    ERIC Educational Resources Information Center

    Luhman, Anna; Fundis, Ronald

    This ERIC Digest discusses relevant issues and alternatives for rural school districts trying to develop strong programs for their most academically talented students. Although rural schools are more often constrained by high costs and material shortages than are urban schools, there are opportunities inherent in the lower teacher-student ratios…

  17. Recruiting Strategically: Increasing Enrollment in Academic Programs of Agriculture

    ERIC Educational Resources Information Center

    Baker, Lauri M.; Settle, Quisto; Chiarelli, Christy; Irani, Tracy

    2013-01-01

    Agriculture continues to struggle to find enough qualified students to advance the industry. Thus, recruiting practice improvement is imperative. This study assessed the efficacy of message strategies, message channels, recruiting materials, and messages for recruiting students into an academic program with low enrollment. Focus groups were…

  18. Raising Academic Achievement: A Study of 20 Successful Programs.

    ERIC Educational Resources Information Center

    Jurich, Sonia; Estes, Steve

    This document contains information about the methodology and findings of a study that identified 20 programs across the United States that have been successful in raising student's academic achievement. Part 1 contains the following items: (1) an explanation of the process and criteria used to select the 20 examples of excellence drawn from the 96…

  19. A Growth Model for Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis

    ERIC Educational Resources Information Center

    Acquah, Edward H. K.

    2010-01-01

    Academic program life cycle concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to enrolment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The regression analysis yield…

  20. Academic Program Closures: A Legal Compendium.

    ERIC Educational Resources Information Center

    Houpt, Corinne A., Ed.

    The materials in this compendium are intended to assist counsel and administrators at institutions of higher education faced with the need to consider and plan for program closures. Some materials also deal with the closely related issues of financial exigency, faculty reductions, and reductions in force. Section I offers the following papers:…

  1. Diversity in academic medicine no. 6 successful programs in minority faculty development: ingredients of success.

    PubMed

    Daley, Sandra P; Palermo, Ann-Gel; Nivet, Marc; Soto-Greene, Maria L; Taylor, Vera S; Butts, Gary C; Johnson, Jerry; Strelnick, A Hal; Lee-Rey, Elizabeth; Williams, Beverly; Dorscher, Jocelyn; Lipscomb, Wanda D; McDowell, Sherria; Cornbill, Ray; Mindt, Monica Rivera; Herbert-Carter, Janice; Fry-Johnson, Yvonne W; Smith, Quentin T; Rust, George; Kondwani, Kofi

    2008-12-01

    This article describes the ingredients of successful programs for the development of minority faculty in academic medicine. Although stung by recent cuts in federal funding, minority faculty development programs now stand as models for medical schools that are eager to join the 140-year-old quest for diversity in academic medicine. In this article, the ingredients of these successful faculty development programs are discussed by experts in minority faculty development and illustrated by institutional examples. Included are descriptions of program goals and content, mentoring and coaching, selecting participants, providing a conducive environment, managing the program, and sustaining support. This article is a companion to another article, "Successful Programs in Minority Faculty Development: Overview," in this issue of the Mount Sinai Journal of Medicine.

  2. Australian university proposes academic program changes

    NASA Astrophysics Data System (ADS)

    Zielinski, Sarah

    The University of Melbourne in Australia has adopted a 10-year plan to create a U.S.-style of education where undergraduate university students would first have to complete a three-year general degree in science or the arts before being allowed to continue onto graduate or professional studies. Unlike in the United States, most Australian students are able to move from secondary school directly into professional studies.A major change for Earth science students would be the replacement of the one-year Bachelor of Science Honours with a two-year Masters program. According to Janet Hergt, head of the university's School of Earth Sciences, the longer program could allow students more time to develop and complete research projects, and would provide them with a better understanding of Ph.D.studies.

  3. A program to recruit and mentor future academic dentists: successes and challenges.

    PubMed

    Gironda, Melanie W; Bibb, Carol A; Lefever, Karen; Law, Clarice; Messadi, Diana

    2013-03-01

    There is a continuing shortage of academic dentists due to myriad factors. However, each graduating class of dental students includes a select group who choose to explore academic positions. It is this group of potential academic dentists that a four-year R25 initiative, funded by the National Institute of Dental and Craniofacial Research, has targeted with the intent of increasing their numbers and mentoring them for success in a future faculty position. The aims of the program at the School of Dentistry, University of California, Los Angeles, are to target and recruit potential clinician-scientists and to design and implement an Academic Track (AT) that complements existing clinical and research training with the comprehensive skill set of pedagogical, organizational, and personal strategies necessary to be successful in an academic career. Recruitment to the AT targeted candidates from a variety of sources including those enrolled in the dual D.D.S./M.S. and D.D.S./Ph.D. programs, dental residents, Ph.D. candidates in other disciplines, and predental students. Through a variety of professional development activities in the AT, selected students receive teaching, leadership, and mentoring experiences. Outcomes and lessons learned related to specific activities and lessons learned are presented in this article, and a model that recognizes the diverse paths to an academic career in dentistry is recommended.

  4. Prematriculation Program Grades as Predictors of Black and Other Nontraditional Students' First-Year Academic Performances.

    ERIC Educational Resources Information Center

    Hesser, Al; Lewis, Lloyd

    1992-01-01

    A study explored predictors of African-American and other nontraditional medical students' first-year academic performance at the Medical College of Georgia. Variables included undergraduate grades and grades in a summer prematriculation program (SPP) featuring biochemistry, anatomy, and immunology courses. SPP grades were found useful in…

  5. Re-Examination of Traditional Admissions Criteria in Predicting Academic Success in a Counselor Education Program

    ERIC Educational Resources Information Center

    Hatchett, Gregory T.; Lawrence, Christopher; Coaston, Susannah C.

    2017-01-01

    The purpose of this study was to re-evaluate the validity of traditional admissions criteria--UGPA and GRE scores--in predicting academic success for students admitted to a counselor education program in the United States. In contrast to prior research, we also included the newer GRE-Analytical Writing scores in our analyses. In general, we found…

  6. Early Lessons for Planning and Implementing a Program to Prepare Urban Special Education Academic Leaders

    ERIC Educational Resources Information Center

    Barbetta, Patricia; Cramer, Elizabeth; Nevin, Ann; Moores-Abdool, Whitney

    2006-01-01

    The mission for Urban SEALS (Special Education Academic Leaders), a federally funded doctoral preparation program, is to prepare doctoral-level special educators, including those who are culturally and/or linguistically diverse (CLD) to assume leadership roles in the education of urban students with disabilities who are CLD. This paper provides…

  7. Directory of Academic Institutions and Organizations Offering Drug, Alcohol, and Employee Assistance Program Educational Resources.

    ERIC Educational Resources Information Center

    National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD.

    This directory lists academic institutions, State offices of alcohol and drug abuse, and national organizations which offer drug, alcohol, and employee assistance program (EAP) educational resources. A matrix format is used. Entries include name, address, telephone number, and contact person. A dot appears directly under column headings which are…

  8. Preadmission Academic Achievement Criteria as Predictors of Nursing Program Completion and NCLEX-RN Success

    ERIC Educational Resources Information Center

    Rogers, Tanya L.

    2009-01-01

    Admission policies and practices in higher education, including those in nursing programs, are diverse; yet administrators have traditionally relied upon preadmission academic achievement for selection of qualified students. Higher education administrators have the responsibility to serve the institution and all of its constituents, ensuring that…

  9. Including Children with Hearing Loss in Early Childhood Programs

    ERIC Educational Resources Information Center

    Katz, Laurie; Schery, Teris K.

    2006-01-01

    These are typical scenarios of children with hearing loss who are being included increasingly in early childhood settings. Recent federal legislation encourages states to develop programs to screen the hearing of all infants before they leave the hospital, and currently 39 states have adopted newborn infant hearing screening mandates (ASHA 2005).…

  10. Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4.

    ERIC Educational Resources Information Center

    Swanson, Judy

    Three programs sponsored by the Seattle (Washington) public schools' Office of Academic Achievement were evaluated: the Academic Achievement Project, Early Childhood Model (ECM) Schools, and Pilot Projects. Academic Achievement projects were designed to increase the academic achievement of at-risk learners and to decrease disproportionality. The…

  11. The use of numerical programs in research and academic institutions

    NASA Astrophysics Data System (ADS)

    Scupi, A. A.

    2016-08-01

    This paper is conceived on the idea that numerical programs using computer models of physical processes can be used both for scientific research and academic teaching to study different phenomena. Computational Fluid Dynamics (CFD) is used today on a large scale in research and academic institutions. CFD development is not limited to computer simulations of fluid flow phenomena. Analytical solutions for most fluid dynamics problems are already available for ideal or simplified situations for different situations. CFD is based on the Navier- Stokes (N-S) equations characterizing the flow of a single phase of any liquid. For multiphase flows the integrated N-S equations are complemented with equations of the Volume of Fluid Model (VOF) and with energy equations. Different turbulent models were used in the paper, each one of them with practical engineering applications: the flow around aerodynamic surfaces used as unconventional propulsion system, multiphase flows in a settling chamber and pneumatic transport systems, heat transfer in a heat exchanger etc. Some of them numerical results were validated by experimental results. Numerical programs are also used in academic institutions where certain aspects of various phenomena are presented to students (Bachelor, Master and PhD) for a better understanding of the phenomenon itself.

  12. From Guide to Practice: Improving Your After School Science Program to Increase Student Academic Achievement

    NASA Astrophysics Data System (ADS)

    Taylor, J.

    2013-12-01

    Numerous science organizations, such as NASA, offer educational outreach activities geared towards after school. For some programs, the primary goal is to grow students' love of science. For others, the programs are also intended to increase academic achievement. For those programs looking to support student learning in out-of-school time environments, aligning the program with learning during the classroom day can be a challenge. The Institute for Education Sciences, What Works Clearinghouse, put together a 'Practice Guide' for maximizing learning time beyond the regular school day. These practice guides provide concrete recommendations for educators supported by research. While this guide is not specific to any content or subject-area, the recommendations provided align very well with science education. After school science is often viewed as a fun, dynamic environment for students. Indeed, one of the recommendations to ensure time is structured according to students' needs is to provide relevant and interesting experiences. Given that our after school programs provide such creative environments for students, what other components are needed to promote increased academic achievement? The recommendations provided to academic achievement, include: 1. Align Instruction, 2. Maximize Attendance and Participation, 3. Adapt Instruction, 4. Provide Engaging Experiences, and 5. Evaluate Program. In this session we will examine these five recommendations presented in the Practice Guide, discuss how these strategies align with science programs, and examine what questions each program should address in order to provide experiences that lend themselves to maximizing instruction. Roadblocks and solutions for overcoming challenges in each of the five areas will be presented. Jessica Taylor will present this research based on her role as an author on the Practice Guide, 'Improving Academic Achievement in Out-of-School Time' and her experience working in various informal science

  13. Managing Industrial Teacher Education Programs in a Multi-Purpose Academic Unit--Selected Issues.

    ERIC Educational Resources Information Center

    Streichler, Jerry

    Multipurpose academic units are academic units that are headed or chaired by one individual who, along with his or her faculty, is responsible for more than one degree or for more than one program under a degree. One example of a multipurpose academic unit would be a department that combines teacher education and industrial technology programs and…

  14. Graduate programs in health administration: faculty academic reputation and faculty research reputation by program location and program reputation.

    PubMed

    Nowicki, M

    1995-01-01

    This study used program location and program reputation to describe two important faculty characteristics: academic reputation and research reputation. The study involved 44 graduate programs in health administration representing four program locations: schools of public health, business, medicine/allied health, and graduate/independent. Fourteen programs were identified as ranked programs and the remaining 30 programs were identified as unranked programs. While the study identifies many differences, few are significant, thus adding credence to the argument for diversity in program location and diminishing credence in the argument for program reputation.

  15. Strategies for building a multidisciplinary academic program in women's health.

    PubMed

    Brown, A J

    1999-09-01

    During the decade of the 1990s, women's health has received unprecedented attention from government, industry, marketers of healthcare, and academic medical centers. An assessment of research, education, and healthcare delivery has exposed gaps in our knowledge about gender-related issues. Recognition of gender as a rich frontier for innovation and discovery has resulted in widespread and varied responses and a commensurate increase in activity in the field. However, this diversity of effort has created the new challenge of effectively communicating strategies of response to the multiple disciplines invested in women's health. This article describes a strategy used at Duke University Medical Center to build awareness of women's health through a highly visible and successful Women's Health Seminar Series. The series serves as a focal point for broader efforts to build a comprehensive, multidisciplinary, academic program in women's health with initiatives in clinical care, research, faculty development, provider education, and community outreach.

  16. Multicultural Environments of Academic versus Internship Training Programs: Lessons to Be Learned

    ERIC Educational Resources Information Center

    Peters, Heather J.; Krumm, Angela J.; Gonzales, Rufus R.; Gunter, Kensa K.; Paez, Karen N.; Zygowicz, Sharon D.; Haggins, Kristee L.

    2011-01-01

    Psychology training programs have a responsibility to train multiculturally competent psychologists. Predoctoral interns were surveyed to compare the multicultural environment of academic and internship programs. Internship programs were perceived as more multicultural than were academic programs. Factors contributing to differences are examined,…

  17. Development of an academic training program in insurance medicine.

    PubMed

    Donceel, Peter

    2008-01-01

    We outline the aims and content of an inter-university academic training program in insurance medicine in Flanders, Belgium. The program leads to the diploma of "Master of Insurance Medicine and Medico-legal Expertise." The program was re-organized in 2005-2006 and is accessible for physicians who want to practice social and/or private insurance medicine as their main medical profession or as an accessory activity. The aim of education is to prepare insurance physicians to provide high quality assessments, advice and decisions. The combined education in both social and private insurance medicine offers a broad perspective on the discipline and promotes collaboration within the specialty. The recent recognition of Insurance Medicine as a medical specialty in Belgium strengthens the position of insurance physicians as they collaborate with other medical specialists and with the management of insurance companies or the social security institute.

  18. "Principles of Good Practice" for Academic and Student Affairs Partnership Programs

    ERIC Educational Resources Information Center

    Whitt, Elizabeth J.; Nesheim, Becki Elkins; Guentzel, Melanie J.; Kellogg, Angela H.; McDonald, William M.; Wells, Cynthia A.

    2008-01-01

    While academic and student affairs partnership programs have been championed as a means to enhance undergraduate education, research documenting the characteristics of effective partnership programs is sparse. The Boyer Partnership Assessment Project is a qualitative examination of academic and student affairs partnership programs at 18, diverse…

  19. The Civic Leadership Institute: A Service-Learning Program for Academically Gifted Youth

    ERIC Educational Resources Information Center

    Lee, Seon-Young; Olszewski-Kubilius, Paula; Donahue, Rob; Weimholt, Katrina

    2008-01-01

    The need for quality service-learning programs has increased according to greater interest in service-learning and civic engagement for academically gifted students. The Civic Leadership Institute (CLI), a 3-week residential program for gifted adolescents, is a service-learning program created to help academically talented students explore complex…

  20. Leadership Behaviour and Effectiveness of Academic Program Directors in Australian Universities

    ERIC Educational Resources Information Center

    Vilkinas, Tricia; Ladyshewsky, Richard K.

    2012-01-01

    This article focuses on leadership behaviour and effectiveness of university academic program directors who have responsibility for managing a program or course of study. The leadership capabilities were assessed using the Integrated Competing Values Framework as its theoretical foundation. Data from 90 academic program directors and 710…

  1. The Effect of a Student Support Services Program on Academic Success at an Appalachian Comprehensive University

    ERIC Educational Resources Information Center

    Wilson, Ryan

    2013-01-01

    This study examined the effect of the NOVA program, a Students Support Services program at Eastern Kentucky University, on academic success for first-generation and low-income college students. An archival database was used to identify differences in the level of academic success among first-year students in the NOVA program from fall-to-fall of…

  2. Balancing the Rigors of Academic Study. A Summer Enrichment Program for Minority Students.

    ERIC Educational Resources Information Center

    Busser, James A.; And Others

    1992-01-01

    Illinois' academic summer enrichment program, the Principal's Scholars Program (PSP), enables minority high school students to reside at the university and prepare for the transition to college life. PSP balances academic pursuits with opportunities for personal exploration and leisure involvement. PSP's Lifestyle Enhancement Program promotes the…

  3. Illinois Prekindergarten Program for Children At Risk of Academic Failure. FY 93 Summary Report.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation.

    The Illinois Prekindergarten Program for Children at Risk of Academic Failure was a grant program for public school districts to enhance growth and development of children ages 3 to 5 who are at risk of academic failure. The program has experienced significant growth since its initial implementation, and the number of participating projects…

  4. The Impact of Modernization Programs on Academic Teachers' Work: A Mexican Case Study

    ERIC Educational Resources Information Center

    Zavala, Blanca Arciga

    2006-01-01

    For more than ten years, academics of public universities in Mexico have endured modernization programs that promote individual productivity and operate as a mechanism of selection and assessment. The implementation of the programs has exposed a tension between the values implicit in the programs and the values of the academic teachers. There is a…

  5. Better Space Construction Decisions by Instructional Program Simulation Utilizing the Generalized Academic Simulation Programs.

    ERIC Educational Resources Information Center

    Apker, Wesley

    This school district utilized the generalized academic simulation programs (GASP) to assist in making decisions regarding the kinds of facilities that should be constructed at Pilchuck Senior High School. Modular scheduling was one of the basic educational parameters used in determining the number and type of facilities needed. The objectives of…

  6. Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers: A Systematic Review of the Literature

    PubMed Central

    Beech, Bettina M.; Calles-Escandon, Jorge; Hairston, Kristen G.; Langdon, Sarah E.; Latham-Sadler, Brenda A.; Bell, Ronny A.

    2013-01-01

    Purpose Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify “promising practices.” Method Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. Results The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. Conclusions Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability. PMID:23425989

  7. The role of enrichment programs in strengthening the academic Pipeline to dental education.

    PubMed

    Alexander, Charles J; Mitchell, Dennis A

    2010-10-01

    Academic enrichment programs can be essential to efforts by dental schools to recruit and enroll underrepresented minority students (URM). Many summer academic enrichment programs provide additional preparation and support to URM students in the sciences. They often address barriers to student achievement such as unevenness in academic preparation, less rigorous educational background, family influence on preparation aspiration and success, unease in a new setting, and lack of professional role models. To be successful, these programs must address both the academic and social complexities of URM students and often require a range of programs to meet the specific needs of different student groups.

  8. Intellectual Estuaries: Connecting Learning and Creativity in Programs of Advanced Academics

    ERIC Educational Resources Information Center

    Beghetto, Ronald A.; Kaufman, James C.

    2009-01-01

    Academic learning and creativity should be overlapping goals that can be simultaneously pursued in programs of advanced academics. However, efforts aimed at nurturing creativity and academic learning sometimes are represented as two related but separate paths; this separation is unnecessary and can undermine the development of creative and…

  9. Engaging Academically at Risk Primary School Students in an ICT Mediated after School Program

    ERIC Educational Resources Information Center

    Yong, Tay Lee; Ping, Lim Cher

    2008-01-01

    This case study documents how a group of 14 academically at risk Primary 5 students (11 year olds) were engaged in academic related tasks in an after school program mediated by a "3-D Multi-User Virtual Environment (MUVE)." Although there was no significant difference in the students' academic performance, they were found to be more engaged in the…

  10. Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2014-01-01

    Elementary school counselors can support academic achievement by connecting their comprehensive programs to increasing academic competence. One valuable framework focuses on academic enablers, which are identified as interpersonal skills, motivation, engagement, and study skills (DiPerna, 2004). In this article, the authors (a) discuss the…

  11. Burnout in United States Academic Chairs of Radiation Oncology Programs

    SciTech Connect

    Kusano, Aaron S.; Thomas, Charles R.; DeWeese, Theodore L.; Formenti, Silvia C.; Hahn, Stephen M.; Lawrence, Theodore S.; Mittal, Bharat B.

    2014-02-01

    Purpose: The aims of this study were to determine the self-reported prevalence of burnout in chairs of academic radiation oncology departments, to identify factors contributing to burnout, and to compare the prevalence of burnout with that seen in other academic chair groups. Methods and Materials: An anonymous online survey was administered to the membership of the Society of Chairs of Academic Radiation Oncology Programs (SCAROP). Burnout was measured with the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). Results: Questionnaires were returned from 66 of 87 chairs (76% response rate). Seventy-nine percent of respondents reported satisfaction with their current positions. Common major stressors were budget deficits and human resource issues. One-quarter of chairs reported that it was at least moderately likely that they would step down in the next 1 to 2 years; these individuals demonstrated significantly higher emotional exhaustion. Twenty-five percent of respondents met the MBI-HSS criteria for low burnout, 75% for moderate burnout, and none for high burnout. Group MBI-HSS subscale scores demonstrated a pattern of moderate emotional exhaustion, low depersonalization, and moderate personal accomplishment, comparing favorably with other specialties. Conclusions: This is the first study of burnout in radiation oncology chairs with a high response rate and using a validated psychometric tool. Radiation oncology chairs share similar major stressors to other chair groups, but they demonstrate relatively high job satisfaction and lower burnout. Emotional exhaustion may contribute to the anticipated turnover in coming years. Further efforts addressing individual and institutional factors associated with burnout may improve the relationship with work of chairs and other department members.

  12. An Analysis of Academic Assistance Programs on At-Risk Students at the United States Naval Academy

    DTIC Science & Technology

    2005-06-01

    determined to be at-risk are enrolled in an academic assistance program known as the Plebe Intervention Program. In addition, other academic assistance...percentage of students at the United States Naval Academy are enrolled in an academic assistance program known as the Plebe Intervention Program. This... Plebe Intervention Program. Results of the study indicate that participation in the Midshipmen Group Study Program leads to an increase in academic

  13. Exemplary Academic Programs at the Community College. Volume I.

    ERIC Educational Resources Information Center

    Bazer, Gerald, Ed.

    Brief descriptions are provided of 54 community college programs identified as outstanding by the National Council of Instructional Administrators. Organized alphabetically by program title, the descriptions include the name of the college president, the name of a contact person, and the name, address, and telephone number of the college. The…

  14. Annual Report: Doctoral Program Committee, Academic Year 1996-97.

    ERIC Educational Resources Information Center

    Lievrouw, Leah A.; Leazer, Greg; Lynch, Beverly; Abler, Susan; Mediavilla, Cynthia

    This document summarizes the activities of the University of California, Los Angeles's (UCLA's) Department of Library and Information Science (DLIS) Doctoral Program Committee, 1996-97. These activities are organized into two main areas: Operations and Students. Doctoral Program Committee (DPC) operations outlined include: preparing major policy…

  15. NASA/DOD Aerospace Knowledge Diffusion Research Project. Report 10: Summary report to phase 3 academic library respondents including frequency distributions

    NASA Technical Reports Server (NTRS)

    Pinelli, Thomas E.; Kennedy, John M.; White, Terry F.

    1991-01-01

    Phase 3 of a 4 part study was undertaken to study the use of scientific and technical information (STI) in the academic aerospace community. Phase 3 of this project used three questionnaires that were sent to three groups (i.e., faculty, librarians, and students) in the academic aerospace community. Specific attention was paid to the types of STI used and the methods in which academic users acquire STI. The responses of the academic libraries are focussed on herein. Demographic information on academic aerospace libraries is provided. Data regarding NASA interaction with academic aerospace libraries is also included, as is the survey instrument.

  16. Including Multiple Voices in Collaboratively Designing a Teacher Education Program

    ERIC Educational Resources Information Center

    Konecki, Loretta R.; Sturdivant, Robika L.; King, Caryn M.; Melin, Jacquelyn A.; Lancaster, Paula E.

