Top PDF Research on Disciplinary Sanction System in American Colleges and Universities

Research on Disciplinary Sanction System in American Colleges and Universities

Research on Disciplinary Sanction System in American Colleges and Universities

As regards for discipline management, American colleges and universities have their own merits that we can learn from. In American colleges and universities, a sound and perfect system with complete procedures has been established, which has specified disciplinary sanction in detail. The school departments perform their own functions, and the students can participate in each link. So to speak, the American disciplinary sanction system for colleges and universities has protected students’ rights and interests as far as possible and has realized fairness and justice in disciplinary management, thus playing a key role in ensuring a harmonious campus and improving the quality of higher education. Therefore, to have an in-depth and systematic study of American colleges and universitiesdisciplinary sanction procedures and to borrow their successful experiences, not only are beneficial to protect students’ rights and interests, but also are of great significance in creating a favorable atmosphere in colleges and universities.
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QUALITATIVE RESEARCH FOR THE ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES

QUALITATIVE RESEARCH FOR THE ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES

In addition to feeling prepared for college, most of these high school students reveal an intense focus on their intended majors and careers. Indeed, most have a career in mind, and nearly all think that they know what their major will be. One factor that may contribute to this more directed approach is that the research was conducted after these students had applied to college. Many participants report that their teachers, parents, and sometimes colleges stress the importance of focusing on a major before starting college, and many have clearly given the decision a lot of thought. College students recall getting the same sort of pressure to decide on a major prior to college from their parents, teachers, and guidance counselors.
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The Association of American Colleges and Universities. By Peter D. Hart Research Associates, Inc.

The Association of American Colleges and Universities. By Peter D. Hart Research Associates, Inc.

While the discussions suggest that business leaders feel that there is room for colleges to make a more significant contribution in helping college students achieve each of these core outcomes, they give colleges lower marks in some areas than in others. When asked to grade the nation’s colleges and universities for the job they are doing in helping students achieve these key outcomes, business leaders feel that higher education institutions are doing a better job in helping students achieve problem- solving and critical thinking skills than they are in helping students gain strong communications, time-management, and teamwork skills.
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QUALITATIVE RESEARCH FOR THE ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES

QUALITATIVE RESEARCH FOR THE ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES

Participants indicate that the main reason they do not see this as an important reason for going to college is because they believe that a sense of civic responsibility and leadership are qualities that individuals are either born with or learn at an early age from their parents and family. There is little recognition of the role that a college education can play in furthering these qualities and values. And while many recognize that colleges foster an environment in which students can be civically active and take on leadership roles, they feel that the motivation and responsibility lies with the student and is thus something that comes from within. It seems that these types of opportunities are not unique to college campuses—that those who seek them can find opportunities for civic engagement and leadership outside the college setting.
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Adjustment Issues of International Students Enrolled in American Colleges and Universities: A Review of the Literature

Adjustment Issues of International Students Enrolled in American Colleges and Universities: A Review of the Literature

Consistently, nine articles in this review reported convergent findings associated with social support regarding the adjustment issues experienced by international students across U.S. campuses. In a study that explored the relationship among four constructs with respect to international students—namely, life stress, academic stressors, reactions to stressors, and perceived social support—, Misra, Crist, and Burant’s (2003) findings indicated that higher levels of academic stressors for international students were predicted by higher levels of life stress and by lower levels of social support. Yeh and Inose (2003), in turn, found in their research that social support network satisfaction was a significant predictor of acculturative distress. Similarly, Poyrazli et al. (2004) reported that students with higher levels of social support experienced lower levels of acculturative stress. With regard to Asian students’ use of support networks, Ye (2006) investigated the relationship between sociocultural and psychological aspects of cross-cultural adaptation of Chinese international students in the U.S. and the support they perceived from traditional support networks and online ethnic social groups. Findings indicated that perceived support from interpersonal networks in the host country and from online ethnic social groups was negatively related to social difficulties.
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A TYPOLOGY OF STUDENT ENGAGEMENT FOR AMERICAN COLLEGES AND UNIVERSITIES w

A TYPOLOGY OF STUDENT ENGAGEMENT FOR AMERICAN COLLEGES AND UNIVERSITIES w

The influence of institutional characteristics on student engagement extends well beyond global characteristics such as size and institutional mission. Although both conventional wisdom and research studies suggest that attending small liberal arts colleges is associated with higher levels of engagement (Hu and Kuh, 2002; Kuh, 1981; Kuh and Siegel, 2000; Pascarella, Wolniak, Cruce, and Blaich, 2004), other studies have come to a different conclusion. For example, (Pike et al., 2003) found that differences in levels of engagement across Carnegie classifications disappeared after taking into account the background characteristics of the students. The most important institutional factors are thought to be the policies and practices adopted by institutions to increase student engagement. Several studies have shown that living on campus, as opposed to commuting to college, is positively related to engagement (Chickering, 1975; Pike and Kuh, in press; Terenzini et al., 1996). The gains associated with on-campus living are further enhanced by participating in learning communities, which substantially increases student engagement, self-reported gains in learning, and persistence (Indiana University Center for Postsecondary Research, 2002; Pike, 1999; Pike et al., 1997; Zhao and Kuh, 2004).
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Collective Bargaining and Staff Salaries in American Colleges and Universities

Collective Bargaining and Staff Salaries in American Colleges and Universities

Klaff is a sophomore at Cornell’s School of Industrial and Labor Relations and a research assistant at the Cornell Higher Education Research Institute (CHERI). Ehrenberg is the Irving M. Ives Professor of Industrial and Labor Relations and Economics at Cornell and the Director of CHERI. We are grateful to the Andrew W. Mellon Foundation and the Atlantic Philanthropies (USA) Inc. for supporting our research through their support of CHERI. However, all conclusions that we reach are strictly our own. The views expressed herein are those of the author and not necessarily those of the National Bureau of Economic Research.
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Evaluation Indicators and Method of Disciplinary Competitiveness of Colleges and Universities: An Example of Peking University

Evaluation Indicators and Method of Disciplinary Competitiveness of Colleges and Universities: An Example of Peking University

Abstract: Revealing advantages of disciplines and gaps between one university and others is essential. Although most researchers and institutions are involving evaluation by using various indicators for resulting in the diversified discipline rankings in colleges and universities and for improving education level and enhancing core competitiveness of scientific research. Based on the previous selection standards and evaluation indicators for disciplinary competitiveness and information resources and intelligence analysis being available at the library, the article uses Peking University in this study as a specific case to construct the evaluation system with indicators from six aspects, staff & teams, research output, programs & awards, international cooperation & exchanging, discipline ranking, and innovation ability. The indicators are synthesized to judge the comprehensive competitiveness of universities and their disciplines, and strive to form a reasonable systemic evaluation method and measuring mode so that it can be popularized and used.
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AAICU ASSOCIATION OF AMERICAN INTERNATIONAL COLLEGES AND UNIVERSITIES

AAICU ASSOCIATION OF AMERICAN INTERNATIONAL COLLEGES AND UNIVERSITIES

Al Akhawayn University in Ifrane (AUI) is a Moroccan institution of higher education and research, modeled in its administrative, pedagogical and academic organization on the American univer- sity system. The University was founded in 1993 by Morocco’s late king Hassan II, as an independent, coeducational, and resi- dential institution, with undergraduate and graduate programs. AUI opened its doors to students in January 1995 on a beautiful 50-hectar campus in an oak forest, located in Ifrane, a small resort town in the Middle Atlas Mountains, home to the largest cedar forest in North Africa and corresponding to the most biologically diverse region in Morocco. AUI’s campus is 25 minutes from two ski slopes, a 2.5–hour drive from the capital city (Rabat) on the At- lantic coast; 6 hours from the Sahara Desert, and less than 1 hour from Fes and Meknes, two large imperial cities in Morocco. AUI aims at promoting the historical and cultural vocation of Mo- rocco, as an Arab-African nation belonging to the Islamic civiliza- tion, and open to Europe, America and Asia. The outlook at AUI is international, and cultural tolerance is promoted and expected of students, staff, and faculty belonging to many nationalities, living and working together. AUI also seeks to contribute to the attain- ment of Morocco’s educational and economic objectives, and to serve the international community, notably by advancing science and technology, training graduates with strong academic and pro- fessional qualifications, and developing research programs that live up to the highest international standards, with particular emphasis on areas of national or regional socio-economic interest.
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Research on Virtual Learning Community for Party Members in Colleges and Universities

