ACADEMIC PERFORMANCE OF COMMUNITY COLLEGE TRANSFER STUDENTS AND "NATIVE" STUDENTS AT A LARGE STATE UNIVERSITY

Students were randomly chosen from the class of 1998 and 1999 at a large public university. Fifty in each class were community college transfer students who transferred to the university in the fall of 1996 and fall of 1997; 50 in each class were native students who had entered the university in the fall of 1994 and the fall of 1995. All students were from the College of Arts and Sciences. These groups of students were compared by GPAs at the end of the lower division work (sophomore year for natives and at the end of the second year of community college work for transfers). Students also were compared at the end of their first semester in their academic major to determine if transfer shock was evident for transfer students and if a GPA decline was evident for natives. Lastly, the students GPAs were compared at the end of the spring semesters of 1998 and 1999 to determine if there was recovery from transfer shock for the transfers and from the possible decline in GPA for native students. Retention and graduation rates for both groups were compared.     

Photography Today

Melissa Milar and William Brohaugh, eds. 1979 Photographer's Market (Cincinnati, Ohio: Writer's Digest Books, 1978--- $12.95)

Harold Evans, Pictures on a Page: Photo-Journalism, Graphics and Picture Editing, (New York: Holt, Rinehart & Winston, 1978---$25.00)

James Danziger and Barnaby Conrad, Interviews with Master Photographers (New York and London: Paddington Press, 1978---$10.00)     

Ein Testverfahren für optimierende Codegeneratoren

Zusammenfassung Die im Rahmen der Modell-basierten Entwicklung eingebetteter Steuerungs- und Regelungssoftware eingesetzten optimierenden Codegeneratoren müssen einer intensiven Qualit?tssicherung unterzogen werden. Dem Einsatz von Testsuiten kommt dabei eine zentrale Rolle zu. Der Beitrag beschreibt den Aufbau einer modularen Testsuite für Codegeneratoren und schl?gt einen Testansatz vor, der eine systematische Prüfung der vom Codegenerator angewendeten Optimierungstechniken erm?glicht.

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The optimising code generators employed as part of the model-based development of embedded control software must undergo intensive quality assurance. The use of test suites plays a central role in this process. This article describes the construction of a modular test suite for code generators and proposes a testing approach which makes a systematic test of the optimisations employed by the code generator possible.

CR Subject Classification I.6.4 I.6.5,D.2.5,I.2.2,D.3.4,D.3.4     

Characteristics of ultrasonic vocalizations emitted by rats during shock-elicited aggression

Albino rats tested for shock-elicited aggression on occasion emitted periodic ultrasonic calls. The fundamental frequency of these calls was about 24 kHz, with harmonics appearing at 72 and 120 kHz, and the calls lasted as long as 3–4 sec. These calls were emitted by rats which had adopted an upright submissive posture following attack(s). These long 22–26-kHz calls may serve to inhibit or prevent unlearned behaviors in rats.     

Inhabiting culture: Spanish anarchists’ vision of cultural learning through aesthetics in the nineteenth and early twentieth centuries

Abstract

Revisions of textual and audio-visual materials reveal the educational vision of Spanish anarchists. Through research, we have discovered the importance of aesthetical education and art in general for this protest political party. By studying the three key historical moments of the movement (1868–1939/ 1901–1910/ 1910–1936–1939) we have traced the evolution of the concept and practice of cultural learning. What stands out in the origins of the movement is the concern to introduce art and culture into school subjects while disseminating this knowledge to the whole population. Later, when the Modern School opened, the arts were introduced into the syllabus of teaching-learning. The aesthetic principles defended in the first period were turned into literary works with the aim of educating children from rationalist schools. Finally, we identify a time when the materials created by the Modern School were disseminated to working-class schools as a form of resistance against the politics proposed by government parties. The outbreak of the Civil War turned the corpus of aesthetical education into a cultural programme of demilitarised political resistance.     

From isolation to collaboration: A positive change for postgraduate women?

Social or intellectual isolation has been identified as a problem for many postgraduate students, particularly among subgroups in which women predominate. Newly developing collaborative postgraduate student groups complement the supervisor's role as an advisor and counteract the effects of isolation. However, the very method that may reduce isolation for women also entails risks. Research into gender and communication suggests that groups, often dominated by men, may not adequately serve the educational needs of women. This article brings together two separate strands of research: (a) studies of support groups, collaborative groups, or supervisory groups for thesis-writers; and (b) studies of gender-related communication patterns. The intersection of these areas of research provides a basis for suggesting how arrangements for, and research into, collaborative support groups for thesis writers can help to ensure that the potential of such groups for enhancing educational opportunities for all students—womens as well as men—is tapped and possible risks minimized.     

Teaching-for-Learning (TFL): A Model for Faculty to Advance Student Learning

In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning (TFL)—developed to meet this need. Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison; and his research focus is on college and university curricula with particular emphases on program quality, liberal education, and teaching and learning. Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education. Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison.