Hits 1.401 – 1.420 of 1.420
| 1401 |
Voices on HRM Practices: Employee Interpretations at the Subsidiary of a Danish MNC in Bangalore
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In: http://thejournalofbusiness.org/index.php/site/article/viewFile/598/481/
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| 1402 |
Development of a TV Broadcasts Speech Recognition
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In: http://www.isle.illinois.edu/sst/pubs/2014/elmahdy_qa_lrec14.pdf
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| 1403 |
DIALECTICS IN KNOWLEDGE ORGANIZATION: AN APPROACH
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In: http://www.informationswissenschaft.org/wp-content/uploads/isi/isi1998/1_isi98-dv-curras-madrid.pdf
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| 1404 |
Philosophical basis and some historical aspects of systems biology: From hegel to noble – applications for bioenergetic research
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In: http://www.mdpi.com/1422-0067/10/3/1161/pdf?view=inline
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| 1405 |
Cross-Dialectal Data Transferring for Gaussian Mixture Model Training in Arabic Speech Recognition
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In: http://www.ifp.illinois.edu/speech/pubs/2012/huang12citala.pdf
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| 1406 |
The Use of Repetitive Structures among Malaysians
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In: http://www.educ.utas.edu.au/users/tle/JOURNAL/issues/2007/22.4.pdf
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| 1407 |
Motivations for reverse transfer at Rogue Community College
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| 1408 |
The successful experiences of first generation community college transfer students
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| 1410 |
Women engineering transfer students : the community college experience
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Abstract:
An interpretative philosophical framework was applied to a case study to document the particular experiences and perspectives of ten women engineering transfer students who once attended a community college and are currently enrolled in one of two university professional engineering programs. This study is important because women still do not earn as many engineering baccalaureate degrees as men and are underrepresented in the engineering labor market. There is also a shortfall of domestic engineers entering the workforce. Community colleges are an essential part of the engineering baccalaureate degree pipeline and well-positioned to fill this void as feeder institutions. Data was collected from one-on-one and follow-up focus group interviews and addressed three research questions: (a) What were their community college experiences, (b) what should community colleges continue to do to support women engineering transfer students, and (c) what can be done to improve community college engineering transfer programs, especially for women? This study has limited broad generalization, but adds another dimension to existing research pertaining to community college transfer and women engineering students (Stake, 1995). Two main themes emerged from the study participants: the affect of curriculum and instruction, and student survival strategies and support. Common thematic experiences supporting the affect of curriculum and instruction main theme are: (a) Accessible and approachable staff, (b) prepared with foundational knowledge, (c) different grading methods, (d) loved math and science courses, and (e) subtle forms of biases. The student survival and support strategies main theme was supported by four common thematic experiences: (a) Engineering student study groups, (b) community college engineering faculty advising, (c) self-advising, and (d) tutoring. Study participants suggested that community colleges continue to support women engineering transfer students with the following strategies: (a) Provide a caring and available staff, (b) keep small classes, (c) align and synchronize curriculum, and (d) provide tutoring services. They suggested the following improvements: (a) Connections with other engineering students, (b) increase student outreach and career awareness activities, (c) expand academic advising, (d)provide additional financial aid, and (e) offer additional engineering courses at the community college.
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Keyword:
Community college students -- Attitudes; Community college students -- Services for; Community colleges; Transfer students -- Attitudes; Women engineering students -- Attitudes; Women engineering students -- Services for
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URL: http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/5999n650p
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| 1411 |
Concurrent Memory Load, Working Memory Span, and Morphological Processing in L1 and L2 English
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| 1412 |
Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children
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| 1413 |
Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students
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| 1414 |
The Role of Morphological Awareness in Bilingual Children's First and Second Language Vocabulary and Reading
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| 1415 |
Transferències lèxiques i actituds lingüístiques en el castellà de València
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| 1416 |
Language variation in source texts and their translations: the case of L3 in film translation
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| 1418 |
Authentic Connectivity: A Pedagogue's Loving Responsibility
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| 1419 |
The Concurrent and Longitudinal Relationships between Orthographic Processing and Spelling in French Immersion Children
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| 1420 |
"He is seated in the bank": What EFL learners notice when writing with model compositions
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