Latino student transition to college: Assessing difficulties and factors in successful college adjustment

The primary purpose of this study is to understand the factors that affect Latino student adjustment in the first and second year of college. The study examines data from a national, longitudinal survey along with the Student Adaptation to College Questionnaire completed by Latino students judged to have high potential for success upon entering a variety of four-year colleges. Results show dimensions of the campus climate affect all forms of student adjustment, as do transitional experiences that are common to most students in the first year. Implications of the findings suggest further college programming and monitoring of adjustment in the second year of college.An earlier version of this paper was presented at the Association of Institutional Research Forum in New Orleans, LA, May 1994.     

Zur Kostenerstattung für wissenschaftliche Arbeiten im Auftrag Dritter

Wenn Bund oder Krankenanstaltentr?ger im Zusammenhang mit wissenschaftlichen Arbeiten im Auftrag Dritter ("industriegesponserte Studien") im klinischen Bereich Medizinischer Universit?ten Kosten übernehmen, erwerben sie entsprechende Ersatzansprüche gegenüber dem Aufraggeber ("Sponsor") der Studie bzw dem Studienleiter. Letztere k?nnen nicht einwenden, dass die im Zuge der gesponserten Studie verursachten Kosten bereits durch den KMA abgedeckt seien. Vielmehr verbleibt (je nachdem, ob die Kosten vom Bund bereits im Rahmen der Kostentragung für den KMA übernommen werden oder nicht) der Ersatzanspruch entweder zur G?nze beim Krankenanstaltentr?ger, geht zur G?nze auf den Bund über bzw verteilt sich derselbe entsprechend den jeweiligen Kostenübernahmen sowohl auf den Bund als auch auf den Krankenanstaltentr?ger.     

Using quality rating scales for professional development: experiences from the UK

The ECERS‐R and ITERS‐R are among two of the most widely used observational measures for describing the characteristics of early childhood education and care. This paper describes a professional development programme currently taking place in seven regions across England, designed to train local government staff in the application of the scales as tools for improving practice. While the scales offer a transparent and measurable means of assessing and improving quality, a number of differences between criteria presented by the scales and by national regulations, curricular guidelines and notions of quality have been identified.     

Assessing alignment between information technology educational opportunities,professional requirements,and industry demands

Information technology (IT) and computing are growing fields, offering far more job opportunities than applicants. Yet, little data are available to indicate how course content, employer needs, and additional learning opportunities work together the prepare graduates to enter the IT workforce. To understand the extent to which learners were prepared to for these highly technical careers, we used text analysis to examine the extent to which course syllabi, job postings, internship postings, and industry certifications from information technology preparation programs at state college and two universities commonly reflected national IT curriculum knowledge areas. Integrated data suggested that while the two-year and four-year programs imparted key technical skills, to qualify employers sought applied, or “soft,” skills such as critical thinking, problem solving, teamwork, and written and verbal communication. These soft skills were more difficult to detect as learning outcomes, but the determination of the extent to which the examined programs foster these skills presents a fertile area for subsequent research.     

A Report on the Acquisitions Institute at Timberline Lodge,May 2009

The Acquisitions Institute at Timberline Lodge has been providing an opportunity for acquisitions and collections librarians to meet and discuss pertinent trends and issues since 2000. This report provides a brief historical overview of the institute and its place among other acquisitions events. Then it gives a report on the sessions that constituted the Acquisitions Institute at Timberline Lodge held May 16–19, 2009.     

A Fine Balance: Instructor Self-Disclosure in the Classroom

This paper explores the issue of the instructor's self-disclosure within a classroom. Theoretically, the paper offers a broad relational framework from which we discuss dynamics regarding the instructor's inevitable use of self-disclosure and its impact on the student-instructor relationship and the learning process. Further, we survey the literature from the clinical and supervisory domains for relevant ideas. We recommend that instructors judiciously and reflectively self-disclose in the classroom. Conscious awareness of the dynamics of self-disclosure helps to monitor the effectiveness of this activity. A fine balance between thoughtful restraint and genuine openness helps to facilitate this goal.     

Thinking Spatially: Teaching an Undervalued Practice Skill

Spatial thinking, which is taught and practiced in many of the social sciences, is a skill that is often overlooked in the social work curriculum. Spatial thought increases perception, logic, and organized cognition of goals and therefore holds promise for social work practice. Developing skills in spatial thought offers social workers additional tools for problem solving at all practice levels. Finally, thinking spatially raises awareness of problem-solving techniques in relation to environmental resources, a key aspect of systems theory. Fortunately, spatial thinking can be easily integrated into a variety of social work classes helping students master the skill and understand its importance. This article defines and describes spatial thinking, explores its fit in various areas of the social work curriculum, and discusses ways its use can be encouraged.     

An analytical model for university identity and reputation strategy work

Universities face increasing global competition, pressuring them to restructure and find new identities. A multidimensional model: identity, image and reputation of strategic university identity and reputation work is developed. The model includes: organizational identity; employee and student attitudes; symbolic identity; influence from buildings, artefacts and reputation; and external stakeholders’ valuations. Image perceptions among employees, students and external stakeholders are proposed to have a transition-mediating function with respect to university identity. The model serves as an analytical tool for both academic scholars and university administrators in the strategic work with university identity, image and reputation, and aim to clarify the complex relations between these concepts.