    2012-01-01

    This narrative case study describes the collaborative processes employed by a midwestern university as it designed and implemented a clinically based, postbaccalaureate teacher preparation program for science, technology, engineering, and mathematics (STEM) graduates committed to teaching in high need secondary schools. The program development…

  17. Mating programs including genomic relationships and dominance effects

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Computer mating programs have helped breeders minimize pedigree inbreeding and avoid recessive defects by mating animals with parents that have fewer common ancestors. With genomic selection, breed associations, AI organizations, and on-farm software providers could use new programs to minimize geno...

  18. An Argument for Including String Variables in Early Programming Activities.

    ERIC Educational Resources Information Center

    Winter, M. J.

    1982-01-01

    Suggests approach to teaching definitions and concepts of computer programs to learners at all age levels by using words (string manipulations) rather than numbers. An outline of a possible sequence for introducing the BASIC programming language is given. Two references are cited. (EJS)

  19. From Near Extinction to Academic Excellence: The University of Wisconsin-La Crosse Physics Program

    NASA Astrophysics Data System (ADS)

    Sudhakaran, Gubbi

    2013-03-01

    A physics department that was on the brink of extinction has been successfully resuscitated into a nationally recognized program at the University of Wisconsin-La Crosse (UW-L). The revitalization efforts included sweeping curricular reforms, aggressive recruitment, and retention of students and faculty. The reforms included the introduction of new academic programs for the majors, new courses for non-majors, a dual-degree program in Physics and Engineering, and opportunities for undergraduate research. The department uses several recruitment techniques which include contacting high school seniors in the region and conducting outreach activities to attract students to the program. In order to sustain and enhance the quality of the program, the department carries out comprehensive assessment of its programmatic goals on a regular basis. The department is also very successful in placing students with bachelor's degrees in physics in STEM careers at an exceptional rate. The success of the program in recruiting, retention, and career placement can be attributed to a combination of aggressive advising and flexible options designed to meet the needs and career goals of each student. The retention rate in the program is high due to one-on-one advising, involving students in undergraduate research at an early stage, and a very vibrant student society. Due to these initiatives, the department has maintained its growth over the years with 160 majors currently, and 29 majors graduating during the 2011- 2012 academic year. Recently, the UW-L Physics Program was selected to receive the 2013 American Physical Society (APS) ``Improving Undergraduate Physics Education Award''.

  20. The Academic I-BEST: A Model for Precollege Student Success in College Transfer Programs

    ERIC Educational Resources Information Center

    Emory, Doug; Raymond, Linda; Lee, Karen; Twohy, Sean

    2016-01-01

    Beginning in 2011, Lake Washington Institute of Technology initiated an I-BEST (Integrated Basic Education and Skills Training) program designed to allow upper-level basic education students to directly enter academic courses required by college transfer degrees. This program, the Academic I-BEST, represents one of the earliest examples of the…

  1. Academic Program Audit and Review as a Means of Resource Reallocations.

    ERIC Educational Resources Information Center

    Smith, Donald K.

    Causes contributing to academic program audit and review becoming a means of resource reallocation in higher education are considered, along with principles relevant to its management, and major issues surrounding its development and implementation. The current interest in the audit and review of established academic programs is linked to…

  2. The Road Ahead: Enhancing the Evaluation of University Academic Preparation Programs. Commission Report 06-11

    ERIC Educational Resources Information Center

    California Postsecondary Education Commission, 2006

    2006-01-01

    This report presents an analysis of the University's evaluation of its Academic Preparation and Educational Partnership Programs. Three recommendations are made for strengthening the evaluation processes in the future: (1) For academic preparation programs that have scholastic selection criteria, it is recommended that the University strengthen…

  3. Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program.

    PubMed

    Kintner, Eileen; Cook, Gwendolyn; Marti, C Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A

    2015-12-01

    Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy-Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4-5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (p< .001) improvement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma.

  4. Mating programs including genomic relationships and dominance effects

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Breed associations, artificial-insemination organizations, and on-farm software providers need new computerized mating programs for genomic selection so that genomic inbreeding could be minimized by comparing genotypes of potential mates. Efficient methods for transferring elements of the genomic re...

  5. Accredited Postsecondary Institutions and Programs. Including Institutions Holding Preaccredited Status.

    ERIC Educational Resources Information Center

    Ross, Leslie, W.; Green, Yvonne W.

    This is the fifth edition of a list of postsecondary educational institutions and programs that are accredited by, or that have preaccredited status awarded by, the regional and national accrediting agencies formally recognized by the Secretary of Education. In addition to the lists of postsecondary specialized and vocational institutions and…

  6. The Academic Dental Careers Fellowship Program: a pilot program to introduce dental students to academia.

    PubMed

    Rogér, James M

    2008-04-01

    The Academic Dental Careers Fellowship Program (ADCFP) was established in 2006 by the American Dental Education Association (ADEA) and the American Association for Dental Research (AADR) with the financial support of the ADA Foundation to encourage dental students to consider careers in dental education and to provide participating fellows with insights into academic life. The ADA Foundation provided funding during the 2006-07 academic year for eleven dental student fellows, who were paired with faculty mentors at their respective schools. Fellows and mentors attended a two-day retreat in the summer of 2006, and over the course of the subsequent year in dental school, the fellows with guidance from their mentors participated in preclinical laboratory, classroom, small-group, and clinical teaching experiences; designed and implemented a research project; developed a philosophy of education; completed career reflection essays; assembled a portfolio to represent their ADCFP activities and projects; conducted a series of interviews with faculty designed to expose students to roles, issues, and career paths in academic dentistry; and presented a synopsis of their experiences at the ADEA Annual Session in New Orleans in March 2007. The fellows and mentors completed midyear and end-of-year evaluations of the ADCFP in which feedback and recommendations were collected by telephone interviews and questionnaires. Fellows reported positive experiences and an increased interest in and understanding of academic careers. Mentors also evaluated the ADCFP positively and reported enhancements in their mentoring skills. This article describes the goals and format of the ADCFP, summarizes program evaluation data elicited from the fellows and mentors, and proposes recommendations for future fellowship classes.

  7. US Army Corps of Engineers program. [including hydrologic studies

    NASA Technical Reports Server (NTRS)

    Jarman, J.; Mcintyre, K. E.

    1975-01-01

    The application of satellite remote sensing technology in hydrologic studies and regulatory programs of the U.S. Army Corps of Engineers is discussed. Site selection, location of construction material, environment impact assessment, analysis of hydrologic systems, reservoir system analysis, water quality, quantity and quality of runoff from urban areas, river hydraulics, and sediment movement are among the applications described. Emphasis is placed on introducing automatic classification of multispectral data into modeling techniques used in hydrologic studies.

  8. A Comparative Case Study of Developing Leaders through a Doctoral Program: A Study of One Academic Institution

    ERIC Educational Resources Information Center

    Scanlon, Sheryl Lynne

    2012-01-01

    The purpose of this comparative case study was to determine how one academic institution could address the leadership gap facing organizations today, through a traditional, classroom doctoral program in Organizational Leadership. Data was gathered utilizing mixed methods methodology that included a survey questionnaire, focus group information,…

  9. The Impact of the Norton High School Early College Program on the Academic Performance of Students at Norton High School

    ERIC Educational Resources Information Center

    Barba, Eric Matthew

    2012-01-01

    The purpose of this study was to evaluate the effect of the Norton High School Early College Early College Program on academic measures for students at Norton High School. Measures of achievement include the results of the English Language Arts (ELA), Mathematics, Social Science, and Science portions of the California Standards Test (CST), Student…

  10. Collaborating with Academic Affairs: The Development of a Sexual Assault Prevention and Counseling Program within an Academic Department.

    ERIC Educational Resources Information Center

    Yeater, Elizabeth A.; Miltenberger, Patricia; Laden, Rita M.; Ellis, Shannon; O'Donohue, William

    2001-01-01

    Discusses the history of a collaboration between an academic department and student affairs on a university campus. Provides details regarding the development and evaluation of a sexual assault prevention and counseling program. Highlights the advantages to this collaboration for both the psychology department and student affairs. Discusses…

  11. Assessing the Role of RCM in Decision-Making about Discontinuing Academic Programs and Restructuring Academic Units

    ERIC Educational Resources Information Center

    Mayer, Louis J.

    2011-01-01

    The path of growth and development for many American colleges and universities is to add new programs, majors, minors, departments, institutes, and centers to their academic portfolios in order to meet new demands and pursue new knowledge. Their source of funding is primarily through raising tuition rates and increasing non-tuition financial…

  12. Academic impact and rankings of neuroendovascular fellowship programs across the United States.

    PubMed

    Sonig, Ashish; Shallwani, Hussain; Levy, Bennett R; Shakir, Hakeem J; Siddiqui, Adnan H

    2017-01-13

    OBJECTIVE Publication has become a major criterion of success in the competitive academic environment of neurosurgery. This is the first study that has used departmental h index-and e index-based matrices to assess the academic output of neuroendovascular, neurointerventional, and interventional radiology fellowship programs across the continental US. METHODS Fellowship program listings were identified from academic and organization websites. Details for 37 programs were available. Bibliometric data for these programs were gathered from the Thomson Reuters Web of Science database. Citations for each publication from the fellowship's parent department were screened, and the h and e indices were calculated from non-open-surgical, central nervous system vascular publications. Variables including "high-productivity" centers, fellowship-comprehensive stroke center affiliation, fellowship accreditation status, neuroendovascular h index, e index ( h index supplement), h10 index (publications during the last 10 years), and departmental faculty-based h indices were created and analyzed. RESULTS A positive correlation was seen between the neuroendovascular fellowship h index and corresponding h10 index (R = 0.885; p < 0.0001). The mean, median, and highest faculty-based h indices exhibited positive correlations with the neuroendovascular fellowship h index (R = 0.662, p < 0.0001; R = 0.617, p < 0.0001; and R = 0.649, p < 0.0001, respectively). There was no significant difference (p = 0.824) in the median values for the fellowship h index based on comprehensive stroke center affiliation (30 of 37 programs had such affiliations) or accreditation (18 of 37 programs had accreditation) (p = 0.223). Based on the quartile analysis of the fellowship h index, 10 of 37 departments had an neuroendovascular h index of ≥ 54 ("high-productivity" centers); these centers had significantly more faculty (p = 0.013) and a significantly higher mean faculty h index (p = 0.0001). CONCLUSIONS

  13. Narratives of Participants in National Career Development Programs for Women in Academic Medicine: Identifying the Opportunities for Strategic Investment

    PubMed Central

    Newbill, Sharon L.; Cardinali, Gina; Morahan, Page S.; Chang, Shine; Magrane, Diane

    2016-01-01

    Abstract Background: Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine® (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine. Methods: Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement. Results: The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty. Conclusions: The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity

  14. Academic Competitiveness and SMART Grant Programs: First-Year Lessons Learned

    ERIC Educational Resources Information Center

    Choy, Susan P.; Berkner, Lutz; Lee, John; Topper, Amelia

    2009-01-01

    The "Higher Education Reconciliation Act of 2005" created two new grant programs for undergraduates: the Academic Competitiveness Grant (ACG) program and National Science and Mathematics Access to Retain Talent (National SMART) Grant program. The ACG program is intended to encourage students to take challenging courses in high school and thus…

  15. State-Level Academic Program Review in Higher Education. Report No. 107.

    ERIC Educational Resources Information Center

    Barak, Robert J.; Berdahl, Robert O.

    The state of the art of state-level academic program review is presented. The growth of state agency reviews and three types of state coordinating agencies are discussed. The relation of program review to budget review and planning is outlined, and a description is provided of what programs are reviewed, the criteria for reviewing new programs,…

  16. Academic Remedial Training: A Language Skills Development Program for U.S. Navy Recruits.

    ERIC Educational Resources Information Center

    Bowman, Harry L.; And Others

    Noting that the program is primarily a reading and verbal skills program for adult learners, this paper describes the Academic Remedial Training (ART) Program of the U.S. Navy. The first section of the paper discusses the historical background of the program. The second section describes the reading skills component and the verbal skills component…

  17. Academic Talent Development Programs: A Best Practices Model

    ERIC Educational Resources Information Center

    Gagné, Françoys

    2015-01-01

    This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the "Differentiating Model of Giftedness and Talent," the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles…

  18. An Analysis of Factors Affecting Mature Age Students' Academic Success in Undergraduate Nursing Programs: A Critical Literature Review.

    PubMed

    Hayden, Lisa J; Jeong, Sarah Y; Norton, Carol A

    2016-01-01

    The population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby's Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

  19. An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

    PubMed

    Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

    2014-10-27

    Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, d.f. = 15). Conclusion: The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

  20. Study Abroad in the Eighties. Papers Presented at a Conference on American Academic Programs Abroad (3rd, Pamplona, Spain, July 1985).

    ERIC Educational Resources Information Center

    Hill, Deborah J., Ed.

    Issues concerning study abroad in the 1980s are addressed in 10 selected conference papers. Topics include program design, low-cost financing, curriculum design, academic standards, summer study programs, an exchange program between the University of South Florida and University of Paris VII, internationalizing the community college, curriculum…

  1. The Ruby Red Slipper Program: an interdisciplinary fall management program in a community academic medical center.

    PubMed

    Wexler, Sharon Stahl; D'Amico, Catherine O'Neill; Foster, Norma; Cataldo, Karen A; Brody, Patricia; Huang, Zheng-Bo

    2011-01-01

    Falls are a common, yet serious complication for hospitalized patients. The Ruby Red Slipper Program is an interdisciplinary fall management program that includes development and education of unit-based fall management teams. Initial outcomes demonstrated significant reductions in falls.

  2. New Century Scholars: A Mentorship Program to Increase Workforce Diversity in Academic Pediatrics.

    PubMed

    Pachter, Lee M; Kodjo, Cheryl

    2015-07-01

    This article describes a program aimed to increase workforce diversity and underrepresented minority (URM) representation in academic pediatric medicine. The New Century Scholars (NCScholars) program is a core program in the Academic Pediatric Association, the largest national organization for academic pediatric generalists. The program selects URM pediatric (or medicine-pediatrics) residents who are interested in academic careers and provides each NCScholar with a junior and senior mentor, as well as travel grants to the Pediatric Academic Societies annual meeting where activities specific to the program are held, and provides ongoing mentorship and career counseling support.The authors discuss the origination, operation, and changes to the program over the first 10 years of its existence, as well as outcome data for the participants in the program. To date, 60 of the 63 NCScholars have finished residency and/or have made postresidency plans, and 38 of these URM pediatricians (63%) have entered academic careers. The authors suggest that this type of mentorship program for URM pediatric trainees can be used as a model for other specialties and medical organizations.

  3. An Effect of a Mandatory Counseling Program for College Students on Academic Probation: A Preliminary Study

    ERIC Educational Resources Information Center

    Yang, Ji Woong; Yon, Kyu Jin; Kim, Jung K.

    2013-01-01

    This longitudinal study examined the effects of a mandatory counseling program for students placed on academic probation at a university in South Korea. The study compared longitudinal changes over three semesters in the grade point average (GPA) of students who were on academic probation. Two groups, 46 students with mandatory counseling and 49…

  4. 77 FR 36277 - Academic Development of a Training Program for Good Laboratory Practices in High Containment...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-18

    ... HUMAN SERVICES Food and Drug Administration Academic Development of a Training Program for Good Laboratory Practices in High Containment Environments (U24) AGENCY: Food and Drug Administration, HHS. ACTION... the support of a Funding Opportunity Announcement (FOA) entitled ``Academic Development of a...

  5. Academic Fidelity and Integrity as Attributes of University Online Degree Program Offerings

    ERIC Educational Resources Information Center

    Gambescia, Stephen F.; Paolucci, Rocco

    2009-01-01

    As stakeholders continue to discuss, debate, and advocate their positions related to the value of online learning at colleges and universities, one element that will continue to be discussed, regardless of the specific issue at hand, is "academic integrity and fidelity". Academic fidelity of online degree program offerings is defined in this study…

  6. Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

    ERIC Educational Resources Information Center

    Callahan, Kadian M.

    2009-01-01

    Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini,…

  7. The Professional Mentor Program Plus: An Academic Success and Retention Tool for Adult Learners

    ERIC Educational Resources Information Center

    Scott, Chaunda L.; Homant, Robert J.

    2008-01-01

    To promote the academic success of and to retain adult students of color, the Academic Services Unit at the University of Detroit Mercy (UDM), an urban Catholic university, in Detroit Michigan, has designed and implemented the Professional Mentor Program Plus, funded by the State of Michigan's King-Chavez-Parks (KCP) higher education initiative,…

  8. Limitations on Change: Current Conditions Influencing Academic Intransigence in Educational Administration Programs.

    ERIC Educational Resources Information Center

    Logan, Connie Stokes; Pounder, Diana G.

    An analysis of academic intransigence (resistance to change) in educational administrative preparation programs is presented in this paper. Drawing upon two conceptual frameworks, the stakeholder perspective and Porter's (1980) five-force model of industry structure and competitive influence, two factors contributing to academic intransigence are…

  9. The Impact of a Nutritional Intervention Program on Academics in Selected Public Schools

    ERIC Educational Resources Information Center

    Rich, Stacy

    2011-01-01

    The purpose of this quantitative quasi-experimental study is to examine the effectiveness of the "Healthy Kids, Smart Kids" intervention program on academics. Extant data will be used to determine if a statistically significant difference in academics exist between experimental schools implementing the "Healthy Kids, Smart…

  10. Perceptions of Collegiate Student-Athletes' Programming Needs Based on Gender, Ethnicity, and Academic Class

    ERIC Educational Resources Information Center

    Arvan, April Anita

    2010-01-01

    Student-athletes are often disengaged in campus programming due to their academic and athletic commitments. Previous research explored various facets of student-athlete development, particularly academic development in relation to NCAA Division I student-athletes. The purpose of this quantitative, causal-comparative study was to determine…

  11. Cultivating the Academic Integrity of Urban Adolescents with Ethical Philosophy Programming

    ERIC Educational Resources Information Center

    Seider, Scott; Novick, Sarah; Gomez, Jessica

    2013-01-01

    This mixed-methods study considered the effects of ethical philosophy programming at a high-performing, high-poverty urban high school upon the academic integrity of participating adolescents ("n" = 279). Analyses of pre-post survey data revealed that participating adolescents reported significantly higher levels of academic integrity…

  12. Project SOCRATES: Program for the Academically Gifted, Grades 4-5. Administrator's Handbook.

    ERIC Educational Resources Information Center

    Paris Independent School District, TX.

    Intended for administrators, the handbook provides an overview to Project SOCRATES, a program for academically gifted fourth and fifth graders designed to expand academic capabilities for problem solving, creative thinking, evaluation, leadership, and the ability to adjust to change. Sections address the following areas: statement of philosophy;…

  13. Academics in CTE Programs: Fully Preparing Students for Their Next Step

    ERIC Educational Resources Information Center

    MacQuarrie, David L.

    2008-01-01

    An echo can often be heard in career and technical education (CTE) hallways, "How am I going to fit academic skills into this program." They have a choice! They could pick up a math or English book and start selecting something to separately add in. Perhaps an academic consultant could be tapped to separately add to the task list. Another option…

  14. Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners

    ERIC Educational Resources Information Center

    Solikhah, Imroatus

    2015-01-01

    This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews. Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis…

  15. Undergraduate Program Review Processes: A Case Study in Opportunity for Academic Libraries

    ERIC Educational Resources Information Center

    Costella, John; Adam, Tom; Gray, Fran; Nolan, Nicole; Wilkins, Catherine

    2013-01-01

    How can an academic library most effectively participate and expand its contributions to program reviews at the institutional level? By becoming involved in undergraduate reviews, college and university libraries can articulate new and enhanced roles for themselves on campus. Academic libraries have always contributed to a variety of institutional…

  16. Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2015 Report

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2016

    2016-01-01

    The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the second…

  17. Assessment for Effective Intervention: Enrichment Science Academic Program

    NASA Astrophysics Data System (ADS)

    Sasson, Irit; Cohen, Donita

    2012-11-01

    Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to strengthen the potential of middle and high school students and encourage them to pursue higher education, with an emphasis on majoring in science and technology. This study investigated the implementation and evaluation of the enrichment science academic program, as an example of informal learning environment, with an emphasis on physics studies. About 500 students conducted feedback survey after participating in science activities in four domains: biology, chemistry, physics, and computer science. Results indicated high level of satisfaction among the students. No differences were found with respect to gender excluding in physics with a positive attitudes advantage among boys. In order to get a deeper understanding of this finding, about 70 additional students conducted special questionnaires, both 1 week before the physics enrichment day and at the end of that day. Questionnaires were intended to assess both their attitudes toward physics and their knowledge and conceptions of the physical concept "pressure." We found that the activity moderately improved boys' attitudes toward physics, but that girls displayed decreased interest in and lower self-efficacy toward physics. Research results were used to the improvement of the instructional design of the physics activity demonstrating internal evaluation process for effective intervention.

  18. Deaf studies alumni perceptions of the academic program and off-campus internship.

    PubMed

    Cooper, Sheryl B; Emanuel, Diana C; Cripps, Jody H

    2012-01-01

    Alumni of an undergraduate Deaf studies program completed an online survey about their education and employment after graduation and their perceptions of their internship and undergraduate academic program. Demographically, this population of Deaf studies alumni represented a higher percentage of women and dual-major graduates than was present in the general university population. It was found that most of the alumni reported using the knowledge and skills from the Deaf studies program in their current job. Current employment among alumni was almost 100%, and most of the alumni had positive perceptions regarding their personal, academic, and professional growth as it related to their internship and undergraduate Deaf studies program. The study findings underscore the need for continued support of Deaf studies programs. Suggestions are provided for program directors regarding the development of internships and academic programs for students in Deaf studies.

  19. Theme: Teaching Academically Disadvantaged Students.

    ERIC Educational Resources Information Center

    Iverson, Maynard J.; And Others

    1993-01-01

    Includes "Will We Serve the Academically Disadvantaged?" (Iverson); "Using Centers of Learning to Reach Academically Disadvantaged Students" (Gentry); "Georgia's Special Lamb Project Adoption Program" (Farmer); "Teacher Expectations" (Powers); "Providing Instruction for Special Populations" (Jewell); and "The Educational Reform Movement and…

  20. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... COMMUNITY ORIENTED POLICING SERVICES (COPS) Police Recruitment Program Guidelines § 92.10 Providing... individuals to meet police force academic requirements, pass entrance examinations, and meet other... participants who encounter other problems with the police department application process....

  1. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... COMMUNITY ORIENTED POLICING SERVICES (COPS) Police Recruitment Program Guidelines § 92.10 Providing... individuals to meet police force academic requirements, pass entrance examinations, and meet other... participants who encounter other problems with the police department application process....

  2. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... COMMUNITY ORIENTED POLICING SERVICES (COPS) Police Recruitment Program Guidelines § 92.10 Providing... individuals to meet police force academic requirements, pass entrance examinations, and meet other... participants who encounter other problems with the police department application process....

  3. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... COMMUNITY ORIENTED POLICING SERVICES (COPS) Police Recruitment Program Guidelines § 92.10 Providing... individuals to meet police force academic requirements, pass entrance examinations, and meet other... participants who encounter other problems with the police department application process....

  4. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... COMMUNITY ORIENTED POLICING SERVICES (COPS) Police Recruitment Program Guidelines § 92.10 Providing... individuals to meet police force academic requirements, pass entrance examinations, and meet other... participants who encounter other problems with the police department application process....

  5. Evaluating an academic writing program for nursing students who have English as a second language.

    PubMed

    Weaver, Roslyn; Jackson, Debra

    2011-01-01

    Academic writing skills are essential to the successful completion of preregistration nursing programs, yet the development of such skills is a challenge for many nursing students, particularly those who speak English as a second language (ESL). It is vital to develop and evaluate strategies that can support academic writing skills for ESL nursing students. This qualitative study evaluated a four-day academic writing intervention strategy designed to support ESL first-year nursing students. Data from the program showed two major areas of difficulty for participants relating to academic writing: problems understanding course content in English, and problems expressing their understanding of that content in English. The participants noted a key benefit of this program was the provision of individual feedback. Programs such as this intervention successfully meet the demands of ESL nursing students, although ongoing support is also needed.

  6. Implementing a robotics curriculum at an academic general surgery training program: our initial experience.

    PubMed

    Winder, Joshua S; Juza, Ryan M; Sasaki, Jennifer; Rogers, Ann M; Pauli, Eric M; Haluck, Randy S; Estes, Stephanie J; Lyn-Sue, Jerome R

    2016-09-01

    The robotic surgical platform is being utilized by a growing number of hospitals across the country, including academic medical centers. Training programs are tasked with teaching their residents how to utilize this technology. To this end, we have developed and implemented a robotic surgical curriculum, and share our initial experience here. Our curriculum was implemented for all General Surgical residents for the academic year 2014-2015. The curriculum consisted of online training, readings, bedside training, console simulation, participating in ten cases as bedside first assistant, and operating at the console. 20 surgical residents were included. Residents were provided the curriculum and notified the department upon completion. Bedside assistance and operative console training were completed in the operating room through a mix of biliary, foregut, and colorectal cases. During the fiscal years of 2014 and 2015, there were 164 and 263 robot-assisted surgeries performed within the General Surgery Department, respectively. All 20 residents completed the online and bedside instruction portions of the curriculum. Of the 20 residents trained, 13/20 (65 %) sat at the Surgeon console during at least one case. Utilizing this curriculum, we have trained and incorporated residents into robot-assisted cases in an efficient manner. A successful curriculum must be based on didactic learning, reading, bedside training, simulation, and training in the operating room. Each program must examine their caseload and resident class to ensure proper exposure to this platform.

  7. An Academic Multihealth System PGY2 Pediatric Pharmacy Residency Program

    PubMed Central

    Klosterman, Theresa; Siu, Anita; Shah, Pooja; Kimler, Katelin; Sturgill, Marc; Robinson, Christine

    2015-01-01

    We describe a novel multihealth system pediatric pharmacy residency program through the Ernest Mario School of Pharmacy at Rutgers University. Pediatric clinical pharmacy is a growing field that has seen an increase in demand for practitioners. Practice sites include freestanding children's hospitals, children's hospitals within adult hospitals, and pediatric units within adult hospitals. To accommodate a residency program in a region with no freestanding children's hospital, the pediatric faculty members at the Ernest Mario School of Pharmacy at Rutgers University developed a multihealth system postgraduate year 2 (PGY2) pediatric pharmacy residency program with 6 pediatric faculty members functioning as preceptors at their 5 respective practice sites. The multihealth system setup of the program provides the resident exposure to a multitude of patient populations, pediatric specialties, and pediatric pharmacy practices. In addition, the affiliation with Rutgers University allows an emphasis on academia with opportunities for the resident to lecture in small and large classrooms, facilitate discussion periods, assist with clinical laboratory classes, and precept pharmacy students. The resident has the unique opportunity to develop a research project with a large and diverse patient population owing to the multihealth system rotation sites. A multihealth system PGY2 residency in pediatric pharmacy provides the resident a well-rounded experience in pediatric clinical practice, research, and academia that will enhance the resident's ability to build his or her own pediatric pharmacy practice. PMID:26766936

  8. The Attitudes of Teachers towards 2005 Academic Year Primary Education Program

    ERIC Educational Resources Information Center

    Dogan, Suleyman

    2010-01-01

    This study is considered to be significant in objectively analyzing the negative-positive effects of the program during the process of learning, teacher's acquaintance to the new program in a closer way and acquiring a positive perspective of the program. This study has been conducted in order to discover the effects of 2005-2006 academic year…

  9. Collaborations California-Style: A Review of the California Academic Partnership Program.

    ERIC Educational Resources Information Center

    Stoloff, David L.

    The California Academic Partnership Program is examined in this paper. Information gathered through a review of internal and external program documentation is analyzed to develop principles for intervening successfully through cooperative efforts and for ensuring the institutionalization of collaborative programs. Reviewed are: (1) the history of…

  10. Academic Persistence and Achievement of Remedial Students in a Community College's Success Program.

    ERIC Educational Resources Information Center

    Grunder, Patricia G.; Hellmich, David M.

    1996-01-01

    Assesses the effectiveness of Santa Fe Community College's "College Success Program" by looking at the academic performance of remedial students who participated in the program as freshmen. Findings indicate that the program decreased the course failure rate for African-American and female students, and increased grade-point average for…

  11. Peterson's Summer Study Abroad: A Guide to Summer Academic and Language Programs. First Edition.

    ERIC Educational Resources Information Center

    Peterson's Guides, Inc., Princeton, NJ.

    This guide provides descriptions of over 900 summer academic and language study-abroad programs in 80 countries that range from 1-week language study courses to full-summer university programs. An introductory section provides general information on study abroad programs and the use of the guide. The bulk of the guide consists of individual…

  12. Restructuring Higher Education in the United States: Analyzing Models for Academic Program Review and Discontinuation.

    ERIC Educational Resources Information Center

    Michael, Steve O.

    1998-01-01

    Provides models helpful to policymakers at state and institutional levels involved in academic program review and discontinuation, outlines levels of policy decisions for program discontinuation, and examines models that may be effective at each level. Concludes with program discontinuation-related recommendations. (Author/MSE)

  13. Credit Quandaries: How Career and Technical Education Teachers Can Teach Courses That Include Academic Credit. Ask the Team

    ERIC Educational Resources Information Center

    Jacques, Catherine

    2014-01-01

    Many career and technical education (CTE) courses not only provide students with vocational and technical skills and knowledge, but engage them in academic content as well. Designed thoughtfully, these courses can address rigorous academic content standards and be as intellectually demanding as traditional academic courses (Southern Regional…

  14. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic...

  15. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic...

  16. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic...

  17. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic...

  18. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic...

  19. Academic Audit: Development of a Planning, Budgeting, and Evaluation Model for Academic Programs.

    ERIC Educational Resources Information Center

    Cochran, Thomas R.; Felder, Nathaniel L.

    The development of a planning, budgeting, and evaluation model, referred to as an "academic audit" model, at the University of North Carolina, Asheville, is described. The model is essentially a model for planning resource reallocation in conjunction with redefining and reestablishing institutional goals and mission statements.…

  20. Academic and nursing aptitude and the NCLEX-RN in baccalaureate programs.

    PubMed

    McCarthy, Mary Ann; Harris, Debra; Tracz, Susan M

    2014-03-01

    Accurately predicting NCLEX-RN® success has a positive impact on all nursing education stakeholders. This study focused on the ability to predict NCLEX-RN pass rates on the basis of prenursing academic aptitude variables and the Assessment Technologies Institute (ATI) nursing aptitude program. The ATI predictors were the Test of Essential Academic Skills (TEAS) and fi ve ATI subject tests: Fundamentals, Medical Surgical, Nursing Care of Children, Mental Health, and Maternal Newborn. The prenursing variables comprised the prenursing grade point average, a prerequisite communication course, and the ATI TEAS composite subscores of TEAS Reading, TEAS Math, TEAS Science, and TEAS English. This study included participants from four baccalaureate nursing programs in the California State University system. Results of canonical correlation, multiple linear regression, and logistic regression revealed a significant correlation among prenursing, ATI scores, and NCLEXRN fi rst-try pass rates. Prediction of NCLEX-RN success rate using standardized testing data was supported, with the strongest predictors being the ATI Medical Surgical and ATI Mental Health tests.

  1. 25 CFR 1000.86 - What types of programs may be included in an AFA?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 2 2013-04-01 2013-04-01 false What types of programs may be included in an AFA? 1000.86... Programs May Be Included in An Afa § 1000.86 What types of programs may be included in an AFA? A Tribe/Consortium may include in its AFA programs administered by BIA, without regard to the BIA agency or...

  2. 25 CFR 1000.86 - What types of programs may be included in an AFA?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 2 2011-04-01 2011-04-01 false What types of programs may be included in an AFA? 1000.86... Programs May Be Included in An Afa § 1000.86 What types of programs may be included in an AFA? A Tribe/Consortium may include in its AFA programs administered by BIA, without regard to the BIA agency or...

  3. 25 CFR 1000.86 - What types of programs may be included in an AFA?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 2 2012-04-01 2012-04-01 false What types of programs may be included in an AFA? 1000.86... Programs May Be Included in An Afa § 1000.86 What types of programs may be included in an AFA? A Tribe/Consortium may include in its AFA programs administered by BIA, without regard to the BIA agency or...

  4. 25 CFR 1000.86 - What types of programs may be included in an AFA?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 2 2010-04-01 2010-04-01 false What types of programs may be included in an AFA? 1000.86... Programs May Be Included in An Afa § 1000.86 What types of programs may be included in an AFA? A Tribe/Consortium may include in its AFA programs administered by BIA, without regard to the BIA agency or...

  5. 25 CFR 1000.86 - What types of programs may be included in an AFA?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 2 2014-04-01 2014-04-01 false What types of programs may be included in an AFA? 1000.86... Programs May Be Included in An Afa § 1000.86 What types of programs may be included in an AFA? A Tribe/Consortium may include in its AFA programs administered by BIA, without regard to the BIA agency or...

  6. Prediction of Academic Achievement in an NATA-Approved Graduate Athletic Training Education Program

    PubMed Central

    Keskula, Douglas R.; Sammarone, Paula G.; Perrin, David H.

    1995-01-01

    The Purpose of this investigation was to determine which information used in the applicant selection process would best predict the final grade point average of students in a National Athletic Trainers Association (NATA) graduate athletic training education program. The criterion variable used was the graduate grade-point average (GPAg) calculated at the completion of the program of study. The predictor variables included: 1) Graduate Record Examination-Quantitative (GRE-Q) scores; and 2) Graduate Record Examination-Verbal (GRE-V) scores, 3) preadmission grade point average (GPAp), 4) total athletic training hours (hours), and 5) curriculum or internship undergraduate athletic training education (program). Data from 55 graduate athletic training students during a 5-year period were evaluated. Stepwise multiple regression analysis indicated that GPAp was a significant predictor of GPAg, accounting for 34% of the variance. GRE-Q, GRE-V, hours, and program did not significantly contribute individually or in combination to the prediction of GPAg. The results of this investigation suggest that, of the variables examined, GPAp is the best predictor of academic success in an NATA-approved graduate athletic training education program. PMID:16558312

  7. 15 CFR 9.3 - Appliances and equipment included in program.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 15 Commerce and Foreign Trade 1 2010-01-01 2010-01-01 false Appliances and equipment included in... VOLUNTARY LABELING PROGRAM FOR HOUSEHOLD APPLIANCES AND EQUIPMENT TO EFFECT ENERGY CONSERVATION § 9.3 Appliances and equipment included in program. The appliances and equipment included in this program are...

  8. 15 CFR 9.3 - Appliances and equipment included in program.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 15 Commerce and Foreign Trade 1 2014-01-01 2014-01-01 false Appliances and equipment included in... VOLUNTARY LABELING PROGRAM FOR HOUSEHOLD APPLIANCES AND EQUIPMENT TO EFFECT ENERGY CONSERVATION § 9.3 Appliances and equipment included in program. The appliances and equipment included in this program are...

  9. 15 CFR 9.3 - Appliances and equipment included in program.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 15 Commerce and Foreign Trade 1 2011-01-01 2011-01-01 false Appliances and equipment included in... VOLUNTARY LABELING PROGRAM FOR HOUSEHOLD APPLIANCES AND EQUIPMENT TO EFFECT ENERGY CONSERVATION § 9.3 Appliances and equipment included in program. The appliances and equipment included in this program are...

  10. 15 CFR 9.3 - Appliances and equipment included in program.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 15 Commerce and Foreign Trade 1 2012-01-01 2012-01-01 false Appliances and equipment included in... VOLUNTARY LABELING PROGRAM FOR HOUSEHOLD APPLIANCES AND EQUIPMENT TO EFFECT ENERGY CONSERVATION § 9.3 Appliances and equipment included in program. The appliances and equipment included in this program are...

  11. 15 CFR 9.3 - Appliances and equipment included in program.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 15 Commerce and Foreign Trade 1 2013-01-01 2013-01-01 false Appliances and equipment included in... VOLUNTARY LABELING PROGRAM FOR HOUSEHOLD APPLIANCES AND EQUIPMENT TO EFFECT ENERGY CONSERVATION § 9.3 Appliances and equipment included in program. The appliances and equipment included in this program are...

  12. Student Academic Achievement Plan: An Assessment Plan and Program. Revised.

    ERIC Educational Resources Information Center

    Front Range Community Coll., Westminster, CO.

    This report describes student academic achievement assessment activities at Front Range Community College (FRCC) (Colorado). According to this plan, all major decisions within the college will be based on four strategic initiatives: quality of student experience; excellence of human resources; college flexibility and responsibility; and…

  13. Bilingual Program Evaluation Report on Academic Assessments, 1996-97.

    ERIC Educational Resources Information Center

    Sarangarm, Isara

    This report summarizes academic assessment data for Las Cruces (New Mexico) Public Schools bilingual students in 1996-97. It has eight sections: (1) results of the Iowa Test of Basic Skills for third, fifth, and eighth grade students; (2) results of the La Prueba tests for grades three, five, and eight; (3) results of the New Mexico High School…

  14. Training Programs That Facilitate Lasting Change in Student Academic Behaviour

    ERIC Educational Resources Information Center

    Hodge, Brad

    2014-01-01

    A range of evidence suggests that changing a person's pattern of behaviour is extremely difficult, with past behaviour being one of the strongest predictors of future behaviour. This is particularly evident in the university setting where students tend to use the same academic processes they have used throughout their schooling despite any…

  15. Influence of Formal Academic Leadership Programs on Undergraduates' Leadership Mindset: An Assessment of a Corps of Cadets Program

    ERIC Educational Resources Information Center

    Dunn, Allison L.; Ho, Sarah P.; Odom, Summer F.; Perdue, Emily R.

    2016-01-01

    Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal academic leadership program simultaneously influenced their hierarchical and systemic-thinking preferences. No significant differences were found between students…

  16. Seizing the Future: How Ohio's Career-Technical Education Programs Fuse Academic Rigor and Real-World Experiences to Prepare Students for College and Careers

    ERIC Educational Resources Information Center

    Guarino, Heidi; Yoder, Shaun

    2015-01-01

    "Seizing the Future: How Ohio's Career and Technical Education Programs Fuse Academic Rigor and Real-World Experiences to Prepare Students for College and Work," demonstrates Ohio's progress in developing strong policies for career and technical education (CTE) programs to promote rigor, including college- and career-ready graduation…

  17. Pell Grants as Performance-Based Scholarships? An Examination of Satisfactory Academic Progress Requirements in the Nation's Largest Need-Based Aid Program

    ERIC Educational Resources Information Center

    Schudde, Lauren; Scott-Clayton, Judith

    2016-01-01

    The Federal Pell Grant Program is the nation's largest need-based grant program. While students' initial eligibility for the Pell is based on financial need, renewal is contingent on meeting minimum academic standards similar to those in models of performance-based scholarships, including a grade point average (GPA) requirement and ratio of…

  18. Library Support for Academic Program Review--From an Evolving Local Model to What's Beyond.

    ERIC Educational Resources Information Center

    Kuo, Ming-Ming Shen

    A local model for support of periodic academic program reviews by the Indiana Commission for Higher Education (ICHE) has developed and evolved at the Ball State University library. The process of devising a format to systematically report library holdings statistics to support program reviews and other collections development duties began in 1975;…

  19. Using Mentoring to Improve Academic Programming for African American Male Youths with Mild Disabilities.

    ERIC Educational Resources Information Center

    Campbell-Whatley, Gloria D.; Algozzine, Bob; Obiakor, Festus

    1997-01-01

    Discusses the impact that mentoring programs can have on the academic achievement and social development of young African American males. Provides steps for starting a mentoring program, examines the mentor's role, offers suggestions for mentor-student interactions, and offers some cautionary considerations, such as legal ramifications and school…

  20. Quality of Subjective Experience in a Summer Science Program for Academically Talented Adolescents.

    ERIC Educational Resources Information Center

    Tuss, Paul

    This study utilized the flow theory of intrinsic motivation to evaluate the subjective experience of 78 academically talented high school sophomores participating in an 8-day summer research apprenticeship program in materials and nuclear science. The program involved morning lectures on such topics as physics of electromagnetic radiation, energy…

  1. Homeland Security Education: Managerial versus Nonmanagerial Market Perspectives of an Academic Program

    ERIC Educational Resources Information Center

    Doss, Daniel; Henley, Russ; McElreath, David; Lackey, Hilliard; Jones, Don; Gokaraju, Balakrishna; Sumrall, William

    2016-01-01

    The authors discuss the findings of a market study that preceded the offering of an academic program in homeland security. The university disseminated a mail survey to gain data for analysis of variance testing of several hypotheses regarding market perceptions of the intended homeland security program offering. Stratification involved segregating…

  2. The Open Academic Model for the Systems Engineering Graduate Program at Stevens Institute of Technology

    ERIC Educational Resources Information Center

    Lasfer, Kahina

    2012-01-01

    The Systems Engineering Program at Stevens Institute of Technology has developed the Open Academic Model (OAM) to guide its strategic planning and operations since its founding in 2001. Guided by OAM, the Stevens Systems Engineering Program (SSEP) has grown from inception in 2001 into one of the largest in the US. The main objectives of the…

  3. The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement

    ERIC Educational Resources Information Center

    Cordray, David S.; Pion, Georgine M.; Brandt, Chris; Molefe, Ayrin

    2013-01-01

    One of the most widely used commercially available systems incorporating benchmark assessment and training in differentiated instruction is the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) program. The MAP program involves two components: (1) computer-adaptive assessments administered to students three to four…

  4. Predictive Modeling of Student Performances for Retention and Academic Support in a Diagnostic Medical Sonography Program

    ERIC Educational Resources Information Center

    Borghese, Peter; Lacey, Sandi

    2014-01-01

    As part of a retention and academic support program, data was collected to develop a predictive model of student performances in core classes in a Diagnostic Medical Sonography (DMS) program. The research goal was to identify students likely to have difficulty with coursework and provide supplemental tutorial support. The focus was on the…

  5. Academic Quality Control: The Case of College Programs on Military Bases.

    ERIC Educational Resources Information Center

    Bailey, Stephen K.

    The quality of college programs at 13 U.S. military bases and the activities of various agencies for maintaining quality control were evaluated. Based on site visits to military bases in the continental United States and Hawaii in 1978, some academic programs appeared to have few standards and practices that promote quality. It is claimed that…

  6. Developing an Organizational Understanding of Faculty Mentoring Programs in Academic Medicine in Major American Research Universities

    ERIC Educational Resources Information Center

    Fischer Zellers, Darlene

    2013-01-01

    This study examines the organizational and contextual factors associated with faculty mentoring programs in academic medicine within major research institutions in the United States, and explores the usefulness of organizational behavior theory in understanding these relationships. To date, many formal faculty mentoring programs are in operation…

  7. Evaluations Backgrounder: A Summary of Formal Evaluations of the Academic Impact of Afterschool Programs

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2006

    2006-01-01

    This compilation focuses chiefly on the impact of afterschool programs on student academic achievement. Although afterschool programs for children have been operating for many years in some communities, the afterschool movement is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is…

  8. Examining Nontraditional Graduate Students' Academic Writing Experiences in an Accelerated Adult Program

    ERIC Educational Resources Information Center

    Crite, Charles E., Jr.

    2013-01-01

    The academic writing competencies of nontraditional graduate students enrolled in accelerated graduate programs have become a growing concern for many higher learning educators in those programs. The purpose of this nonexperimental quantitative study was to examine the writing experiences that impacted nontraditional graduate students enrolled in…

  9. Deaf Studies Alumni Perceptions of the Academic Program and Off-Campus Internship

    ERIC Educational Resources Information Center

    Cooper, Sheryl B.; Emanuel, Diana C.; Cripps, Jody H.

    2012-01-01

    Alumni of an undergraduate Deaf studies program completed an online survey about their education and employment after graduation and their perceptions of their internship and undergraduate academic program. Demographically, this population of Deaf studies alumni represented a higher percentage of women and dual-major graduates than was present in…

  10. Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2014 Report

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2014

    2014-01-01

    Community colleges across Iowa are working with business and industry through sector boards to develop training programs for jobs that have applicant shortages. The state Pathways for Academic Career and Employment (PACE) program enables community colleges to offer in-demand training, making education affordable for low income or unemployed…

  11. Comparative study of an externship program versus a corporate-academic cooperation program for enhancing nursing competence of graduating students

    PubMed Central

    2013-01-01

    Background New graduates report intense stress during the transition from school to their first work settings. Managing this transition is important to reduce turnover rates. This study compared the effects of an externship program and a corporate-academic cooperation program on enhancing junior college students’ nursing competence and retention rates in the first 3 months and 1 year of initial employment. Methods This two-phase study adopted a pretest and posttest quasi-experimental design. All participants were graduating students drawn from a 5-year junior nursing college in Taiwan. There were 19 and 24 students who participated in the phase I externship program and phase II corporate-academic cooperation program, respectively. The nursing competence of the students had to be evaluated by mentors within 48 hours of practicum training and after practicum training. The retention rate was also surveyed at 3 months and 1 year after beginning employment. Results Students who participated in the corporate-academic cooperation program achieved a statistically significant improvement in nursing competence and retention rates relative to those who participated in the externship program (p < 0.01 and p < 0.05, respectively). Conclusions The corporate-academic cooperation program facilitates the transition of junior college nursing students into independent staff nurses, enhances their nursing competence, and boosts retention rates. PMID:23945287

  12. Food Stamp Program participation is associated with better academic learning among school children.

    PubMed

    Frongillo, Edward A; Jyoti, Diana F; Jones, Sonya J

    2006-04-01

    Household food insecurity is associated with multiple adverse outcomes in children and adolescents, including poor school performance. U.S. federal food assistance programs such as the Food Stamp Program (FSP) aim to help prevent household food insecurity and its outcomes. Program participation may act as a resource either to counteract the effects of constraints such as food insecurity or to modify the effects of food insecurity on outcomes. This study aimed to determine whether FSP participation was associated with child reading and mathematics learning, weight gain, and social skills and whether these associations depended on degree of estimated need for the program. Data used were from the Early Childhood Longitudinal Study-Kindergarten cohort, a large nationally representative sample. A difference (i.e., fixed-effects) model was used to minimize bias in the estimation of association resulting from unmeasured covariates. Starting FSP participation during the 4 years from K to third grade was associated with about a 3-point greater improvement in reading and mathematics score as compared with stopping FSP participation during that period. But it was for female students only that this association was large and significant. Children in households starting FSP participation had slightly but not significantly less weight gain compared with children in households stopping FSP participation. This study provides the strongest evidence to date that FSP participation plausibly has beneficial effects for children on nonnutritional outcomes, specifically academic learning. The mechanisms for this relationship are not well understood and may be through both dietary intake and stress.

  13. A linear programming approach for placement of applicants to academic programs.

    PubMed

    Kassa, Biniyam Asmare

    2013-01-01

    This paper reports a linear programming approach for placement of applicants to study programs developed and implemented at the college of Business & Economics, Bahir Dar University, Bahir Dar, Ethiopia. The approach is estimated to significantly streamline the placement decision process at the college by reducing required man hour as well as the time it takes to announce placement decisions. Compared to the previous manual system where only one or two placement criteria were considered, the new approach allows the college's management to easily incorporate additional placement criteria, if needed. Comparison of our approach against manually constructed placement decisions based on actual data for the 2012/13 academic year suggested that about 93 percent of the placements from our model concur with the actual placement decisions. For the remaining 7 percent of placements, however, the actual placements made by the manual system display inconsistencies of decisions judged against the very criteria intended to guide placement decisions by the college's program management office. Overall, the new approach proves to be a significant improvement over the manual system in terms of efficiency of the placement process and the quality of placement decisions.

  14. 41 CFR 301-73.1 - What does the Federal travel management program include?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 41 Public Contracts and Property Management 4 2010-07-01 2010-07-01 false What does the Federal travel management program include? 301-73.1 Section 301-73.1 Public Contracts and Property Management... PROGRAMS General Rules § 301-73.1 What does the Federal travel management program include? The...

  15. Improvements to the FATOLA computer program including added actively controlled landing gear subroutines

    NASA Technical Reports Server (NTRS)

    Mall, G. H.

    1983-01-01

    Modifications to a multi-degree-of-freedom flexible aircraft take-off and landing analysis (FATOLA) computer program, including a provision for actively controlled landing gears to expand the programs simulation capabilities, are presented. Supplemental instructions for preparation of data and for use of the modified program are included.

  16. 34 CFR 84.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 1 2012-07-01 2012-07-01 false What must I include in my drug-free awareness program... § 84.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  17. 29 CFR 94.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 29 Labor 1 2011-07-01 2011-07-01 false What must I include in my drug-free awareness program? 94.215 Section 94.215 Labor Office of the Secretary of Labor GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  18. 22 CFR 312.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 2 2014-04-01 2014-04-01 false What must I include in my drug-free awareness program? 312.215 Section 312.215 Foreign Relations PEACE CORPS GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  19. 29 CFR 1472.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 29 Labor 4 2010-07-01 2010-07-01 false What must I include in my drug-free awareness program? 1472... for Recipients Other Than Individuals § 1472.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The...

  20. 34 CFR 84.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 1 2014-07-01 2014-07-01 false What must I include in my drug-free awareness program... § 84.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  1. 7 CFR 3021.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 15 2011-01-01 2011-01-01 false What must I include in my drug-free awareness program? 3021.215 Section 3021.215 Agriculture Regulations of the Department of Agriculture (Continued) OFFICE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  2. 29 CFR 1472.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 29 Labor 4 2011-07-01 2011-07-01 false What must I include in my drug-free awareness program? 1472... for Recipients Other Than Individuals § 1472.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The...

  3. 29 CFR 94.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 29 Labor 1 2013-07-01 2013-07-01 false What must I include in my drug-free awareness program? 94.215 Section 94.215 Labor Office of the Secretary of Labor GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  4. 29 CFR 94.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 29 Labor 1 2014-07-01 2013-07-01 true What must I include in my drug-free awareness program? 94.215 Section 94.215 Labor Office of the Secretary of Labor GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  5. 22 CFR 312.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 2 2011-04-01 2009-04-01 true What must I include in my drug-free awareness program? 312.215 Section 312.215 Foreign Relations PEACE CORPS GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  6. 29 CFR 1472.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 29 Labor 4 2013-07-01 2013-07-01 false What must I include in my drug-free awareness program? 1472... for Recipients Other Than Individuals § 1472.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The...

  7. 34 CFR 84.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false What must I include in my drug-free awareness program... § 84.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  8. 29 CFR 1472.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 29 Labor 4 2014-07-01 2014-07-01 false What must I include in my drug-free awareness program? 1472... for Recipients Other Than Individuals § 1472.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The...

  9. 22 CFR 312.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 2 2013-04-01 2009-04-01 true What must I include in my drug-free awareness program? 312.215 Section 312.215 Foreign Relations PEACE CORPS GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  10. 22 CFR 312.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 2 2010-04-01 2010-04-01 true What must I include in my drug-free awareness program? 312.215 Section 312.215 Foreign Relations PEACE CORPS GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  11. 7 CFR 3021.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 15 2012-01-01 2012-01-01 false What must I include in my drug-free awareness program? 3021.215 Section 3021.215 Agriculture Regulations of the Department of Agriculture (Continued) OFFICE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  12. 7 CFR 3021.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 15 2010-01-01 2010-01-01 false What must I include in my drug-free awareness program? 3021.215 Section 3021.215 Agriculture Regulations of the Department of Agriculture (Continued) OFFICE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  13. 29 CFR 94.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 29 Labor 1 2010-07-01 2010-07-01 true What must I include in my drug-free awareness program? 94.215 Section 94.215 Labor Office of the Secretary of Labor GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  14. 29 CFR 94.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 29 Labor 1 2012-07-01 2012-07-01 false What must I include in my drug-free awareness program? 94.215 Section 94.215 Labor Office of the Secretary of Labor GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  15. 29 CFR 1472.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 29 Labor 4 2012-07-01 2012-07-01 false What must I include in my drug-free awareness program? 1472... for Recipients Other Than Individuals § 1472.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The...

  16. 22 CFR 312.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 2 2012-04-01 2009-04-01 true What must I include in my drug-free awareness program? 312.215 Section 312.215 Foreign Relations PEACE CORPS GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE... include in my drug-free awareness program? You must establish an ongoing drug-free awareness program...

  17. 34 CFR 84.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false What must I include in my drug-free awareness program... § 84.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  18. 34 CFR 84.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 1 2013-07-01 2013-07-01 false What must I include in my drug-free awareness program... § 84.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  19. 41 CFR 301-73.1 - What does the Federal travel management program include?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... travel management program include? 301-73.1 Section 301-73.1 Public Contracts and Property Management Federal Travel Regulation System TEMPORARY DUTY (TDY) TRAVEL ALLOWANCES AGENCY RESPONSIBILITIES 73-TRAVEL PROGRAMS General Rules § 301-73.1 What does the Federal travel management program include? The...

  20. 41 CFR 301-73.1 - What does the Federal travel management program include?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... travel management program include? 301-73.1 Section 301-73.1 Public Contracts and Property Management Federal Travel Regulation System TEMPORARY DUTY (TDY) TRAVEL ALLOWANCES AGENCY RESPONSIBILITIES 73-TRAVEL PROGRAMS General Rules § 301-73.1 What does the Federal travel management program include? The...

  1. 41 CFR 301-73.1 - What does the Federal travel management program include?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... travel management program include? 301-73.1 Section 301-73.1 Public Contracts and Property Management Federal Travel Regulation System TEMPORARY DUTY (TDY) TRAVEL ALLOWANCES AGENCY RESPONSIBILITIES 73-TRAVEL PROGRAMS General Rules § 301-73.1 What does the Federal travel management program include? The...

  2. 41 CFR 301-73.1 - What does the Federal travel management program include?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... travel management program include? 301-73.1 Section 301-73.1 Public Contracts and Property Management Federal Travel Regulation System TEMPORARY DUTY (TDY) TRAVEL ALLOWANCES AGENCY RESPONSIBILITIES 73-TRAVEL PROGRAMS General Rules § 301-73.1 What does the Federal travel management program include? The...

  3. PROGRAM DEVELOPMENT AND RESEARCH ON THE ACADEMICALLY TALENTED STUDENT. SUMMARY.

    ERIC Educational Resources Information Center

    TAYLOR, JOHN; AND OTHERS

    TO HELP GIFTED CHILDREN GAIN SOUND EDUCATION IN THE HUMANITIES, THE SOCIAL SCIENCES, THE NATURAL SCIENCES, AND IN MATHEMATICS, A PROGRAM WAS DEVELOPED FOR EIGHTEEN SIXTH GRADERS. THE CLASS DIFFERED FROM OTHER SIXTH GRADE CLASSES IN THE WAY IT USED MATERIALS. PILOT PROGRAMS WERE SET UP TO ACQUAINT THE TEACHERS OR PROGRAM DEVELOPMENT WITH THE…

  4. Bilingual Two-Way Immersion Programs Benefit Academic Achievement

    ERIC Educational Resources Information Center

    Marian, Viorica; Shook, Anthony; Schroeder, Scott R.

    2013-01-01

    The effects of bilingual education on reading and math achievement were examined by comparing test scores across different elementary school programs. Results revealed that bilingual Two-Way Immersion (TWI) programs benefited both minority-language and majority-language students. Minority-language students in TWI programs outperformed their peers…

  5. The Effects of a Service-Learning Program on the Development of Civic Attitudes and Behaviors among Academically Talented Adolescents

    ERIC Educational Resources Information Center

    Lee, Seon-Young; Olszewski-Kubilius, Paula; Donahue, Rob; Weimbolt, Katrina

    2007-01-01

    This study examined the effects of a service-learning program on the development of civic attitudes and behaviors of 230 high school students who were identified as academically gifted and participated in either a service-learning program or an accelerated academic program during the summer. Students' responses to 3 surveys measuring civic…

  6. Faculty Members' Lived Experiences with Academic Quality in For-Profit On-Ground Gainful Employment Programs

    ERIC Educational Resources Information Center

    Booton, Carol M.

    2013-01-01

    Academic quality in for-profit vocational (Gainful Employment) programs is a concern for all stakeholders. However, academic quality is not easily defined. The Department of Education's Gainful Employment Rule defines academic quality With a few easily measured metrics such as student retention and job placement rate, despite the fact that…

  7. The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077

    ERIC Educational Resources Information Center

    Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin

    2009-01-01

    The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

  8. Effects of a Summer Camp Program on Enhancing the Academic Achievement Skills of Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Davenport, Teresa L.

    2011-01-01

    The purpose of this study was to determine if a summer camp utilizing academic and behavioral remediation programming could increase the academic achievement of children with autism spectrum disorders. Academic achievement was measured using the Wide Range Achievement Test-Fourth Edition (WRAT4; Wilkinson & Robertson, 2006) and an Informal…

  9. Public-academic partnerships: a rapid small-grant program for policy-relevant research: motivating public-academic partnerships.

    PubMed

    Rodriguez, Carolyn I; Arbuckle, Melissa R; Simpson, Helen B; Herman, Daniel B; Stroup, T Scott; Skrobala, Anne M; Sederer, Lloyd I; Appel, Anita; Essock, Susan M

    2013-02-01

    To help grow a cadre of researchers with the knowledge and skills to pursue topics of great utility to public mental health systems, the director of the Division of Mental Health Services and Policy Research at Columbia University used funding from the New York State Office of Mental Health (OMH) to create a rapid small-grant program called the OMH Policy Scholars Program. This column uses two case examples to describe how this public-academic partnership exposes early-career researchers to the needs and complexities of large public mental health systems while providing them with senior research and policy mentors to help ensure the success of the scholars' projects and oversee their introduction to and work within the public mental health system. This type of collaboration is one model of encouraging early-career psychiatric researchers to pursue policy-relevant research.

  10. Health Is Academic. A Guide to Coordinated School Health Programs.

    ERIC Educational Resources Information Center

    Marx, Eva, Ed.; Wooley, Susan Frelick, Ed.; Northrop, Daphne, Ed.

    This book presents a collection of papers that define comprehensive school health programs and their components and provide action steps for their implementation at the local, state, and national levels: (1) "Linking Health and Learning: An Overview of Coordinated School Health Programs" (Floretta Dukes McKenzie and Julius B. Richmond); (2)…

  11. Reputational Quality of Academic Programs: The Institutional Halo.

    ERIC Educational Resources Information Center

    Fairweather, James S.

    1988-01-01

    A study of the contribution of institutional characteristics to the National Academy of Sciences' reputational ratings of faculty found that program characteristics do influence ratings, but an "institutional halo" effect also exists, indicating that faculty reputations and program quality are more complex phenomena than implied by…

  12. Study Abroad Programs: A Golden Opportunity for Academic Library Engagement

    ERIC Educational Resources Information Center

    Denda, Kayo

    2013-01-01

    Study abroad programs in higher education increasingly play a major role in training students for global citizenship. This case study, conducted in a large research university in the United States, identifies the information needs of students and faculty in study abroad programs. Of particular interest is how awareness of library resources and…

  13. Statistical Report: Academic Year 2014-15. Student Exchange Program

    ERIC Educational Resources Information Center

    Western Interstate Commission for Higher Education, 2015

    2015-01-01

    This report covers fall 2014 enrollments for WUE [Western Undergraduate Exchange], WRGP [Western Regional Graduate Program], and PSEP [Professional Student Exchange Program]. It details the funds that flow between students' home states and the enrolling PSEP institutions that receive them. This newly expanded format gives detailed enrollment for…

  14. Individualized Education Program Team Manual. Includes: Individualized Education Program, Evaluation Review, Manifestation Determination Review.

    ERIC Educational Resources Information Center

    Michigan State Dept. of Education, Lansing. Office of Special Education and Early Intervention Services.

    This manual is designed to assist members of Michigan Individualized Education Program (IEP) teams to be in compliance with state and federal laws relating to programs and services for students with disabilities. It begins by briefly explaining changes in the Individuals with Disabilities Education Act relating to the IEP and parent participation.…

  15. 15 CFR 29.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... awareness program? 29.215 Section 29.215 Commerce and Foreign Trade Office of the Secretary of Commerce... Individuals § 29.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  16. 14 CFR 1267.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... awareness program? 1267.215 Section 1267.215 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE... Recipients Other Than Individuals § 1267.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse...

  17. 2 CFR 182.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 2 Grants and Agreements 1 2012-01-01 2012-01-01 false What must I include in my drug-free awareness program? 182.215 Section 182.215 Grants and Agreements Office of Management and Budget Guidance... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  18. 40 CFR 36.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... awareness program? 36.215 Section 36.215 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS...) Requirements for Recipients Other Than Individuals § 36.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a)...

  19. 31 CFR 20.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... awareness program? 20.215 Section 20.215 Money and Finance: Treasury Office of the Secretary of the Treasury... Individuals § 20.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  20. 24 CFR 21.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... awareness program? 21.215 Section 21.215 Housing and Urban Development Office of the Secretary, Department...) Requirements for Recipients Other Than Individuals § 21.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a)...

  1. 36 CFR 1212.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 36 Parks, Forests, and Public Property 3 2014-07-01 2014-07-01 false What must I include in my drug-free awareness program? 1212.215 Section 1212.215 Parks, Forests, and Public Property NATIONAL... my drug-free awareness program? You must establish an ongoing drug-free awareness program to...

  2. 38 CFR 48.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2011-07-01 2011-07-01 false What must I include in my drug-free awareness program? 48.215 Section 48.215 Pensions, Bonuses, and Veterans' Relief DEPARTMENT... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  3. 36 CFR 1212.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 36 Parks, Forests, and Public Property 3 2013-07-01 2012-07-01 true What must I include in my drug-free awareness program? 1212.215 Section 1212.215 Parks, Forests, and Public Property NATIONAL ARCHIVES... my drug-free awareness program? You must establish an ongoing drug-free awareness program to...

  4. 2 CFR 1401.315 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... awareness program? 1401.315 Section 1401.315 Grants and Agreements Federal Agency Regulations for Grants and...) Requirements for Recipients Other Than Individuals § 1401.315 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a)...

  5. 32 CFR 26.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 32 National Defense 1 2013-07-01 2013-07-01 false What must I include in my drug-free awareness program? 26.215 Section 26.215 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  6. 38 CFR 48.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false What must I include in my drug-free awareness program? 48.215 Section 48.215 Pensions, Bonuses, and Veterans' Relief DEPARTMENT... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  7. 36 CFR 1212.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false What must I include in my drug-free awareness program? 1212.215 Section 1212.215 Parks, Forests, and Public Property NATIONAL... my drug-free awareness program? You must establish an ongoing drug-free awareness program to...

  8. 28 CFR 83.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... awareness program? 83.215 Section 83.215 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED... Individuals § 83.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  9. 24 CFR 21.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... awareness program? 21.215 Section 21.215 Housing and Urban Development Office of the Secretary, Department...) Requirements for Recipients Other Than Individuals § 21.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a)...

  10. 31 CFR 20.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... awareness program? 20.215 Section 20.215 Money and Finance: Treasury Office of the Secretary of the Treasury... Individuals § 20.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  11. 38 CFR 48.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false What must I include in my drug-free awareness program? 48.215 Section 48.215 Pensions, Bonuses, and Veterans' Relief DEPARTMENT... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  12. 2 CFR 182.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 2 Grants and Agreements 1 2010-01-01 2010-01-01 false What must I include in my drug-free awareness program? 182.215 Section 182.215 Grants and Agreements OFFICE OF MANAGEMENT AND BUDGET... drug-free awareness program? You must establish an ongoing drug-free awareness program to...

  13. 32 CFR 26.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 32 National Defense 1 2012-07-01 2012-07-01 false What must I include in my drug-free awareness program? 26.215 Section 26.215 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  14. 2 CFR 182.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 2 Grants and Agreements 1 2013-01-01 2013-01-01 false What must I include in my drug-free awareness program? 182.215 Section 182.215 Grants and Agreements Office of Management and Budget Guidance... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  15. 2 CFR 182.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... awareness program? 182.215 Section 182.215 Grants and Agreements Office of Management and Budget Guidance... for Recipients Other Than Individuals § 182.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The...

  16. 15 CFR 29.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... awareness program? 29.215 Section 29.215 Commerce and Foreign Trade Office of the Secretary of Commerce... Individuals § 29.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  17. 13 CFR 147.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ...-free awareness program? 147.215 Section 147.215 Business Credit and Assistance SMALL BUSINESS... Other Than Individuals § 147.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse...

  18. 36 CFR 1212.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 36 Parks, Forests, and Public Property 3 2012-07-01 2012-07-01 false What must I include in my drug-free awareness program? 1212.215 Section 1212.215 Parks, Forests, and Public Property NATIONAL... my drug-free awareness program? You must establish an ongoing drug-free awareness program to...

  19. 32 CFR 26.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 32 National Defense 1 2010-07-01 2010-07-01 false What must I include in my drug-free awareness program? 26.215 Section 26.215 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  20. 31 CFR 20.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... awareness program? 20.215 Section 20.215 Money and Finance: Treasury Office of the Secretary of the Treasury... Individuals § 20.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  1. 13 CFR 147.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ...-free awareness program? 147.215 Section 147.215 Business Credit and Assistance SMALL BUSINESS... Other Than Individuals § 147.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse...

  2. 2 CFR 1401.315 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... awareness program? 1401.315 Section 1401.315 Grants and Agreements Federal Agency Regulations for Grants and...) Requirements for Recipients Other Than Individuals § 1401.315 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a)...

  3. 38 CFR 48.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false What must I include in my drug-free awareness program? 48.215 Section 48.215 Pensions, Bonuses, and Veterans' Relief DEPARTMENT... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  4. 2 CFR 1401.315 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... awareness program? 1401.315 Section 1401.315 Grants and Agreements Federal Agency Regulations for Grants and...) Requirements for Recipients Other Than Individuals § 1401.315 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a)...

  5. 28 CFR 83.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... awareness program? 83.215 Section 83.215 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED... Individuals § 83.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  6. 13 CFR 147.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ...-free awareness program? 147.215 Section 147.215 Business Credit and Assistance SMALL BUSINESS... Other Than Individuals § 147.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse...

  7. 28 CFR 83.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... awareness program? 83.215 Section 83.215 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED... Individuals § 83.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  8. 15 CFR 29.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... awareness program? 29.215 Section 29.215 Commerce and Foreign Trade Office of the Secretary of Commerce... Individuals § 29.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  9. 32 CFR 26.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 32 National Defense 1 2011-07-01 2011-07-01 false What must I include in my drug-free awareness program? 26.215 Section 26.215 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  10. 14 CFR 1267.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... awareness program? 1267.215 Section 1267.215 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE... Recipients Other Than Individuals § 1267.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse...

  11. 31 CFR 20.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... awareness program? 20.215 Section 20.215 Money and Finance: Treasury Office of the Secretary of the Treasury... Individuals § 20.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  12. 14 CFR 1267.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... awareness program? 1267.215 Section 1267.215 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE... Recipients Other Than Individuals § 1267.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse...

  13. 13 CFR 147.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ...-free awareness program? 147.215 Section 147.215 Business Credit and Assistance SMALL BUSINESS... Other Than Individuals § 147.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse...

  14. 15 CFR 29.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... awareness program? 29.215 Section 29.215 Commerce and Foreign Trade Office of the Secretary of Commerce... Individuals § 29.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  15. 32 CFR 26.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 32 National Defense 1 2014-07-01 2014-07-01 false What must I include in my drug-free awareness program? 26.215 Section 26.215 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  16. 31 CFR 20.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... awareness program? 20.215 Section 20.215 Money and Finance: Treasury Office of the Secretary of the Treasury... Individuals § 20.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  17. 36 CFR 1212.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 36 Parks, Forests, and Public Property 3 2011-07-01 2011-07-01 false What must I include in my drug-free awareness program? 1212.215 Section 1212.215 Parks, Forests, and Public Property NATIONAL... my drug-free awareness program? You must establish an ongoing drug-free awareness program to...

  18. 2 CFR 182.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... awareness program? 182.215 Section 182.215 Grants and Agreements Office of Management and Budget Guidance... Recipients Other Than Individuals § 182.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse...

  19. 2 CFR 1401.315 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 2 Grants and Agreements 1 2011-01-01 2011-01-01 false What must I include in my drug-free awareness program? 1401.315 Section 1401.315 Grants and Agreements Federal Agency Regulations for Grants and... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  20. 28 CFR 83.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... awareness program? 83.215 Section 83.215 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED... Individuals § 83.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  1. 38 CFR 48.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false What must I include in my drug-free awareness program? 48.215 Section 48.215 Pensions, Bonuses, and Veterans' Relief DEPARTMENT... awareness program? You must establish an ongoing drug-free awareness program to inform employees about—...

  2. 43 CFR 43.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... awareness program? 43.215 Section 43.215 Public Lands: Interior Office of the Secretary of the Interior... Individuals § 43.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  3. 28 CFR 83.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... awareness program? 83.215 Section 83.215 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED... Individuals § 83.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  4. 14 CFR 1267.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... awareness program? 1267.215 Section 1267.215 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE... Recipients Other Than Individuals § 1267.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse...

  5. 15 CFR 29.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... awareness program? 29.215 Section 29.215 Commerce and Foreign Trade Office of the Secretary of Commerce... Individuals § 29.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace;...

  6. 13 CFR 147.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ...-free awareness program? 147.215 Section 147.215 Business Credit and Assistance SMALL BUSINESS... Other Than Individuals § 147.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse...

  7. A Profile of Academic Training Program Directors and Chairs in Radiation Oncology

    SciTech Connect

    Wilson, Lynn D.; Haffty, Bruce G.; Smith, Benjamin D.

    2013-04-01

    Purpose: To identify objective characteristics and benchmarks for program leadership in academic radiation oncology. Methods and Materials: A study of the 87 Accreditation Council for Graduate Medical Education radiation oncology training program directors (PD) and their chairs was performed. Variables included age, gender, original training department, highest degree, rank, endowed chair assignment, National Institutes of Health (NIH) funding, and Hirsch index (H-index). Data were gathered from online sources such as departmental websites, NIH RePORTER, and Scopus. Results: There were a total of 87 PD. The median age was 48, and 14 (16%) were MD/PhD. A total of 21 (24%) were female, and rank was relatively equally distributed above instructor. Of the 26 professors, at least 7 (27%) were female. At least 24 (28%) were working at the institution from which they had received their training. A total of 6 individuals held endowed chairs. Only 2 PD had active NIH funding in 2012. The median H-index was 12 (range, 0-51) but the index dropped to 9 (range, 0-38) when those who served as both PD and chair were removed from the group. A total of 76 chairs were identified at the time of the study. The median age was 55, and 9 (12%) were MD/PhD. A total of 7 (9%) of the chairs were female, and rank was professor for all with the exception of 1 who was listed as “Head” and was an associate professor. Of the 76 chairs, at least 10 (13%) were working at the institution from which they received their training. There were a total of 21 individuals with endowed chairs. A total of 13 (17%) had NIH funding in 2012. The median H-index was 29 (range, 3-60). Conclusions: These data provide benchmarks for individuals and departments evaluating leadership positions in the field of academic radiation oncology. Such data are useful for evaluating leadership trends over time and comparing academic radiation oncology with other specialties.

  8. 34 CFR 86.100 - What must the IHE's drug prevention program include?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 1 2012-07-01 2012-07-01 false What must the IHE's drug prevention program include? 86.100 Section 86.100 Education Office of the Secretary, Department of Education DRUG AND ALCOHOL ABUSE PREVENTION Institutions of Higher Education § 86.100 What must the IHE's drug prevention program include?...

  9. 34 CFR 86.100 - What must the IHE's drug prevention program include?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 1 2013-07-01 2013-07-01 false What must the IHE's drug prevention program include? 86.100 Section 86.100 Education Office of the Secretary, Department of Education DRUG AND ALCOHOL ABUSE PREVENTION Institutions of Higher Education § 86.100 What must the IHE's drug prevention program include?...

  10. 34 CFR 86.100 - What must the IHE's drug prevention program include?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false What must the IHE's drug prevention program include? 86.100 Section 86.100 Education Office of the Secretary, Department of Education DRUG AND ALCOHOL ABUSE PREVENTION Institutions of Higher Education § 86.100 What must the IHE's drug prevention program include?...

  11. 34 CFR 86.100 - What must the IHE's drug prevention program include?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 1 2014-07-01 2014-07-01 false What must the IHE's drug prevention program include? 86.100 Section 86.100 Education Office of the Secretary, Department of Education DRUG AND ALCOHOL ABUSE PREVENTION Institutions of Higher Education § 86.100 What must the IHE's drug prevention program include?...

  12. 34 CFR 86.100 - What must the IHE's drug prevention program include?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false What must the IHE's drug prevention program include? 86.100 Section 86.100 Education Office of the Secretary, Department of Education DRUG AND ALCOHOL ABUSE PREVENTION Institutions of Higher Education § 86.100 What must the IHE's drug prevention program include?...

  13. 45 CFR 630.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 3 2013-10-01 2013-10-01 false What must I include in my drug-free awareness...) Requirements for Recipients Other Than Individuals § 630.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a)...

  14. 45 CFR 1155.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 3 2011-10-01 2011-10-01 false What must I include in my drug-free awareness... § 1155.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  15. 45 CFR 630.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 3 2011-10-01 2011-10-01 false What must I include in my drug-free awareness...) Requirements for Recipients Other Than Individuals § 630.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a)...

  16. 22 CFR 1008.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 2 2011-04-01 2009-04-01 true What must I include in my drug-free awareness... § 1008.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  17. 22 CFR 1008.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 2 2010-04-01 2010-04-01 true What must I include in my drug-free awareness... § 1008.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  18. 45 CFR 630.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 3 2014-10-01 2014-10-01 false What must I include in my drug-free awareness...) Requirements for Recipients Other Than Individuals § 630.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a)...

  19. 21 CFR 1405.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 21 Food and Drugs 9 2012-04-01 2012-04-01 false What must I include in my drug-free awareness... § 1405.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  20. 22 CFR 1509.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 2 2014-04-01 2014-04-01 false What must I include in my drug-free awareness... § 1509.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  1. 22 CFR 1008.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 2 2012-04-01 2009-04-01 true What must I include in my drug-free awareness... § 1008.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  2. 22 CFR 133.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false What must I include in my drug-free awareness... § 133.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  3. 22 CFR 1509.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 2 2012-04-01 2009-04-01 true What must I include in my drug-free awareness... § 1509.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  4. 22 CFR 210.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false What must I include in my drug-free awareness... § 210.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  5. 22 CFR 1509.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 2 2010-04-01 2010-04-01 true What must I include in my drug-free awareness... § 1509.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  6. 22 CFR 133.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false What must I include in my drug-free awareness... § 133.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  7. 20 CFR 439.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false What must I include in my drug-free awareness... § 439.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  8. 45 CFR 1155.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 3 2014-10-01 2014-10-01 false What must I include in my drug-free awareness... § 1155.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  9. 49 CFR 32.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 49 Transportation 1 2013-10-01 2013-10-01 false What must I include in my drug-free awareness... § 32.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  10. 22 CFR 1509.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 2 2011-04-01 2009-04-01 true What must I include in my drug-free awareness... § 1509.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  11. 22 CFR 1008.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 2 2014-04-01 2014-04-01 false What must I include in my drug-free awareness... § 1008.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  12. 45 CFR 630.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 3 2012-10-01 2012-10-01 false What must I include in my drug-free awareness...) Requirements for Recipients Other Than Individuals § 630.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a)...

  13. 22 CFR 210.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false What must I include in my drug-free awareness... § 210.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  14. 21 CFR 1405.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 21 Food and Drugs 9 2014-04-01 2014-04-01 false What must I include in my drug-free awareness... § 1405.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  15. 21 CFR 1405.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 21 Food and Drugs 9 2013-04-01 2013-04-01 false What must I include in my drug-free awareness... § 1405.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  16. 22 CFR 133.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 1 2012-04-01 2012-04-01 false What must I include in my drug-free awareness... § 133.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  17. 22 CFR 133.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 1 2014-04-01 2014-04-01 false What must I include in my drug-free awareness... § 133.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  18. 22 CFR 1509.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 2 2013-04-01 2009-04-01 true What must I include in my drug-free awareness... § 1509.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  19. 45 CFR 1155.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 3 2012-10-01 2012-10-01 false What must I include in my drug-free awareness... § 1155.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  20. 49 CFR 32.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 49 Transportation 1 2011-10-01 2011-10-01 false What must I include in my drug-free awareness... § 32.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  1. 45 CFR 1173.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false What must I include in my drug-free awareness... § 1173.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  2. 22 CFR 133.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 1 2013-04-01 2013-04-01 false What must I include in my drug-free awareness... § 133.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  3. 49 CFR 32.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 1 2010-10-01 2010-10-01 false What must I include in my drug-free awareness... § 32.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  4. 22 CFR 1008.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 2 2013-04-01 2009-04-01 true What must I include in my drug-free awareness... § 1008.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  5. 21 CFR 1405.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 21 Food and Drugs 9 2011-04-01 2011-04-01 false What must I include in my drug-free awareness... § 1405.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  6. 49 CFR 32.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 49 Transportation 1 2014-10-01 2014-10-01 false What must I include in my drug-free awareness... § 32.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  7. 45 CFR 1155.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false What must I include in my drug-free awareness... § 1155.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  8. 45 CFR 630.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false What must I include in my drug-free awareness...) Requirements for Recipients Other Than Individuals § 630.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a)...

  9. 21 CFR 1405.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 21 Food and Drugs 9 2010-04-01 2010-04-01 false What must I include in my drug-free awareness... § 1405.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  10. 45 CFR 1155.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 3 2013-10-01 2013-10-01 false What must I include in my drug-free awareness... § 1155.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  11. 49 CFR 32.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 49 Transportation 1 2012-10-01 2012-10-01 false What must I include in my drug-free awareness... § 32.215 What must I include in my drug-free awareness program? You must establish an ongoing drug-free awareness program to inform employees about— (a) The dangers of drug abuse in the workplace; (b) Your...

  12. Emergency radiology fellowship training in the USA: a web-based survey of academic programs.

    PubMed

    Cox, Mougnyan; Hansberry, David; Balasubramanya, Rashmi; Li, Zhengteng; Gandhe, Ashish; Selvarajan, Santosh; Sharma, Pranshu

    2017-02-01

    Interest in emergency radiology as a distinct subspecialty within radiology continues to rise in the USA and globally. While acute care imaging has been performed since the earliest days of the specialty, fellowship training in emergency radiology is a relatively new phenomenon. The purpose of this study was to examine the current status of emergency radiology training in the USA, using data derived from the official websites of US residency training programs. The most current list of radiology residency programs participating in the 2017 match was obtained from the official Electronic Residency Application Service (ERAS) website. The total number of emergency radiology fellowships was recorded after visiting available websites of each academic radiology program. The total number of subspecialty fellowships offered by each academic radiology program was also recorded. There were 12 confirmed emergency radiology fellowships offered in the USA for a combined total of 22 fellowship positions. Eleven programs were 1 year in duration, with one program offering a one- or two-year option. One hundred eight of the 174 (approximately 62 %) surveyed academic radiology programs offered at least one subspecialty fellowship. Emergency radiology fellowships are on the rise, paralleling the growth of emergency radiology as a distinct subspecialty within radiology.

  13. Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

    PubMed Central

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  14. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    PubMed

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.

  15. Do Plastic Surgery Programs with Integrated Residencies or Subspecialty Fellowships Have Increased Academic Productivity?

    PubMed Central

    Duquette, Stephen P.; Valsangkar, Nakul P.; Sood, Rajiv; Socas, Juan; Zimmers, Teresa A.

    2016-01-01

    Background: The aim of this study was to evaluate the effect of different surgical training pathways on the academic performance of plastic surgical divisions. Methods: Eighty-two academic parameters for 338 plastic surgeons (PS), 1737 general surgeons (GS), and 1689 specialist surgeons (SS) from the top 55 National Institutes of Health (NIH)-funded academic departments of surgery were examined using data gathered from websites, SCOPUS, and NIH Research Portfolio Online Reporting Tools. Results: The median size of a PS division was 7 faculty members. PS faculty had lower median publications (P)/citations (C) (ie, P/C) than GS and SS (PS: 25/328, GS: 35/607, and SS: 40/713, P < 0.05). Publication and citation differences were observed at all ranks: assistant professor (PS: 11/101, GS: 13/169, and SS: 19/249), associate professor (PS: 33/342, GS: 40/691, and SS: 44/780), and professor (PS: 57/968, GS: 97/2451, and SS: 101/2376). PS had a lower percentage of faculty with current/former NIH funding (PS: 13.5%, GS: 22.8%, and SS: 25.1%, P < 0.05). Academic productivity for PS faculty was improved in integrated programs. P/C for PS faculty from divisions with traditional 3-year fellowships was 19/153, integrated 6-year residency was 25/329, and both traditional and 6-year programs were 27/344, P < 0.05. Craniofacial and hand fellowships increased productivity within the integrated residency programs. P/C for programs with a craniofacial fellowship were 32/364 and for those that additionally had a hand fellowship were 45/536. PS faculty at divisions with integrated training programs also had a higher frequency of NIH funding. Conclusions: PS divisions vary in degree of academic productivity. Dramatically improved scholarly output is observed with integrated residency training programs and advanced specialty fellowships. PMID:27014543

  16. The Positive Action Program: Improving Academics, Behavior, and Character by Teaching Comprehensive Skills for Successful Learning and Living

    ERIC Educational Resources Information Center

    Flay, Brian R.; Allred, Carol G.

    2010-01-01

    This chapter outlines and provides evidence for the effects of the "Positive Action Program" as a way of inculcating values, driving student wellbeing, and improving academic performance and interpersonal behavior. The program centers on addressing behavioral, emotional, and academic problems by developing in individuals positive beliefs…

  17. Transactional, Transformational, or Laissez-Faire Leadership: An Assessment of College of Agriculture Academic Program Leaders' (Deans) Leadership Styles

    ERIC Educational Resources Information Center

    Jones, David; Rudd, Rick

    2008-01-01

    The purpose of this study was to determine if academic program leaders in colleges of agriculture at land-grant institutions use transactional, transformational, and/or laissez-faire leadership styles in performing their duties. Academic program leaders were defined as individuals listed by the National Association of State University and…

  18. A budget model to determine the financial health of nursing education programs in academic institutions.

    PubMed

    Donnelly, Gloria

    2005-01-01

    In the allocation of resources in academic settings, hierarchies of tradition and status often supersede documented need. Nursing programs sometimes have difficulty in getting what they need to maintain quality programs and to grow. The budget is the crucial tool in documenting nursing program needs and its contributions to the entire academic enterprise. Most nursing programs administrators see only an operating expense budget that may grow or shrink by a rubric that may not fit the reality of the situation. A budget is a quantitative expression of how well a unit is managed. Educational administrators should be paying as much attention to analyzing financial outcomes as they do curricular outcomes. This article describes the development of a model for tracking revenue and expense and a simple rubric for analyzing the relationship between the two. It also discusses how to use financial data to improve the fiscal performance of nursing units and to leverage support during times of growth.

  19. Bilingual Academic Computer and Technology Oriented Program: Project COM-TECH. Evaluation Section Report. OREA Report.

    ERIC Educational Resources Information Center

    Berney, Tomi D.; Plotkin, Donna

    Project COM-TECH offered bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole-speaking students with varying levels of English and native language proficiency and academic preparation. The program provided supplementary instruction in English as a Second Language (ESL); Native Language Arts (NLA); and…

  20. Quantitative Evaluation of a First Year Seminar Program: Relationships to Persistence and Academic Success

    ERIC Educational Resources Information Center

    Jenkins-Guarnieri, Michael A.; Horne, Melissa M.; Wallis, Aaron L.; Rings, Jeffrey A.; Vaughan, Angela L.

    2015-01-01

    In the present study, we conducted a quantitative evaluation of a novel First Year Seminar (FYS) program with a coordinated curriculum implemented at a public, four-year university to assess its potential role in undergraduate student persistence decisions and academic success. Participants were 2,188 first-year students, 342 of whom completed the…

  1. Effectiveness of a Universal, Interdependent Group Contingency Program on Children's Academic Achievement: A Countywide Evaluation

    ERIC Educational Resources Information Center

    Weis, Robert; Osborne, Karen J.; Dean, Emily L.

    2015-01-01

    The Good Behavior Game (GBG) is a universal prevention program designed to increase academic engagement and to decrease disruptive behavior in elementary school-age children. Teachers and other school personnel use interdependent group contingencies to improve students' behavior in the classroom. Previous research indicates the GBG is efficacious…

  2. Determining the Value of Undergraduate Business Programs from Market vs Academic Perspectives

    ERIC Educational Resources Information Center

    Fisher, Steven; Chi, Robert; Fisher, Dorothy; Kiang, Melody

    2017-01-01

    Purpose: The purpose of this paper is to generate an understanding of the value-added to students enrolled in selected undergraduate business programs from an academic and market perspectives. Although there are numerous studies that rank undergraduate colleges and universities, the selection of the "best value" undergraduate business…

  3. Academic Competitiveness and National SMART Grant Programs: 2006-07 and 2007-08

    ERIC Educational Resources Information Center

    Choy, Susan P.; Berkner, Lutz; Li, Xiaojie; Woo, Jennie; Lee, John; Topper, Amy

    2010-01-01

    The Department of Education is vitally interested in whether the financial incentives provided by the grants affect student behavior. That is, will the Academic Competitiveness Grant (ACGs) induce more economically disadvantaged high school students to complete a rigorous high school program and enroll and succeed in postsecondary education? Will…

  4. Student Writing in a Talent Development Program: Sanctuary and Academic Site of the "Personally Humane"

    ERIC Educational Resources Information Center

    Paley, Karen Surman

    2008-01-01

    The author had the pleasure of being in an academic setting where students of color were in the majority. That was the summer of 2004 as she observed African-American Literature 1900-Present, a writing intensive class in the Special Program in Talent Development (SPTD) at the University of Rhode Island (URI). The author wants to tell the story of…

  5. ACCEPT. Academic Cooperative Career Education Program Today. An Integrated Approach to Cooperative Education.

    ERIC Educational Resources Information Center

    Hoskey, Peter, Ed.; Lauten, Michael, Ed.

    An integrated approach to education for special needs students is presented in this curriculum guide for ACCEPT (Academic Cooperative Career Education Program Today). Introductory information covers a definition of special needs students (educationally and socioeconomically disadvantaged and physically and mentally handicapped, including…

  6. Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning

    ERIC Educational Resources Information Center

    Lawrence, Joshua F.; Crosson, Amy C.; Paré-Blagoev, E. Juliana; Snow, Catherine E.

    2015-01-01

    Classroom discussion, despite its association with good academic outcomes, is exceedingly rare in U.S. schools. The Word Generation intervention involves the provision of texts and activities to be implemented across content area class, organized around engaging and discussable dilemmas. The program was evaluated with 1,554 middle grade students…

  7. Prediction Modeling for Academic Success in Professional Master's Athletic Training Programs

    ERIC Educational Resources Information Center

    Bruce, Scott L.; Crawford, Elizabeth; Wilkerson, Gary B.; Rausch, David; Dale, R. Barry; Harris, Martina

    2016-01-01

    Context: A common goal of professional education programs is to recruit the students best suited for the professional career. Selection of students can be a difficult process, especially if the number of qualified candidates exceeds the number of available positions. The ability to predict academic success in any profession has been a challenging…

  8. Evaluating the Student Learning Outcomes Assessment Process in Undergraduate Parks and Recreation Academic Programs

    ERIC Educational Resources Information Center

    Ross, Craig M.; Young, Sarah J.; Sturts, Jill R.

    2012-01-01

    Institutions of higher education are increasingly being held more accountable for assessing student learning both in and out of their classrooms along with reporting results to their stakeholders. The purpose of this study, which examined assessment of student learning outcomes in undergraduate park and recreation academic programs, was two-fold:…

  9. School-Based Mentoring Programs: Using Volunteers to Improve the Academic Outcomes of Underserved Students

    ERIC Educational Resources Information Center

    Bayer, Amanda; Grossman, Jean Baldwin; DuBois, David L.

    2013-01-01

    Previous research suggests that school-based mentoring programs like those offered by Big Brothers Big Sisters of America (BBBSA) yield small but statistically significant improvements in the academic performance of mentored students and in their beliefs in their own scholastic efficacy. The present study uses data from a randomized control trial…

  10. Academic Internship Program: Curriculum Guide. The Great Exchange. Grades 10-12.

    ERIC Educational Resources Information Center

    Charlotte-Mecklenburg Public Schools, Charlotte, NC.

    This curriculum guide provides the framework for the Academic Internship Program (AIP) that is available to Charlotte-Mecklenburg (North Carolina) Public Schools' high school students. In each career area, information is provided to describe the purpose of the internship, the qualifications for the intern, the content/scope and competency goals…

  11. Planning and Implementing Institutional Image and Promoting Academic Programs in Higher Education

    ERIC Educational Resources Information Center

    Cetin, Rubeena

    2003-01-01

    Universities face a multitude of issues and challenges in the current era of higher educational endeavors. Universities are being urged to provide high quality education, exist as a well-reputed university, achieve enrollment success, improve competitive positioning, provide contemporary and well-designed academic programs, and maintain financial…

  12. Best Practices When Using Student Survey Results in Academic Program Review. SERU Project Technical Report

    ERIC Educational Resources Information Center

    Chatman, Steve

    2011-01-01

    Using the example of responses from civil engineering students at a very highly ranked participating university, this guide demonstrates the importance of comparative data when using student questionnaire data for undergraduate academic program review. It also emphasizes the advantage of using factor structures for better questionnaire-based…

  13. Outmigration among Rural High School Graduates: The Effect of Academic and Vocational Programs.

    ERIC Educational Resources Information Center

    Huang, Gary G.; Weng, Stanley; Zhang, Fan; Cohen, Michael P.

    1997-01-01

    Data from the High School and Beyond Study (National Center for Education Statistics) are used to examine the post-school outmigration of students from rural areas in connection with student coursework and curriculum program enrollment (school level). Results show a connection between outmigration and high academic achievement and the schools'…

  14. Academic and Facility Programs for Physical and Recreational Education at Napa College.

    ERIC Educational Resources Information Center

    Kutch, Denis P.

    This comprehensive, detailed planning guide was initiated to insure better preparation of Napa College (Napa, California) physical and recreational education majors transferring to 4-year institutions, and to better fulfill the college's community recreational responsibility. The guide examines the academic program to be developed, the facilities…

  15. How Academically Gifted Elementary, Urban Students Respond to Challenge in an Enriched, Differentiated Reading Program

    ERIC Educational Resources Information Center

    Reis, Sally M.; Boeve, Hope

    2009-01-01

    This mixed-methods study combined the use of qualitative, comparative case study methods with other data analysis procedures to investigate an afterschool enriched reading program for academically gifted students who had also been identified as talented readers. The Schoolwide Enrichment Model-Reading Framework (SEM-R) was used to provide…

  16. Choice of Variables and Gender Differentiated Prediction within Selected Academic Programs. Research Report #105.

    ERIC Educational Resources Information Center

    Gamache, LeAnn M.; Novick, Melvin R.

    The existence of differential prediction of two-year grade point average is reported for gender groups within programs of study at the University of Iowa. Academic records of all freshmen entering the University in 1978 in the fields of Business, Liberal Arts, Pre-Medicine, and those undecided as to major were analyzed with respect to American…

  17. Effects of Family Functioning and Parenting Style on Early Entrants' Academic Performance and Program Completion

    ERIC Educational Resources Information Center

    Huey, Erron L.; Sayler, Michael F.; Rinn, Anne N.

    2013-01-01

    The purpose of the current study was to examine the predictive nature of parenting style and overall family environment on the academic performance and program completion of early college entrants. Furthermore, gender and family form were examined as possible moderators to these relationships. A total of 88 early college entrants participated in…

  18. NSF's Experimental Program to Stimulate Competitive Research (EPSCoR): Subsidizing Academic Research or State Budgets?

    ERIC Educational Resources Information Center

    Wu, Yonghong

    2009-01-01

    This cross-state empirical study focuses on the National Science Foundation's (NSF) Experimental Program to Stimulate Competitive Research (EPSCoR) and examines its impact on the academic research and development (R&D) expenditures financed by state governments. Based on a panel of 50 states during 1979-2006, the empirical results indicate that…

  19. The ARAMCO Industrial Traiing Centers: Academic Training and College Preparatory Programs: A Descriptive Report.

    ERIC Educational Resources Information Center

    ARAMCO Services Co., Houston, TX.

    The report describes the components of the educational program provided by the Industrial Training Centers of the Training and Career Development Organization of ARAMCO (Arabian American Oil Company) in Saudi Arabia. ARAMCO provides in-house academic or job skills training to over 15,000 employees. Characteristics of the company's training program…

  20. Effectiveness of Higher Diploma Program for Early Career Academics in Ethiopia

    ERIC Educational Resources Information Center

    Gebru, Demewoz Admasu

    2016-01-01

    Unprecedented expansion of the public higher education sector in Ethiopia has brought about masses of early career academics (ECAs) to take up teaching and research in the sector. In recognition of a multitude of responsibilities and challenges these ECAs would face, a higher diploma program (HDP) was introduced in 2004 both for ECAs and senior…

  1. The Influence of Early Childhood Program Participation on Academic Achievement at the Elementary Level

    ERIC Educational Resources Information Center

    Villani, Gina Marie

    2014-01-01

    The purpose of this study was to examine the influence of early childhood program participation on academic achievement by grade 3. This case study utilized a quantitative approach to data collection. For purposes of this research, one P-12 school district in central New Jersey was studied to look at the influence of early childhood program…

  2. Predicting Stereotype Endorsement and Academic Motivation in Women in Science Programs: A Longitudinal Model

    ERIC Educational Resources Information Center

    Delisle, Marie-Noelle; Guay, Frederic; Senecal, Caroline; Larose, Simon

    2009-01-01

    This study proposed and tested a model based on stereotype threat theory. The hypothesis is that women who are exposed to a low percentage of women in a science program are more likely to endorse the gender stereotype that science is a male domain, which will in turn undermine their autonomous academic motivation. A total of 167 women university…

  3. Measuring Performance Excellence: Key Performance Indicators for Institutions Accepted into the Academic Quality Improvement Program (AQIP)

    ERIC Educational Resources Information Center

    Ballard, Paul J.

    2013-01-01

    Given growing interest in accountability and outcomes, the North Central Association's Higher Learning Commission developed a new path for accreditation, the Academic Quality Improvement Program (AQIP). The goal is to infuse continuous improvement and quality in the culture of higher education, and to blend traditional accreditation with the…

  4. Decision Rules Used in Academic Program Closure: Where the Rubber Meets the Road.

    ERIC Educational Resources Information Center

    Eckel, Peter D.

    2002-01-01

    Adopted a decision/action rationality framework to explore the criteria used to close academic programs at four universities. Findings suggested that decisions are based upon criteria other than those usually stated (e.g., cost, quality, and centrality), and that process leads to criteria generation. (EV)

  5. An Innovative Model to Design an Academic and Social Development Program for International College Students

    ERIC Educational Resources Information Center

    Eldaba, Abir

    2016-01-01

    The globalization of economies and societies has created many positive influences on American universities. One relevant influence is increasing the number of international students. Conversely, these students encounter many social and academic challenges. Therefore, universities should adapt their programs to assist international students in…

  6. The Federal Work-Study Program: Impacts on Academic Outcomes and Employment. CAPSEE Policy Brief

    ERIC Educational Resources Information Center

    Center for Analysis of Postsecondary Education and Employment, 2015

    2015-01-01

    Policymakers may be interested in the extent to which Federal Work-Study programs (FWS) increase students' access to productive employment, and how they impact students' academic and career success. This brief summarizes findings from a recent study using national data and a propensity score matching approach to examine the overall effects of FWS…

  7. Student Exchange Programs: Statistical Report. Academic Year, 2009-10

    ERIC Educational Resources Information Center

    Western Interstate Commission for Higher Education, 2010

    2010-01-01

    Over 55 years ago, the Western states formed the Western Regional Education Compact and agreed to share higher education resources in the West through the Western Interstate Commission for Higher Education (WICHE). Through WICHE's three student exchange programs, nearly 26,000 residents of 15 Western states are enrolled at reduced levels of…

  8. Scuba Diving and Kinesiology: Development of an Academic Program

    ERIC Educational Resources Information Center

    Kovacs, Christopher R.; Walter, Daniel

    2015-01-01

    The use of scuba diving as a recreational activity within traditional university instructional programs has been well established. Departments focusing on kinesiology, physical education, or exercise science have often provided scuba diving lessons as part of their activity-based course offerings. However, few departments have developed an…

  9. Establishing Successful Postsecondary Academic Programs; A Practical Guide

    ERIC Educational Resources Information Center

    Borden, Cindy; Richardson, Penny; Meyer, Stephen J.

    2012-01-01

    In the current economic climate it is more crucial than ever to select federal spending projects that are visionary as well as cost-effective. Saving money today may well cost money tomorrow. Such is the case with correctional education postsecondary programming. Selling vocational or trade-training for offenders to the general public is much…

  10. An Analysis of Academic Programs Preparing Nursing Administrators.

    ERIC Educational Resources Information Center

    Stepura, Barbara A.; Tilbury, Mary S.

    Key elements of the master's level programs offering majors and/or minors in nursing administration and accredited by the National League for Nursing were assessed. The focus was admission and graduation stipulations and curriculum content. Courses were classified according to content and categorized as either administration, research,…

  11. A Model of Effective Assessment in Residential Academic Programs

    ERIC Educational Resources Information Center

    Skaar, Nicole R.; Iverson, Steve

    2011-01-01

    Within each state there is a patchwork of residential educational programs that are affiliated with youth shelters, detention centers, hospitals, mental health facilities, and other settings. In Iowa, the local school district, an area education agency (AEA), the Department of Human Services, and others provide educational services. Heartland…

  12. Program Advisory Committees Summary Report. 1994-95 Academic Year.

    ERIC Educational Resources Information Center

    Young, Grant

    A study summarized the activities of two advisory bodies--the Program Advisory Committees (PACs) and Trade Advisory Boards (TABs)--at Saskatchewan Institute of Applied Science and Technology (SIAST). Minutes from all meetings were collected, reviewed, and analyzed according to the main areas of concern for the advisory committees:…

  13. Project Eureka: A Program for the Academically Gifted.

    ERIC Educational Resources Information Center

    Weller, L. David

    The Irving, Texas, Independent School District developed and implemented Project Eureka, a 1 year program, with Elementary Secondary Education Act Title IV, Part C monies, for grade 5 middle school gifted students. Of the 1,750 students tested on the School and College Aptitude Test and the Scientific Research Associates Achievement Test, and…

  14. Accelerating Academic Literacy: The Commanding English Program for Immigrant Students

    ERIC Educational Resources Information Center

    Murie, Robin; Bents, Mary

    2008-01-01

    The University of Minnesota is helping provide greater college access for students from immigrant families who must learn to negotiate a new culture and language as well as manage lives often marked by poverty and under-funded urban schools. In the University's Commanding English program, immigrant high school students study both at their high…

  15. A qualitative evaluation of the 2005-2011 National Academic Centers of Excellence in Youth Violence Prevention Program.

    PubMed

    Holland, Kristin M; Vivolo-Kantor, Alana M; Dela Cruz, Jason; Massetti, Greta M; Mahendra, Reshma

    2015-12-01

    The Centers for Disease Control and Prevention's Division of Violence Prevention (DVP) funded eight National Academic Centers of Excellence (ACEs) in Youth Violence Prevention from 2005 to 2010 and two Urban Partnership Academic Centers of Excellence (UPACEs) in Youth Violence Prevention from 2006 to 2011. The ACEs and UPACEs constitute DVP's 2005-2011 ACE Program. ACE Program goals include partnering with communities to promote youth violence (YV) prevention and fostering connections between research and community practice. This article describes a qualitative evaluation of the 2005-2011 ACE Program using an innovative approach for collecting and analyzing data from multiple large research centers via a web-based Information System (ACE-IS). The ACE-IS was established as an efficient mechanism to collect and document ACE research and programmatic activities. Performance indicators for the ACE Program were established in an ACE Program logic model. Data on performance indicators were collected through the ACE-IS biannually. Data assessed Centers' ability to develop, implement, and evaluate YV prevention activities. Performance indicator data demonstrate substantial progress on Centers' research in YV risk and protective factors, community partnerships, and other accomplishments. Findings provide important lessons learned, illustrate progress made by the Centers, and point to new directions for YV prevention research and programmatic efforts.

  16. [Development of advanced educational programs, including research programs, for undergraduate students in National Universities: the facts in 2010].

    PubMed

    Kurosaki, Yuji; Tomioka, Yoshihisa; Santa, Tomofumi; Kitamura, Yoshihisa

    2012-01-01

    This article summarizes detailed facts obtained from the questionnaire conducted in 2010 at about 14 National Universities on the topic of "Research programs and advanced educational programs for undergraduate students". The contents of the questionnaire included: (1) Research programs based on the coalition of university and hospital and/or community pharmacy, other Graduate Schools, such as School of Medicine etc., and the University Hospital, (2) Educational systems for the achievement of research programs and their research outcomes, (3) Research programs based on pharmacist practices, (4) Ongoing advanced educational programs for undergraduate students, taking advantage of the coalition with Graduate School, School of Medicine (and Dentistry), and University Hospital. Some of the advanced educational programs outlined in this questionnaire will be carried out by our group in the coming years and the educational benefits together with associated problems shall as well be clarified. This approach will be informative for the development of the leader-oriented pharmacist programs for the college of Pharmacy.

  17. Included or Excluded? The Dual Influences of the Organisational Field and Organisational Practices on New Female Academics

    ERIC Educational Resources Information Center

    Elg, Ulf; Jonnergard, Karin

    2010-01-01

    A number of measures have been taken by the society to ensure gender equality in higher education. Nevertheless, women still face great difficulties when pursuing an academic career. Our aim is to increase the understanding of how the society, conceptualised as the organisational field, interacts with organisational factors and personal actions as…

  18. Widening the Academic Conversation to Include Support Staff: Wabash College Extends a Common Classroom Experience to Its Entire Campus Community

    ERIC Educational Resources Information Center

    Eubanks, Philip W.; Lynch, Richard A.

    2005-01-01

    College support staff members often have an important, if sometimes unrecognized, impact on students' lives. Regardless of their job responsibilities, these individuals generally care deeply about the academic environment and the institution in general. When these individuals demonstrate to others how much they care, they are helping to build a…

  19. Comparison of College/Career Readiness Outcomes between the Advancement via Individual Determination (AVID) Program and the Traditional High School Academic Program

    ERIC Educational Resources Information Center

    Day, Sandra K.

    2012-01-01

    This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average,…

  20. What makes a good program? A case study of a school admitting high academic achievers.

    PubMed

    Lam, Ching Man

    2008-10-10

    This paper reports the results of a qualitative study that explored the administration and implementation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. The case study method was used to explore perceptions of the teachers and the project coordinator of program effectiveness, and to identify various factors for program success. A school admitting high academic achievers was selected, and site visits, as well as individual and focus group interviews, were conducted with the program coordinator, social worker, and course teachers. The results suggested that clear vision and program goals, high quality of curriculum, helpful leadership, positive teacher attitude, and strong administrative support are factors for program success. Analyzing the data enables the researchers to understand the characteristics of a successful program as well as the interplay among factors for producing success.

  1. 36 CFR 72.17 - Preliminary Action Program-commitments to be included.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... support services necessary for the development and completion of the Recovery Action Program...-commitments to be included. 72.17 Section 72.17 Parks, Forests, and Public Property NATIONAL PARK SERVICE, DEPARTMENT OF THE INTERIOR URBAN PARK AND RECREATION RECOVERY ACT OF 1978 Local Recovery Action Programs §...

  2. 36 CFR 72.17 - Preliminary Action Program-commitments to be included.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... support services necessary for the development and completion of the Recovery Action Program...-commitments to be included. 72.17 Section 72.17 Parks, Forests, and Public Property NATIONAL PARK SERVICE, DEPARTMENT OF THE INTERIOR URBAN PARK AND RECREATION RECOVERY ACT OF 1978 Local Recovery Action Programs §...

  3. 36 CFR 72.17 - Preliminary Action Program-commitments to be included.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... support services necessary for the development and completion of the Recovery Action Program...-commitments to be included. 72.17 Section 72.17 Parks, Forests, and Public Property NATIONAL PARK SERVICE, DEPARTMENT OF THE INTERIOR URBAN PARK AND RECREATION RECOVERY ACT OF 1978 Local Recovery Action Programs §...

  4. 36 CFR 72.17 - Preliminary Action Program-commitments to be included.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... support services necessary for the development and completion of the Recovery Action Program...-commitments to be included. 72.17 Section 72.17 Parks, Forests, and Public Property NATIONAL PARK SERVICE, DEPARTMENT OF THE INTERIOR URBAN PARK AND RECREATION RECOVERY ACT OF 1978 Local Recovery Action Programs §...

  5. 36 CFR 72.17 - Preliminary Action Program-commitments to be included.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... support services necessary for the development and completion of the Recovery Action Program...-commitments to be included. 72.17 Section 72.17 Parks, Forests, and Public Property NATIONAL PARK SERVICE, DEPARTMENT OF THE INTERIOR URBAN PARK AND RECREATION RECOVERY ACT OF 1978 Local Recovery Action Programs §...

  6. Importance of Including Values Instruction As a Part of Vocational Agriculture Programs of Study.

    ERIC Educational Resources Information Center

    Birkenholz, Robert J.; Kahler, Alan A.

    1982-01-01

    Vocational agriculture program participants were interviewed to determine the importance of including instruction in values development for students. Data analysis revealed that enhancing values is an important part of vocational agriculture programs. Students generally rated the importance of each value category lower than teachers,…

  7. The 1991/92 graduate student researchers program, including the underrepresented minority focus component

    NASA Technical Reports Server (NTRS)

    1991-01-01

    The Graduate Student Research Program (GSRP) was expanded in 1987 to include the Underrepresented Minority Focus Component (UMFC). This program was designed to increase minority participation in graduate study and research, and ultimately, in space science and aerospace technology careers. This booklet presents the areas of research activities at NASA facilities for the GSRP and summarizes and presents the objectives of the UMFC.

  8. Building sustainable community partnerships into the structure of new academic public health schools and programs.

    PubMed

    Gaughan, Monica; Gillman, Laura B; Boumbulian, Paul; Davis, Marsha; Galen, Robert S

    2011-01-01

    We describe and assess how the College of Public Health at the University of Georgia, established in 2005, has developed formal institutional mechanisms to facilitate community-university partnerships that serve the needs of communities and the university. The College developed these partnerships as part of its founding; therefore, the University of Georgia model may serve as an important model for other new public health programs. One important lesson is the need to develop financial and organizational mechanisms that ensure stability over time. Equally important is attention to how community needs can be addressed by faculty and students in academically appropriate ways. The integration of these 2 lessons ensures that the academic mission is fulfilled at the same time that community needs are addressed. Together, these lessons suggest that multiple formal strategies are warranted in the development of academically appropriate and sustainable university-community partnerships.

  9. A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes

    ERIC Educational Resources Information Center

    Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone

    2016-01-01

    This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003-2013). Results showed small but significant…

  10. Student Satisfaction and Academic Performance in a Dual PharmD/MBA Degree Program

    PubMed Central

    Chumney, Elinor CG.; Ragucci, Kelly R.

    2006-01-01

    Objectives Evaluate the academic experience and satisfaction of students enrolled in the dual PharmD/MBA degree program between the South Carolina College of Pharmacy and The Citadel's School of Business Administration. Compare grade point averages of students enrolled in the dual degree program with those of traditional student colleagues. Methods A standardized satisfaction survey instrument was administered to 32 students currently enrolled in the dual PharmD/MBA degree program. Grade point averages (GPAs) in both pharmacy and business coursework were also collected for analysis. Results There were slightly higher percentages of both female and minority students in the dual degree program compared to the pharmacy class as a whole. Eighteen (56%) of students completed the survey, and responses were generally positive. The mean GPA of students in the dual degree program was higher than that of both pharmacy (3.37 vs 3.08, p < 0.001) and business (3.72 vs 3.64, not statistically significant) students not enrolled in the dual degree program. Conclusions Students enrolled in the dual degree program did better academically than their counterparts and indicated an overall high level of satisfaction with the program. PMID:17149409

  11. Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review

    PubMed Central

    Knopf, John A.; Hahn, Robert A.; Proia, Krista K.; Truman, Benedict I.; Johnson, Robert L.; Muntaner, Carles; Fielding, Jonathan E.; Jones, Camara Phyllis; Fullilove, Mindy T.; Hunt, Pete C.; Qu, Shuli; Chattopadhyay, Sajal K.; Milstein, Bobby

    2015-01-01

    Context Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education. Objective This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity. Design Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985–2003) was supplemented with a Community Guide update (search period 2003–2011). Main Outcome Measure Standardized mean difference. Results Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes. Conclusions OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs. PMID:26062096

  12. Academic Visiting Privileges: A Successful Enrichment Mentorship Program in Practice.

    ERIC Educational Resources Information Center

    Millar, Garnet; Rood, Elizabeth

    1983-01-01

    Objectives, implementation procedures, and activities of an after-school Mentor Club for gifted and talented students (grades two and three) in southern Alberta are described. A parents' group cooperates with the school in running the club. Mentors include older peers, parents, teachers, and community leaders. (JW)

  13. Comprehensive Adolescent Health Programs That Include Sexual and Reproductive Health Services: A Systematic Review

    PubMed Central

    Parekh, Jenita; Tunçalp, Özge; Turke, Shani; Blum, Robert William

    2014-01-01

    We systematically reviewed peer-reviewed and gray literature on comprehensive adolescent health (CAH) programs (1998–2013), including sexual and reproductive health services. We screened 36 119 records and extracted articles using predefined criteria. We synthesized data into descriptive characteristics and assessed quality by evidence level. We extracted data on 46 programs, of which 19 were defined as comprehensive. Ten met all inclusion criteria. Most were US based; others were implemented in Egypt, Ethiopia, and Mexico. Three programs displayed rigorous evidence; 5 had strong and 2 had modest evidence. Those with rigorous or strong evidence directly or indirectly influenced adolescent sexual and reproductive health. The long-term impact of many CAH programs cannot be proven because of insufficient evaluations. Evaluation approaches that take into account the complex operating conditions of many programs are needed to better understand mechanisms behind program effects. PMID:25320876

  14. Narratives of Iraqi Adult Learners: Experiences of Spoken Register in English for Academic Purposes Programs at an Australian University

    ERIC Educational Resources Information Center

    Al Hamdany, Hayder; Picard, Michelle

    2015-01-01

    This paper explores the perceptions of Iraqi students of three different English Programs (a general English for academic purposes program, a pre-enrolment English program and the English component of a disciplinary bridging program) at an Australian University as reflected in their language learning narratives. It focuses specifically on the…

  15. The use of programmed materials in the analysis of academic contingencies1

    PubMed Central

    Brigham, Thomas A.; Finfrock, Stephen R.; Breunig, Martha K.; Bushell, Don

    1972-01-01

    Programmed handwriting materials were used to examine the effects of different reinforcement contingencies on the academic performance of six public school kindergarten children. The children's responses to these materials provided an educationally relevant dependent variable for the analysis of factors that affected the accuracy of their responses and the attainment of criterion performances. Variations in the complexity of most academic materials, which confound the analysis of contingencies, were eliminated by the programmed sequence so that the differential effects of three reinforcement conditions were observed. The three conditions were: baseline without tokens, tokens contingent on correct writing responses, and noncontingent tokens. It was consistently observed that the children were more accurate when their correct responses produced tokens, and that noncontingent tokens reduced accuracy below baseline levels. PMID:16795337

  16. 12 CFR 906.12 - What outreach efforts are included in this program?

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 12 Banks and Banking 7 2010-01-01 2010-01-01 false What outreach efforts are included in this program? 906.12 Section 906.12 Banks and Banking FEDERAL HOUSING FINANCE BOARD FEDERAL HOUSING FINANCE... Minorities, Women, or Individuals With Disabilities § 906.12 What outreach efforts are included in...

  17. Generation Psy: Student Characteristics and Academic Achievement in a Three-Year Problem-Based Learning Bachelor Program

    ERIC Educational Resources Information Center

    de Koning, Bjorn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T.

    2012-01-01

    This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality…

  18. Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program

    ERIC Educational Resources Information Center

    Hrastinski, Iva; Wilbur, Ronnie B.

    2016-01-01

    There has been a scarcity of studies exploring the influence of students' American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing…

  19. Improving Academic Performance of School-Age Children by Physical Activity in the Classroom: 1-Year Program Evaluation

    ERIC Educational Resources Information Center

    Mullender-Wijnsma, Marijke J.; Hartman, Esther; de Greeff, Johannes W.; Bosker, Roel J.; Doolaard, Simone; Visscher, Chris

    2015-01-01

    Background: An intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity (MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1?year. Methods:…

  20. Improvements to the FATOLA computer program including nosewheel steering: Supplemental instruction manual

    NASA Technical Reports Server (NTRS)

    Carden, H. D.; Mcgehee, J. R.

    1978-01-01

    Modifications to a multidegree of freedom flexible aircraft take-off and landing analysis (FATOLA) computer program, which improved its simulation capabilities, are discussed, and supplemental instructions for use of the program are included. Sample analytical results which illustrate the capabilities of an added nosewheel steering option indicate consistent behavior of the airplane tracking, attitude, motions, and loads for the landing cases and steering situations which were investigated.

  1. 20 CFR 664.410 - Must local programs include each of the ten program elements listed in WIA section 129(c)(2) as...

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ...; (3) Summer employment opportunities directly linked to academic and occupational learning; (4) Paid... behaviors; (7) Supportive services, which may include the services listed in § 664.440; (8) Adult...

  2. 20 CFR 664.410 - Must local programs include each of the ten program elements listed in WIA section 129(c)(2) as...

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... offerings; (3) Summer employment opportunities directly linked to academic and occupational learning; (4... behaviors; (7) Supportive services, which may include the services listed in § 664.440; (8) Adult...

  3. 20 CFR 664.410 - Must local programs include each of the ten program elements listed in WIA section 129(c)(2) as...

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... offerings; (3) Summer employment opportunities directly linked to academic and occupational learning; (4... behaviors; (7) Supportive services, which may include the services listed in § 664.440; (8) Adult...

  4. 20 CFR 664.410 - Must local programs include each of the ten program elements listed in WIA section 129(c)(2) as...

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... offerings; (3) Summer employment opportunities directly linked to academic and occupational learning; (4... behaviors; (7) Supportive services, which may include the services listed in § 664.440; (8) Adult...

  5. Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences

    PubMed Central

    2014-01-01

    Background It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. Methods We carried out a cross sectional study, in August 2013, at Cercle d’Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l’Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value < 0.05 was statistically significant. Results In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. Conclusion It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short

  6. A small grant funding program to promote innovation at an academic research hospital.

    PubMed

    Orrell, Kelsey; Yankanah, Rosanna; Heon, Elise; Wright, James G

    2015-10-01

    Innovation is important for the improvement of health care. A small grant innovation funding program was implemented by the Hospital for Sick Children(SickKids) for the Perioperative Services group, awarding relatively small funds (approximately $10 000) in order to stimulate innovation. Of 48 applications,26 (54.2%) different innovation projects were funded for a total allocation of $227 870. This program demonstrated the ability of small grants to stimulate many applications with novel ideas, a wide range of innovations and reasonable academic productivity.

  7. Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program

    PubMed Central

    Wilbur, Ronnie B.

    2016-01-01

    There has been a scarcity of studies exploring the influence of students’ American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing students. Two subgroups, differing in ASL proficiency, were compared on the Northwest Evaluation Association Measures of Academic Progress and the reading comprehension subtest of the Stanford Achievement Test, 10th edition. Findings suggested that students highly proficient in ASL outperformed their less proficient peers in nationally standardized measures of reading comprehension, English language use, and mathematics. Moreover, a regression model consisting of 5 predictors including variables regarding education, hearing devices, and secondary disabilities as well as ASL proficiency and home language showed that ASL proficiency was the single variable significantly predicting results on all outcome measures. This study calls for a paradigm shift in thinking about deaf education by focusing on characteristics shared among successful deaf signing readers, specifically ASL fluency. PMID:26864688

  8. Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program.

    PubMed

    Hrastinski, Iva; Wilbur, Ronnie B

    2016-04-01

    There has been a scarcity of studies exploring the influence of students' American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing students. Two subgroups, differing in ASL proficiency, were compared on the Northwest Evaluation Association Measures of Academic Progress and the reading comprehension subtest of the Stanford Achievement Test, 10th edition. Findings suggested that students highly proficient in ASL outperformed their less proficient peers in nationally standardized measures of reading comprehension, English language use, and mathematics. Moreover, a regression model consisting of 5 predictors including variables regarding education, hearing devices, and secondary disabilities as well as ASL proficiency and home language showed that ASL proficiency was the single variable significantly predicting results on all outcome measures. This study calls for a paradigm shift in thinking about deaf education by focusing on characteristics shared among successful deaf signing readers, specifically ASL fluency.