Research on Virtual Learning Community for Party Members in Colleges and Universities

In virtual learning communities, party members in colleges and universities need to collect information through the Internet to cultivate their awareness of independent learning. Therefore, in the process of constructing virtual learning communities, attention should be paid to the establishment of a powerful information base rich in resources to provide a wide range of learning resources for party members in colleges and universities. At the same time, we should pay attention to the diversity of voluntary forms of information base and provide multimedia resources such as text, pictures, audio and video to stimulate their learning enthusiasm. In addition, attention should be paid to the difficulty of the resources provided to avoid obscure content, so as to facilitate the understanding of university party members.
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Federal Research and Development Funding at Historically Black Colleges and Universities

Federal Research and Development Funding at Historically Black Colleges and Universities

The historically black colleges and universities (HBCUs), which have traditionally educated a significant number of the nation’s blacks, have faced and continue to face substantial challenges in attempting to enhance their academic and research capabilities and develop programs to compete with other institutions of higher education. Some of these black institutions have a myriad of problems — aging infrastructures, limited access to computer resources and digital network technology, absence of state-of-the-art equipment, low salary structures, small endowments, and limited funds for faculty development and new academic programs for students. 1 While many of these problems exist in other institutions, they appear
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Research on the Training Model of Innovative and Entrepreneurial Talents in Colleges and Universities

Research on the Training Model of Innovative and Entrepreneurial Talents in Colleges and Universities

1) Strengthen the cultivation of innovative and entrepreneurial teachers. Develop a complete training system and plan, promote teachers to participate in professional and systematic training of innovation and entrepreneurship education, including familiarity with entrepreneurship policies, laws and regulations [6].Teachers are encouraged to enter relevant enterprises to study and engage in practical work, joint project development with the company, integrating the latest experience of enterprise operation and production management. Policy support is also needed, for example, to provide facilities to support teachers to start their own businesses, accumulate relevant experience, expanding their own business, entrepreneurship and social perspectives.
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Design and Implementation of Online Examination System for Colleges and Universities

Design and Implementation of Online Examination System for Colleges and Universities

Chapter 6 System Testing ................................................. 错误!未定义书签。 6.1 System Testing Plan .................................................................. 错误!未定义书签。 6.2 System Unit Testing................................................................... 错误!未定义书签。 6.2.1 Introduction of system unit testing ................................... 错误!未定义书签。 6.2.2 Expected data and actual results of unit testing ................ 错误!未定义书签。 6.3 System Function Testing ........................................................... 错误!未定义书签。 6.3.1 Page link testing ................................................................ 错误!未定义书签。 6.3.2 Table testing ...................................................................... 错误!未定义书签。 6.3.3 Database testing ................................................................ 错误!未定义书签。 6.3.4System Testing Cases ......................................................... 错误!未定义书签。 6.4 System Performance Testing .................................................... 错误!未定义书签。
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ENTOMOLOGY Colleges and universities, especially colleges of

ENTOMOLOGY Colleges and universities, especially colleges of

biological STRATEGIESAREAS EMPLOYERS What can I do with this degree? Research and Development Laboratory Testing Teaching BIOLOGICAL SCIENCES BIOTECHNOLOGY Colleges and universities Pharmaceutical com[.]