  9. The Academic Differences between Students Involved in School-Based Robotics Programs and Students Not Involved in School-Based Robotics Programs

    ERIC Educational Resources Information Center

    Koumoullos, Michael

    2013-01-01

    This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N = 121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these…

  10. Integrative Biological Chemistry Program Includes the Use of Informatics Tools, GIS and SAS Software Applications

    ERIC Educational Resources Information Center

    D'Souza, Malcolm J.; Kashmar, Richard J.; Hurst, Kent; Fiedler, Frank; Gross, Catherine E.; Deol, Jasbir K.; Wilson, Alora

    2015-01-01

    Wesley College is a private, primarily undergraduate minority-serving institution located in the historic district of Dover, Delaware (DE). The College recently revised its baccalaureate biological chemistry program requirements to include a one-semester Physical Chemistry for the Life Sciences course and project-based experiential learning…

  11. Importance of Including Language Arts Instruction as Part of the Vocational Agriculture Program of Study.

    ERIC Educational Resources Information Center

    Foster, Richard M.; Kahler, Alan A.

    1979-01-01

    The purpose of this study was to determine the importance of including language arts instruction as part of the vocational agriculture program. Perceptions of students, parents, teachers, principals, and counselors were examined to identify specific skills to be integrated into vocational agriculture instruction. (SK)

  12. 30 CFR 250.415 - What must my casing and cementing programs include?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... OFFSHORE OIL AND GAS AND SULPHUR OPERATIONS IN THE OUTER CONTINENTAL SHELF Oil and Gas Drilling Operations Applying for A Permit to Drill § 250.415 What must my casing and cementing programs include? Your casing... (incorporated by reference as specified in § 250.198), if you drill a well in water depths greater than 500...

  13. 24 CFR 943.120 - What programs of a PHA are included in a consortium's functions?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... in a consortium's functions? 943.120 Section 943.120 Housing and Urban Development REGULATIONS... HOUSING, DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT PUBLIC HOUSING AGENCY CONSORTIA AND JOINT VENTURES Consortia § 943.120 What programs of a PHA are included in a consortium's functions? (a) A PHA may enter...

  14. 24 CFR 943.120 - What programs of a PHA are included in a consortium's functions?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... in a consortium's functions? 943.120 Section 943.120 Housing and Urban Development Regulations... HOUSING, DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT PUBLIC HOUSING AGENCY CONSORTIA AND JOINT VENTURES Consortia § 943.120 What programs of a PHA are included in a consortium's functions? (a) A PHA may enter...

  15. 24 CFR 943.120 - What programs of a PHA are included in a consortium's functions?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... in a consortium's functions? 943.120 Section 943.120 Housing and Urban Development REGULATIONS... HOUSING, DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT PUBLIC HOUSING AGENCY CONSORTIA AND JOINT VENTURES Consortia § 943.120 What programs of a PHA are included in a consortium's functions? (a) A PHA may enter...

  16. 24 CFR 943.120 - What programs of a PHA are included in a consortium's functions?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... in a consortium's functions? 943.120 Section 943.120 Housing and Urban Development REGULATIONS... HOUSING, DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT PUBLIC HOUSING AGENCY CONSORTIA AND JOINT VENTURES Consortia § 943.120 What programs of a PHA are included in a consortium's functions? (a) A PHA may enter...

  17. 24 CFR 943.120 - What programs of a PHA are included in a consortium's functions?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... in a consortium's functions? 943.120 Section 943.120 Housing and Urban Development REGULATIONS... HOUSING, DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT PUBLIC HOUSING AGENCY CONSORTIA AND JOINT VENTURES Consortia § 943.120 What programs of a PHA are included in a consortium's functions? (a) A PHA may enter...

  18. Including People with Disabilities in Camp Programs: A Resource for Camp Directors.

    ERIC Educational Resources Information Center

    Roswal, Glenn M., Ed.; Dowd, Karen J., Ed.; Bynum, Jerry W., Ed.

    Written primarily by camp administrators affiliated with the National Easter Seal Society, this publication is designed to help camp directors meet the challenges of including campers of all abilities in their camp programs. The first section provides an overview of the inclusion concept in general and at camp, and discusses legal and medical…

  19. 76 FR 35474 - UAW-Chrysler Technical Training Center, Technology Training Joint Programs Staff, Including On...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-17

    ... Programs Staff, Including On-Site Leased Workers From Cranks, O/E Learning, DBSI, IDEA, and Tonic/MVP... On-Site Leased Workers From Cranks, O/E Learning, DBSI, IDEA, and Tonic/MVP, Warren, MI; Amended... that only workers leased from Cranks, O/E Learning, DBSI, Idea, and Tonic/MVP were employed on- site...

  20. 10 CFR 607.215 - What must I include in my drug-free awareness program?

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 10 Energy 4 2010-01-01 2010-01-01 false What must I include in my drug-free awareness program? 607.215 Section 607.215 Energy DEPARTMENT OF ENERGY (CONTINUED) ASSISTANCE REGULATIONS GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE WORKPLACE (FINANCIAL ASSISTANCE) Requirements for Recipients Other Than...

  1. 30 CFR 250.1902 - What must I include in my SEMS program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 30 Mineral Resources 2 2014-07-01 2014-07-01 false What must I include in my SEMS program? 250.1902 Section 250.1902 Mineral Resources BUREAU OF SAFETY AND ENVIRONMENTAL ENFORCEMENT, DEPARTMENT OF... § 250.1910) (3) Hazards Analysis (see § 250.1911) (4) Management of Change (see § 250.1912)...

  2. 30 CFR 250.1902 - What must I include in my SEMS program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 30 Mineral Resources 2 2013-07-01 2013-07-01 false What must I include in my SEMS program? 250.1902 Section 250.1902 Mineral Resources BUREAU OF SAFETY AND ENVIRONMENTAL ENFORCEMENT, DEPARTMENT OF... § 250.1910) (3) Hazards Analysis (see § 250.1911) (4) Management of Change (see § 250.1912)...

  3. 30 CFR 250.1902 - What must I include in my SEMS program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 30 Mineral Resources 2 2012-07-01 2012-07-01 false What must I include in my SEMS program? 250.1902 Section 250.1902 Mineral Resources BUREAU OF SAFETY AND ENVIRONMENTAL ENFORCEMENT, DEPARTMENT OF... § 250.1910) (3) Hazards Analysis (see § 250.1911) (4) Management of Change (see § 250.1912)...

  4. Including and Supporting Preschool Children with Developmental Delays in Early Childhood Programs.

    ERIC Educational Resources Information Center

    Brown, William H., Ed.; Conroy, Maureen A., Ed.

    Mainstreaming, integrating, and including young children with developmental delays in programs with peers without developmental delays began over 25 years ago and has gained much legal and policy support. This book provides early childhood educators with high-quality and contemporary information that they might need while serving young children…

  5. 32 CFR 37.835 - What requirements do I include for program income?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 32 National Defense 1 2012-07-01 2012-07-01 false What requirements do I include for program income? 37.835 Section 37.835 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE DoD GRANT AND AGREEMENT REGULATIONS TECHNOLOGY INVESTMENT AGREEMENTS Award Terms Related to...

  6. Recommended Resources for Planning to Evaluate Program Improvement Efforts (Including the SSIP)

    ERIC Educational Resources Information Center

    National Center for Systemic Improvement at WestEd, 2015

    2015-01-01

    This document provides a list of recommended existing resources for state Part C and Part B 619 staff and technical assistance (TA) providers to utilize to support evaluation planning for program improvement efforts (including the State Systemic Improvement Plan, SSIP). There are many resources available related to evaluation and evaluation…

  7. A Response to Increasing Faculty Resource Constraints: The Development of Umbrella Academic Programs and New Curricular Aggregates from Existing Instructional Resources.

    ERIC Educational Resources Information Center

    Mandel, Jerry E.; Hellweg, Susan A.

    1979-01-01

    The dilemma of providing for continued development of new academic programs in the context of severe budgetary constraints is examined. Two curricular planning strategies that provide for academic growth with minimum resource proliferation are detailed--development of umbrella academic programs and creation of curricular aggregates. (AF)

  8. The Use of the LASSI (The Learning and Study Strategies Inventory) to Predict and Evaluate the Study Habits and Academic Performance of Students in a Learning Assistance Program

    ERIC Educational Resources Information Center

    Dill, Anna L.; Justice, Cheryl A.; Minchew, Sue S.; Moran, Laura M.; Wang, Chih-hsuan; Weed, Candace B.

    2014-01-01

    The Learning Center (TLC) at Mississippi State University (MSU) is an academic support unit designed to help students improve their academic performance. One of the programs offered by TLC is the Learning Skills Support Program (LSSP), which is designed for academically suspended students. The Center has traditionally used the Learning and Study…

  9. Advancing women and closing the leadership gap: the Executive Leadership in Academic Medicine (ELAM) program experience.

    PubMed

    Richman, R C; Morahan, P S; Cohen, D W; McDade, S A

    2001-04-01

    Women are persistently underrepresented in the higher levels of academic administration despite the fact that they have been entering the medical profession in increasing numbers for at least 20 years and now make up a large proportion of the medical student body and fill a similar proportion of entry level positions in medical schools. Although there are no easy remedies for gender inequities in medical schools, strategies have been proposed and implemented both within academic institutions and more broadly to achieve and sustain the advancement of women faculty to senior level positions. Substantial, sustained efforts to increase programs and activities addressing the major obstacles to advancement of women must be put in place so that the contributions of women can be fully realized and their skills fittingly applied in meeting the medical education and healthcare needs of all people in the 21st century.

  10. 32 CFR Appendix B to Part 80 - Procedures for Special Educational Programs (Including Related Services) for Preschool Children...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... instructions provided by the producers of the testing device. e. Administered in a manner so that no single.... Current physical status, including perceptual and motor abilities. e. Vocational transitional assessment... child's or child's current academic progress, including a statement of his or her learning style. d....

  11. U.S. Geological Survey budget would increase but includes targeted cuts to some key programs

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2012-03-01

    The Obama administration's proposed budget for the U.S. Geological Survey (USGS) for fiscal year (FY) 2013 is 1.1 billion, 34.5 million (3.2%) above the Agency's 2012 enacted level. The budget includes 73.2 million in targeted increases but also has 49.5 million in proposed reductions, including cuts to some water and minerals programs and other areas. Funding for the budget was prioritized to maintain programs that are legislatively mandated, that are important for protecting lives and human property, and that are among the Obama administration's key emphases. These include research and development, which the administration believes will help end the economic recession, USGS director Marcia McNutt said at a 14 February briefing.

  12. Establishing an academic neurology specialty program: experiences over a five-year period.

    PubMed

    Packer, Rebecca A; Lambrechts, Nicolaas E; Bentley, R Timothy

    2012-01-01

    Veterinary neurology is an expanding specialty field. At the time of this writing, 13 out of 33 (40%) US and Canadian veterinary colleges, and many more veterinary colleges outside of North America, had no active clinical neurology service. New academic programs will likely be established to fill this need, often starting with a single neurologist. Establishing a neurology service with one founding faculty member can be accomplished by developing the program in phases and creating a support network that optimizes faculty strengths and interests. Such an approach allows for the gradual expansion of services and staffing in a manageable way to ultimately provide a full-service program. A description of this development process at Purdue University School of Veterinary Medicine is presented as a case study and model for the establishment of other neurology or specialty services.

  13. A laboratory medicine residency training program that includes clinical consultation and research.

    PubMed

    Spitzer, E D; Pierce, G F; McDonald, J M

    1990-04-01

    We describe a laboratory medicine residency training program that includes ongoing interaction with both clinical laboratories and clinical services as well as significant research experience. Laboratory medicine residents serve as on-call consultants in the interpretation of test results, design of testing strategies, and assurance of test quality. The consultative on-call beeper system was evaluated and is presented as an effective method of clinical pathology training that is well accepted by the clinical staff. The research component of the residency program is also described. Together, these components provide training in real-time clinical problem solving and prepare residents for the changing technological environment of the clinical laboratory. At the completion of the residency, the majority of the residents are qualified laboratory subspecialists and are also capable of running an independent research program.

  14. Fostering the Intellectual and Tribal Spirit: The Role of the Chief Academic Officer

    ERIC Educational Resources Information Center

    His Horse Is Thunder, Deborah

    2015-01-01

    This article introduces and describes the academic leadership role of the chief academic officer (CAO), also referred to as the academic vice-president, academic dean, or the provost. The CAO is responsible for the development and implementation of all academic programs, including the curriculum content, assessment, instruction quality,…

  15. Succession planning for the future through an academic-practice partnership: a nursing administration master's program for emerging nurse leaders.

    PubMed

    Sherman, Rose; Dyess, Susan; Hannah, Ed; Prestia, Angela

    2013-01-01

    A global nursing leadership shortage is projected by the end of this decade. There is an urgent need to begin developing emerging nurse leaders now. This article describes the work of an academic-practice partnership collaborative of nurse leaders. The goal of the partnership is to develop and promote an innovative enhanced nursing administration master's program targeted to young emerging nurse leaders, who have not yet moved into formal leadership roles. An action research design is being used in program development and evaluation. Qualities needed by emerging leaders identified through research included a need to be politically astute, competency with business skills required of nurse leaders today, comfort with ambiguity, use of a caring approach, and leadership from a posture of innovation. The current curriculum was revised to include clinical immersion with a nurse leader from the first semester in the program, a change from all online to online/hybrid courses, innovative assignments, and a strong mentorship component. Eighteen young emerging nurse leaders began the program in January 2012. Early outcomes are positive. The emerging nurse leaders may be uniquely positioned, given the right skills sets, to be nurse leaders in the new age.

  16. The ACCEND program: a combined BS and MS program in environmental engineering that includes co-operative work experience.

    PubMed

    Bishop, P L; Keener, T C; Kukreti, A R; Kowel, S T

    2004-01-01

    Environmental engineering education has rapidly expanded in recent years and new teaching methods are needed. Many professionals and educators believe that a MS degree in environmental engineering should be the minimum in order to practice the profession, along with practical training. This paper describes an innovative program being offered at the University of Cincinnati that combines an integrated BS in civil engineering and an MS in environmental engineering with extensive practical co-operative education (co-op) experience, all within a five-year period. The program includes distance learning opportunities during the co-op periods. The result is a well-trained graduate who will receive higher pay and more challenging career opportunities, and who will have developed professionalism and maturity beyond that from traditional engineering programs.

  17. The academic differences between students involved in school-based robotics programs and students not involved in school-based robotics programs

    NASA Astrophysics Data System (ADS)

    Koumoullos, Michael

    This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N=121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these students was compared to a group of students who were members of school based sports teams and to a group of students who were not part of either of the first two groups. Academic record was defined as overall GPA, English grade, mathematics grade, mathematics-based standardized state exam scores, and attendance rates. All of the participants of this study were students in a large, urban career and technical education high school. As STEM (Science, Technology, Engineering, and Mathematics) has come to the forefront of educational focus, robotics programs have grown in quantity. Starting robotics programs requires a serious commitment of time, money, and other resources. The benefits of such programs have not been well analyzed. This research study had three major goals: to identify the academic characteristics of students who are drawn to robotics programs, to identify the academic impact of the robotics program during the robotics season, and to identify the academic impact of the robotics program at the end of the school year. The study was a non-experiment. The researchers ran MANOVS, repeated measures analyses, an ANOVA, and descriptive statistics to analyze the data. The data showed that students drawn to robotics were academically stronger than students who did not participate in robotics. The data also showed that grades and attendance did not significantly improve or degrade either during the robotics season or at year-end. These findings are significant because they show that robotics programs attract students who are academically strong. This information can be very useful in high school articulation programs

  18. In Junior High You Take Earth Science: Including a Student with Severe Disabilities into an Academic Class.

    ERIC Educational Resources Information Center

    Siegel-Causey, Ellin; McMorris, Carol; McGowen, Susan; Sands-Buss, Sue

    1998-01-01

    This case study of a 14-year-old boy with severe disabilities describes the collaboration of a team of educators who sought to include him in eighth-grade general-education classes. His inclusion plan included four steps: planning, selecting classes, accommodating, and collaborating. The accomplishments of the student's inclusion in earth science…

  19. Academic Support Program in the Faculty of Agricultural and Forestry Engineering of the University of Cordoba (Spain)

    NASA Astrophysics Data System (ADS)

    Castro, Sergio; Navarro, Rafael M.; Camacho, Emilio; Gallardo, Rosa; García-Ferrer, Alfonso; Pérez-Marín, M. Dolores; Peña, Adolfo; Taguas, Encarnación V.

    2014-05-01

    The incorporation of new students to undergraduate degrees is performed in different stages through a long, sequential enrollment process. The student integration to the new context of higher education including group work and new teaching methodologies lead to notable adaptation difficulties to this new educational environment. In fact, the highest rate of student failure in the Bachelor degree usually happens during the first courses. The Unit of Quality Evaluation/Monitoring of School of Agricultural and Forest Engineering (ETSIAM) has detected that these failure rates at first and second degree course may be reduced through the involvement of students in a support learning process, by increasing their skills and motivation as well as the contact with the University environment in the context of their future professional horizon. In order to establish a program of this type, it has been launched an Academic Support Program (ASP) at the ETSIAM. This program aims to achieve and reinforce the basic academic and personal skills/competences require by the Bologna's process (BC) and specific competences of the engineers on the area of Agriculture and Forestry in the European context. The ASP includes diferent bloks of seminars, lectures, collaborative work and discussion groups among students, professionals, professors and researchers and it has been designed based on these competences and tranversal contents in both degrees. These activities are planned in a common time for both degrees, out of teaching classes. In addition, a virtual space in Moodle has been created for discussion forums and preparation activities. Additional information about schedules, speakers and companies, presentations and other material are also provided. In the preliminary implementation of the ASP, we will present the results corresponding to the first year of this academic support program. We have conducted a survey among the students in order to have a first feedback about the impact of

  20. Robust Programming Problems Based on the Mean-Variance Model Including Uncertainty Factors

    NASA Astrophysics Data System (ADS)

    Hasuike, Takashi; Ishii, Hiroaki

    2009-01-01

    This paper considers robust programming problems based on the mean-variance model including uncertainty sets and fuzzy factors. Since these problems are not well-defined problems due to fuzzy factors, it is hard to solve them directly. Therefore, introducing chance constraints, fuzzy goals and possibility measures, the proposed models are transformed into the deterministic equivalent problems. Furthermore, in order to solve these equivalent problems efficiently, the solution method is constructed introducing the mean-absolute deviation and doing the equivalent transformations.

  1. 20 CFR 627.220 - Coordination with programs under title IV of the Higher Education Act including the Pell grant...

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... the Higher Education Act including the Pell grant program. 627.220 Section 627.220 Employees' Benefits... of the Higher Education Act including the Pell grant program. (a) Coordination. Financial assistance programs under title IV of the Higher Education Act of 1965, as amended (HEA) (the Pell Grant program,...

  2. 20 CFR 627.220 - Coordination with programs under title IV of the Higher Education Act including the Pell grant...

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... the Higher Education Act including the Pell grant program. 627.220 Section 627.220 Employees' Benefits... of the Higher Education Act including the Pell grant program. (a) Coordination. Financial assistance programs under title IV of the Higher Education Act of 1965, as amended (HEA) (the Pell Grant program,...

  3. 20 CFR 627.220 - Coordination with programs under title IV of the Higher Education Act including the Pell grant...

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... the Higher Education Act including the Pell grant program. 627.220 Section 627.220 Employees' Benefits... of the Higher Education Act including the Pell grant program. (a) Coordination. Financial assistance programs under title IV of the Higher Education Act of 1965, as amended (HEA) (the Pell Grant program,...

  4. Satellite clinics in academic ophthalmology programs: an exploratory study of successes and challenges

    PubMed Central

    2013-01-01

    Background Major academic ophthalmology departments have been expanding by opening multi-office locations (“satellites”). This paper offers a first glimpse into satellites of academic ophthalmology departments. Methods Leaders of seven medium to large, geographically diverse departments agreed to participate. One- to two-hour phone interviews were conducted to assess the features of their satellite practices. Results Success as clinical entities, profitability, and access to patients were stated goals for most satellites. In approximate descending order, refractive surgery, retina, oculoplastics, and pediatric ophthalmology were the most common subspecialties offered. Faculty staffing ranged from recruitment specifically for satellites to rotation of existing faculty. Except for a department with only one academic track, satellite doctors were a mix of tenure and mostly non-tenure track faculty. According to these department leaders, scholarly productivity of satellite faculty was similar to that of colleagues at the main campus, though research was more community-based and clinical in nature. Fellowship but little resident education occurred at satellites. Though it was agreed that satellite practices were integral to department finances, they accounted for a smaller percentage of revenues than of total departmental visits. Conclusions Satellite offices have offered access to a better payor mix and have boosted the finances of academic ophthalmology departments. Challenges include maintaining collegiality with referring community physicians, integrating faculty despite geographic distance, preserving the department’s academic “brand name,” and ensuring consistent standards and operating procedures. Satellite clinics will likely help departments meet some of the challenges of health care reform. PMID:24330741

  5. Promoting academic excellence through leadership development at the University of Washington: the Teaching Scholars Program.

    PubMed

    Robins, Lynne; Ambrozy, Donna; Pinsky, Linda E

    2006-11-01

    The University of Washington Teaching Scholars Program (TSP) was established in 1995 to prepare faculty for local and national leadership and promote academic excellence by fostering a community of educational leaders to innovate, enliven, and enrich the environment for teaching and learning at the University of Washington (UW). Faculty in the Department of Medical Education and Biomedical Informatics designed and continue to implement the program. Qualified individuals from the UW Health Sciences Professional Schools and foreign scholars who are studying at the UW are eligible to apply for acceptance into the program. To date, 109 faculty and fellows have participated in the program, the majority of whom have been physicians. The program is committed to interprofessional education and seeks to diversify its participants. The curriculum is developed collaboratively with each cohort and comprises topics central to medical education and an emergent set of topics related to the specific interests and teaching responsibilities of the participating scholars. Core sessions cover the history of health professions education, learning theories, educational research methods, assessment, curriculum development, instructional methods, professionalism, and leadership. To graduate, scholars must complete a scholarly project in curriculum development, faculty development, or educational research; demonstrate progress towards construction of a teaching portfolio; and participate regularly and actively in program sessions. The TSP has developed and nurtured an active cadre of supportive colleagues who are transforming educational practice, elevating the status of teaching, and increasing the recognition of teachers. Graduates fill key teaching and leadership positions at the UW and in national and international professional organizations.

  6. Effectiveness of Selected Advanced Placement Programs on the Academic Performance and College Readiness of High School Students

    ERIC Educational Resources Information Center

    Lewis, Traschell S.

    2012-01-01

    The purpose of this study was to examine the effectiveness of selected Advanced Placement (AP) programs on the academic performance and college readiness of high school students. Specifically, the researcher was concerned with ascertaining the effectiveness of social science, math, science, English, music/art and language AP programs on the…

  7. Evaluation of a Voluntary, Military-Style Residential Treatment Program for Adolescents With Academic and Conduct Problems

    ERIC Educational Resources Information Center

    Weis, Robert; Wilson, Nicole L.; Whitemarsh, Savannah M.