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Research on the Construction of Financial Internal Control Evaluation. System in Colleges and Universities. Zhijie Huang

Research on the Construction of Financial Internal Control Evaluation. System in Colleges and Universities. Zhijie Huang

Keywords: Financial Internal Control Evaluation System in Colleges and Universities Abstract. It is an effective way to avoid diversified school risk in our country colleges and universities to construct a reasonable evaluation system of financial internal control and strengthen the construction of internal financial control of colleges and universities. Based on the characteristics of nonprofit and diversified business of colleges and universities, this paper sets up 22 second-level indicators, 65 third-level indicators from the control environment, control risk, control activities, information and communication and supervision, and constructs the university finance Internal control evaluation system.
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List of Universities / Colleges for Community Colleges

List of Universities / Colleges for Community Colleges

b) Food Processing Technology 21. Government Women’s College Gardani Bagh PS, Distt. Women’s College, Patna Diploma in a) Healthcare.. b) Fashion Technology 25.[r]

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Design and Implementation of Online Examination System in Colleges and Universities

Design and Implementation of Online Examination System in Colleges and Universities

The main features of the online exam software are as follow: implementing students online examination; managing teachers’ information, students’ information, questions information,an[r]

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Design and Implementation of Orientation Information System for The Colleges and Universities

Design and Implementation of Orientation Information System for The Colleges and Universities

With the advancement of information technology education development in recent years, the construction of digital campus has gained increasingly attention. As an important part of digital campus -- Information System of Welcoming New Arrivals in Colleges has been vigorously promoted, which is not only because it is the paramount guarantee of enhancing the management level and teaching level in school and vital reflection of the information development, but because students in colleges and universities are increased dramatically with the continuous expansion of the scale. Annual increase in the number of freshmen report has resulted in a corresponding doubling work to verify the report and information processing amount. Based on the large amount of information, we need to build a platform for the orientation of work among the various departments on campus, effectively managing the information management, utilization and share through standardizing the work processes. Accordingly, it can improve work efficiency, providing timely and accurate data supporting for leaders in school.
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Historically Black Colleges and Universities Research Scientist Training Program

Historically Black Colleges and Universities Research Scientist Training Program

Historically Black Colleges and Universities Research Scientist Training Program The CDA-2 is an early-career research funding mechanism open to both clinicians and non-clinicians who have the appropriate experience and training as stated in the eligibility section of the CDP handbook. Applicants must specify their career development plans and research projects covering a three-to five-year period. Candidates need not have VA appointments at the time they apply, but must be nominated by a VA facility and must identify an appropriate VA mentor. Nominees should work closely with their sponsoring VA research office to prepare a Letter of Intent (LOI), which is the first step in the review process. If the LOI is approved, the nominee may prepare an application in accordance with CDP guidelines and Request for Applications instructions. The sponsoring VA research office must submit the application on behalf of the nominee. The HBCU Research Scientist Training Program offers a unique CDA-2 award that requires one of the primary mentors to be affiliated with an HBCU and another primary mentor to be affiliated with a VA medical center. Eligible early-career HBCU faculty can choose to apply for either the HBCU CDA-2 award or the historical general CDA-2 award, but simultaneous applications to both CDA-2 mechanisms will not be considered.
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RESEARCH IN INFORMATION AND COMMUNICATION TECHNOLOGY IN NORWEGIAN UNIVERSITIES AND UNIVERSITY COLLEGES

RESEARCH IN INFORMATION AND COMMUNICATION TECHNOLOGY IN NORWEGIAN UNIVERSITIES AND UNIVERSITY COLLEGES

1 Introduction The Division of Science and Technology at the Research Council of Norway has decided to evaluate basic research activities in Information and Communication Technology (ICT) in Norwegian universities and colleges. The 2002 international review team of nine was charged with evaluating the area with 56 groups at nine institutions plus four university colleges (primarily undergraduate) and one graduate-only institute. This report of the evaluation committee will form the basis for the future strategy of the Research Council. It is said that we are living through the information revolution, a period in which information and communication technology (ICT) is transforming the organization and operation of human society as dramatically as agriculture and industrial mass production transformed earlier generations. If so, then the future well-being of a nation is vitally bound up in the degrees to which it pioneers new, powerful, and secure information and communication technologies and prepares and trains its citizenry in their use. In the quest for public attention and support, many “revolutions” are touted as agents of social change and engines of economic development, and justifiably so. What is remarkable about information and communication technology is the way that it invariably lays at the center
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