    2005-01-01

    This study evaluated the effectiveness of a military-style residential treatment program for adolescents with academic and conduct problems. Two hundred twelve referred adolescents were separated into 3 groups for analyses: (a) adolescents who completed the 22-week program, (b) adolescents who prematurely withdrew, and (c) wait-list controls.…

  8. The Academic Achievement of Second, Third, and Fourth Grade Regular Education Students Involved in Special Education Inclusion Programs.

    ERIC Educational Resources Information Center

    Liddiard, Hannah J.

    This study investigated the differences in academic achievement of regular education students in noninclusion classrooms and of same-grade students in special education inclusion programs, to assess the impact on regular education achievement of inclusion programs in a particular elementary school. All subjects were second, third, or fourth grade…

  9. 25 CFR 170.623 - How are IRR Program projects and activities included in a self-governance agreement?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false How are IRR Program projects and activities included in a... Contracts and Agreements Under Isdeaa § 170.623 How are IRR Program projects and activities included in a self-governance agreement? To include an IRR Program project or activity in a self-governance...

  10. Advanced engineering design program at the University of Illinois for the 1987-1988 academic year

    NASA Technical Reports Server (NTRS)

    Sivier, Kenneth R.; Lembeck, Michael F.

    1988-01-01

    The participation of the University of Illinois at Urbana-Champaign in the NASA/USRA Universities Advanced Engineering Design Program (Space) is reviewed for the 1987 to 88 academic year. The University's design project was the Manned Marsplane and Delivery System. In the spring of 1988 semester, 107 students were enrolled in the Aeronautical and Astronautical Engineering Departments' undergraduate Aerospace Vehicle Design course. These students were divided into an aircraft section (responsible for the Marsplane design), and a spacecraft section (responsible for the Delivery System Design). The design results are presented in Final Design Reports, copies of which are attached. In addition, five students presented a summary of the design results at the Program's Summer Conference.

  11. Establishing an Integrative Medicine Program Within an Academic Health Center: Essential Considerations.

    PubMed

    Eisenberg, David M; Kaptchuk, Ted J; Post, Diana E; Hrbek, Andrea L; O'Connor, Bonnie B; Osypiuk, Kamila; Wayne, Peter M; Buring, Julie E; Levy, Donald B

    2016-09-01

    Integrative medicine (IM) refers to the combination of conventional and "complementary" medical services (e.g., chiropractic, acupuncture, massage, mindfulness training). More than half of all medical schools in the United States and Canada have programs in IM, and more than 30 academic health centers currently deliver multidisciplinary IM care. What remains unclear, however, is the ideal delivery model (or models) whereby individuals can responsibly access IM care safely, effectively, and reproducibly in a coordinated and cost-effective way.Current models of IM across existing clinical centers vary tremendously in their organizational settings, principal clinical focus, and services provided; practitioner team composition and training; incorporation of research activities and educational programs; and administrative organization (e.g., reporting structure, use of medical records, scope of clinical practice) and financial strategies (i.e., specific business plans and models for sustainability).In this article, the authors address these important strategic issues by sharing lessons learned from the design and implementation of an IM facility within an academic teaching hospital, the Brigham and Women's Hospital at Harvard Medical School; and review alternative options based on information about IM centers across the United States.The authors conclude that there is currently no consensus as to how integrative care models should be optimally organized, implemented, replicated, assessed, and funded. The time may be right for prospective research in "best practices" across emerging models of IM care nationally in an effort to standardize, refine, and replicate them in preparation for rigorous cost-effectiveness evaluations.

  12. ARCHSIM: a proton-synchrotron tracking program, including longitudinal space charge

    SciTech Connect

    Thiessen, H.A.; Warren, J.L.

    1983-01-01

    A particle-tracking program has been written for simulating the acceleration cycle of a rapid-cycling proton synchrotron. A lattice can consist of up to 100 cells and rf cavities. Transport of the beam in six dimensions includes all second-order optical terms. The rf field and proton velocity are treated exactly. Longitudinal space charge is handled in a self-consistent manner. The fluctuations due to the finite number of particles are handled by a Gaussian smoothing algorithm. The program runs on a VAX 11/780 and can track 100 particles without space charge through the full acceleration cycle from 0.8 to 32 GeV in 49 minutes. A thousand particles with space charge takes about ten hours of computer time.

  13. Beyond Academic Evidence: Innovative Uses of Technology Within e-Portfolios in a Doctor of Nursing Practice Program.

    PubMed

    Haverkamp, Jacqueline J; Vogt, Marjorie

    2015-01-01

    Portfolios have been used in higher education for the past several years for assessment of student learning and growth and serve as the basis for summative and formative evaluations. While there is some information in the literature on how undergraduate and graduate medical, nursing, and allied health students might use portfolios to showcase acquired knowledge and skills, there is a dearth of information on the use of e-Portfolios with students in doctor of nursing practice programs. There are also limited findings regarding the creative use of technology (that includes infographics and other multimedia tools) to enhance learning outcomes (Stephens & Parr, 2013). This article presents engaging and meaningful ways technology can be used within e-Portfolios. Thus, e-Portfolios become more than a repository for academic evidence; they become unique stories that reflect the breadth and depth of students' learner-centered outcomes.

  14. The Academic Internship Program: An Optional Aid for Maximizing the Learning of High School Students in the Charlotte-Mecklenburg School System.

    ERIC Educational Resources Information Center

    Blackwell, Evelyn J.

    The Academic Internship Program (AIP), an experiential education program in the Charlotte-Mecklenburg high schools, is described in this paper. The program utilizes one-on-one and group internships to apply academic learning to real-life problem solving. Implementing a "whole brain" approach, a goal is to provide opportunities for…

  15. The Effects of Pre-Collegiate Academic Outreach Programs on First-Year Financial Aid Attainment, Academic Achievement and Persistence

    ERIC Educational Resources Information Center

    Coleman, Angela Alvarado

    2011-01-01

    National statistics continue to show substantial disparities in the postsecondary enrollment and completion rates between more and less advantaged groups. Despite gains made on the part of low-income, first generation, and minority students in the areas of access, persistence, and academic achievement, gaps still exist (Avery & Kane, 2004;…

  16. The Planetary Observer Program. [planning by NASA and scientific community including cost optimization overview

    NASA Technical Reports Server (NTRS)

    Blume, W. H.

    1984-01-01

    An overview is presented of NASA's plans for the Planetary Observer Program, whose key element is to control the cost of each mission while establishing a long-term, stable base for the planetary sciences. The SSEC (Solar System Exploration Committee) has endorsed the view that many high science priority inner solar system missions are possible through the use of spacecraft derived from existing earth-orbital spacecraft. It has also recommended the application of space hardware such as that used on the Voyager and Galileo missions, development of both a new modular spacecraft for outer planet, comet, and main-belt asteroid missions (Mariner Mark II Program), and a multi-mission operations system to support future missions after the Venus Radar Mapper (VRM), and Galileo. A set of missions for the SSEC's Core Program has been recommended; they include: the VRM, the Mars Geoscience/Climatology Observer, the Comet Rendezvous/Asteroid Flyby, the Lunar Geoscience Orbiter, the Near-Earth Asteroid Rendezvous, the Venus Atmosphere Probe, the Mars Aeronomy Orbiter, the Mars Surface Probe, and the Comet Intercept Sample Return.

  17. Including nonadditive genetic effects in mating programs to maximize dairy farm profitability.

    PubMed

    Aliloo, H; Pryce, J E; González-Recio, O; Cocks, B G; Goddard, M E; Hayes, B J

    2017-02-01

    We compared the outcome of mating programs based on different evaluation models that included nonadditive genetic effects (dominance and heterozygosity) in addition to additive effects. The additive and dominance marker effects and the values of regression on average heterozygosity were estimated using 632,003 single nucleotide polymorphisms from 7,902 and 7,510 Holstein cows with calving interval and production (milk, fat, and protein yields) records, respectively. Expected progeny values were computed based on the estimated genetic effects and genotype probabilities of hypothetical progeny from matings between the available genotyped cows and the top 50 young genomic bulls. An index combining the traits based on their economic values was developed and used to evaluate the performance of different mating scenarios in terms of dollar profit. We observed that mating programs with nonadditive genetic effects performed better than a model with only additive effects. Mating programs with dominance and heterozygosity effects increased milk, fat, and protein yields by up to 38, 1.57, and 1.21 kg, respectively. The inclusion of dominance and heterozygosity effects decreased calving interval by up to 0.70 d compared with random mating. The average reduction in progeny inbreeding by the inclusion of nonadditive genetic effects in matings compared with random mating was between 0.25 to 1.57 and 0.64 to 1.57 percentage points for calving interval and production traits, respectively. The reduction in inbreeding was accompanied by an average of A$8.42 (Australian dollars) more profit per mating for a model with additive, dominance, and heterozygosity effects compared with random mating. Mate allocations that benefit from nonadditive genetic effects can improve progeny performance only in the generation where it is being implemented, and the gain from specific combining abilities cannot be accumulated over generations. Continuous updating of genomic predictions and mate

  18. Impact of Orientation Programs on Nontraditional Students' Perceived Academic Success in Adult Education Programs

    ERIC Educational Resources Information Center

    Webster, Marsha

    2016-01-01

    Many administrators and faculty within higher education institutions have grappled with identifying and employing effective strategies to facilitate student success and persistence. The current study focuses on assessing nontraditional students' self-efficacy beliefs and their perception of the orientation program at a 2-year continuing education…

  19. Transportation R and D included in thermal and mechanical sciences program

    SciTech Connect

    1995-03-01

    Argonne National Laboratory is a multiprogram research and development laboratory operated by The University of Chicago for the US Department of Energy. At Argonne, applied research in thermal and mechanical sciences is performed within the Thermal and Mechanical Sciences Section of the Energy Technology Division. Current program areas include compact evaporators and condensers for the process and transportation industries, ice slurries for district cooling, advanced fluids for improved heat transfer and reduced pressure drop, flow-induced vibration and flow distribution in shell-and-tube heat exchangers, and dynamics and control of maglev systems. In general, the objective of the research is to extend the technology base in each of these areas and to facilitate its application in solving problems of importance to US industries and utilities. This is accomplished by developing validated design correlations and predictive methods. The staff of the Thermal and Mechanical Sciences Section have extensive experimental and analytical experience in heat transfer, multiphase flow, structural dynamics and control, fluid-structure interaction, transient flow and mixing, thermally driven flows, and flow visualization using ultra-high-speed video. Large, general-purpose test facilities and smaller, single-purpose test apparatuses are available for experiments and component design evaluation. A world-class capability in the study of flow-induced vibrations exists within the Section. Individual fact sheets, describing currently active research program areas, related facilities, and listing, as a contact, the principal investigator, are included.

  20. 45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 2 2011-10-01 2011-10-01 false Can NEW Program activities include job market assessments, job creation and economic development activities? 287.130 Section 287.130 Public Welfare... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments,...

  1. 45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 2 2014-10-01 2012-10-01 true Can NEW Program activities include job market assessments, job creation and economic development activities? 287.130 Section 287.130 Public Welfare... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments,...

  2. 45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 2 2012-10-01 2012-10-01 false Can NEW Program activities include job market assessments, job creation and economic development activities? 287.130 Section 287.130 Public Welfare... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments,...

  3. 45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 2 2013-10-01 2012-10-01 true Can NEW Program activities include job market assessments, job creation and economic development activities? 287.130 Section 287.130 Public Welfare... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments,...

  4. The Council of Academic Hospitals of Ontario (CAHO) Adopting Research to Improve Care (ARTIC) Program: Reach, Sustainability, Spread and Lessons Learned from an Implementation Funding Model.

    PubMed

    Moore, Julia E; Grouchy, Michelle; Graham, Ian D; Shandling, Maureen; Doyle, Winnie; Straus, Sharon E

    2016-05-01

    Despite evidence on what works in healthcare, there is a significant gap in the time it takes to bring research into practice. The Council of Academic Hospitals of Ontario's Adopting Research to Improve Care program addresses this research-to-practice gap by incorporating the following components into its funding program: strategic selection of evidence for implementation, education and training for implementation, implementation supports, executive champions and governance, and evaluation. Funded projects have been sustained (76% reported full sustainability) and spread to over 200 new sites. Lessons learned include the following: assess readiness, develop tailored implementation materials, consider characteristics of implementation supports, protect champion time and consider evaluation feasibility.

  5. The Council of Academic Hospitals of Ontario (CAHO) Adopting Research to Improve Care (ARTIC) Program: Reach, Sustainability, Spread and Lessons Learned from an Implementation Funding Model

    PubMed Central

    Grouchy, Michelle; Graham, Ian D.; Shandling, Maureen; Doyle, Winnie; Straus, Sharon E.

    2016-01-01

    Despite evidence on what works in healthcare, there is a significant gap in the time it takes to bring research into practice. The Council of Academic Hospitals of Ontario's Adopting Research to Improve Care program addresses this research-to-practice gap by incorporating the following components into its funding program: strategic selection of evidence for implementation, education and training for implementation, implementation supports, executive champions and governance, and evaluation. Funded projects have been sustained (76% reported full sustainability) and spread to over 200 new sites. Lessons learned include the following: assess readiness, develop tailored implementation materials, consider characteristics of implementation supports, protect champion time and consider evaluation feasibility. PMID:27232234

  6. Assessment of an iPad Loan Program in an Academic Medical Library: A Case Study.

    PubMed

    Shurtz, Suzanne; Sewell, Robin; Halling, T Derek; McKay, Becky; Pepper, Catherine

    2015-01-01

    An academic medical library expanded its iPad loan service to multiple campus libraries and conducted an assessment of the service. iPads loaded with medical and educational apps were loaned for two-week checkouts from five library campus locations. Device circulation statistics were tracked and users were invited to complete an online survey about their experience. Data were gathered and analyzed for 11 months. The assessment informed the library on how best to adapt the service, including what resources to add to the iPads, and the decision to move devices to campuses with more frequent usage.

  7. Computer and microswitch-based programs to improve academic activities by six children with cerebral palsy.

    PubMed

    Stasolla, Fabrizio; Damiani, Rita; Perilli, Viviana; D'Amico, Fiora; Caffò, Alessandro O; Stella, Anna; Albano, Vincenza; Damato, Concetta; Leone, Antonia Di

    2015-01-01

    This study was aimed at extending the use of assistive technology (i.e. microswitch such as a pressure sensor, interface and laptop) with a new setup, allowing six children with cerebral palsy and extensive motor disabilities to improve their academic activities during classroom. A second objective of the study was to assess a maintenance/generalization phase, occurring three months after the end of the intervention, at participants' homes, involving their parents. A third purpose of the study was to monitor the effects of the intervention program on the indices of positive participations (i.e. constructive engagement) of participants involved. Finally, a social validation procedure involving 36 support teachers as raters was conducted. The study was carried out according to a multiple probe design across behaviours followed by maintenance/generalization phase for each participant. That is, the two behaviours (i.e. choice among academic disciplines and literacy) were learned first singly, then combined together. Results showed an increasing of the performances for all participants involved during intervention phases. Furthermore, during maintenance phase participants consolidated their results. Moreover, positive participation augmented as well. Support teachers, involved in the social validation assessment, considered the combined intervention as more favourable with respect to those singly learned. Clinical, educational and practical implications of the findings are discussed.

  8. Integrating an academic radiation safety program into an environmental management system.

    PubMed

    Zurosky, Daniel M

    2003-08-01

    The Environmental Health and Safety (EH&S) Program at the University of South Carolina recently developed an environmental management system (EMS) based on the ISO 14001 International Standard. Since our radiation safety program must already meet strict state licensing requirements, the process of conforming to this standard was relatively easy to accomplish. The EH&S program achieved certification to the ISO 14001 standard in August of 2002. The benefits of the EMS include: better interaction between radiation safety and other EH&S program entities, holds all employees accountable by closely tracking program activities, presents a clear picture of program accomplishments to the university administration, allows for better use of limited resources and provides for continuous program improvement.

  9. Global agenda, local health: including concepts of health security in preparedness programs at the jurisdictional level.

    PubMed

    Eby, Chas

    2014-01-01

    The Global Health Security Agenda's objectives contain components that could help health departments address emerging public health challenges that threaten the population. As part of the agenda, partner countries with advanced public health systems will support the development of infrastructure in stakeholder health departments. To facilitate this process and augment local programs, state and local health departments may want to include concepts of health security in their public health preparedness offices in order to simultaneously build capacity. Health security programs developed by public health departments should complete projects that are closely aligned with the objectives outlined in the global agenda and that facilitate the completion of current preparedness grant requirements. This article identifies objectives and proposes tactical local projects that run parallel to the 9 primary objectives of the Global Health Security Agenda. Executing concurrent projects at the international and local levels in preparedness offices will accelerate the completion of these objectives and help prevent disease epidemics, detect health threats, and respond to public health emergencies. Additionally, future funding tied or related to health security may become more accessible to state and local health departments that have achieved these objectives.

  10. Reliability Analysis of Brittle Material Structures - Including MEMS(?) - With the CARES/Life Program

    NASA Technical Reports Server (NTRS)

    Nemeth, Noel N.

    2002-01-01

    Brittle materials are being used, or considered, for a wide variety of high tech applications that operate in harsh environments, including static and rotating turbine parts. thermal protection systems, dental prosthetics, fuel cells, oxygen transport membranes, radomes, and MEMS. Designing components to sustain repeated load without fracturing while using the minimum amount of material requires the use of a probabilistic design methodology. The CARES/Life code provides a general-purpose analysis tool that predicts the probability of failure of a ceramic component as a function of its time in service. For this presentation an interview of the CARES/Life program will be provided. Emphasis will be placed on describing the latest enhancements to the code for reliability analysis with time varying loads and temperatures (fully transient reliability analysis). Also, early efforts in investigating the validity of using Weibull statistics, the basis of the CARES/Life program, to characterize the strength of MEMS structures will be described as as well as the version of CARES/Life for MEMS (CARES/MEMS) being prepared which incorporates single crystal and edge flaw reliability analysis capability. It is hoped this talk will open a dialog for potential collaboration in the area of MEMS testing and life prediction.

  11. An Innovative Educational and Mentorship Program for Emergency Medicine Women Residents to Enhance Academic Development and Retention.

    PubMed

    Bhatia, Kriti; Takayesu, James Kimo; Arbelaez, Christian; Peak, David; Nadel, Eric S

    2015-11-01

    Given the discrepancy between men and women's equal rates of medical school matriculation and their rates of academic promotion and leadership role acquisition, the need to provide mentorship and education to women in academic medicine is becoming increasingly recognized. Numerous large-scale programs have been developed to provide support and resources for women's enrichment and retention in academic medicine. Analyses of contributory factors to the aforementioned discrepancy commonly cite insufficient mentoring and role modeling as well as challenges with organizational navigation. Since residency training has been shown to be a critical juncture for making the decision to pursue an academic career, there is a need for innovative and tailored educational and mentorship programs targeting residents. Acknowledging residents' competing demands, we designed a program to provide easily accessible mentorship and contact with role models for our trainees at the departmental and institutional levels. We believe that this is an important step towards encouraging women's pursuit of academic careers. Our model may be useful to other emergency medicine residencies looking to provide such opportunities for their women residents.

  12. Academic-Community Partnership to Develop a Patient-Centered Breast Cancer Risk Reduction Program for Latina Primary Care Patients.

    PubMed

    Castañeda, Sheila F; Giacinto, Rebeca E; Medeiros, Elizabeth A; Brongiel, Ilana; Cardona, Olga; Perez, Patricia; Talavera, Gregory A

    2016-06-01

    This collaborative study sought to address Latina breast cancer (BC) disparities by increasing health literacy (HL) in a community health center situated on the US-Mexico border region of San Diego County. An academic-community partnership conducted formative research to develop a culturally tailored promotora-based intervention with 109 individuals. The Spanish language program, entitled Nuestra Cocina: Mesa Buena, Vida Sana (Our Kitchen: Good Table, Healthy Life), included six sessions targeting HL, women's health, BC risk reduction, and patient-provider communication; sessions include cooking demonstrations of recipes with cancer-risk-reducing ingredients. A pilot study with 47 community health center Latina patients was conducted to examine the program's acceptability, feasibility, and ability to impact knowledge and skills. Pre- and post-analyses demonstrated that participants improved their self-reported cancer screening, BC knowledge, daily fruit and vegetable intake, and ability to read a nutrition label (p < 0.05). Results of the pilot study demonstrate the importance of utilizing patient-centered culturally appropriate noninvasive means to educate and empower Latina patients.

  13. Second Thoughts on Programmed Learning: Developments in the Ideas and Applications of Programming, Including Computer Based Learning.

    ERIC Educational Resources Information Center

    Leith, G. O. M.

    Many programers still believe the method of programing recommended by B. F. Skinner and N. A. Crowder to be the only effective way to write a program. Recent research suggests, however, that this method may rest on faulty assumptions. The important points in programing seem to be defining behavioral objectives, analyzing the tasks necessary to…

  14. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ...-culture and multi-ethnic dimensions designed to enable students to function effectively in a pluralistic... program shall include aspects of the native culture in all curriculum areas. Content shall meet...

  15. DOE/EPSCoR Traineeship Program: Progress report, academic year 1992--93. Annual report 1993

    SciTech Connect

    Hodgson, D.; Steadman, J.

    1993-12-31

    This progress report reviews the University of Wyoming`s approach to implementing the DOE Traineeship Program, and briefly describes the research performed by the DOE/EPSCoR Trainees during the academic year, 1992--1993. These brief descriptions of individual research projects demonstrate the wide scope of energy-related research that the DOE-EPSCoR Traineeships have initiated in Wyoming. The availability of this funding has encouraged many talented students to continue their education in fields of interest to DOE. These additional bright, energetic graduate students have improved the educational atmosphere for everyone. The visibility of the DOE program has sharpened the focus of the science and engineering departments on the energy-related research of importance to Wyoming and DOE. The impact of the DOE Traineeships in Wyoming has been substantial and very positive. It has not only increased the number of students studying in energy-related disciplines, but has also increased the quality of their graduate research. The program has also increased the visibility of DOE in Wyoming and has helped focus attention on the energy and environmental graduate education which is so essential to the University and the State.

  16. 25 CFR 1000.240 - What construction programs included in an AFA are subject to this subpart?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 2 2014-04-01 2014-04-01 false What construction programs included in an AFA are subject... in an AFA are subject to this subpart? (a) All BIA and non-BIA construction programs included in an AFA are subject to this subpart. This includes design, construction, repair, improvement,...

  17. 25 CFR 1000.240 - What construction programs included in an AFA are subject to this subpart?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 2 2013-04-01 2013-04-01 false What construction programs included in an AFA are subject... in an AFA are subject to this subpart? (a) All BIA and non-BIA construction programs included in an AFA are subject to this subpart. This includes design, construction, repair, improvement,...

  18. 25 CFR 1000.240 - What construction programs included in an AFA are subject to this subpart?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 2 2010-04-01 2010-04-01 false What construction programs included in an AFA are subject... in an AFA are subject to this subpart? (a) All BIA and non-BIA construction programs included in an AFA are subject to this subpart. This includes design, construction, repair, improvement,...

  19. 25 CFR 1000.240 - What construction programs included in an AFA are subject to this subpart?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 2 2012-04-01 2012-04-01 false What construction programs included in an AFA are subject... in an AFA are subject to this subpart? (a) All BIA and non-BIA construction programs included in an AFA are subject to this subpart. This includes design, construction, repair, improvement,...

  20. 25 CFR 1000.240 - What construction programs included in an AFA are subject to this subpart?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 2 2011-04-01 2011-04-01 false What construction programs included in an AFA are subject... in an AFA are subject to this subpart? (a) All BIA and non-BIA construction programs included in an AFA are subject to this subpart. This includes design, construction, repair, improvement,...