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Objective The objectives were to critically appraise the medical education research literature of 2015 and review the highest-quality quantitative and qualitative examples. Methods A total of 434 emergency medicine ( EM)-related articles were discovered upon a search of ERIC, Psych INFO, Pub MED, and SCOPUS. These were both quantitative and qualitative in nature. All were screened by two of the authors using previously published exclusion criteria, and the remaining were appraised by all authors using a previously published scoring system. The highest scoring articles were then reviewed. Results Sixty-one manuscripts were scored, and 10 quantitative and two qualitative papers were the highest scoring and are reviewed and summarized in this article. Conclusions This installment in this critical appraisal series reviews 12 of the highest-quality EM-related medical education research manuscripts published in 2015. [ABSTRACT FROM AUTHOR]

This qualitative case study provides fresh understandings about first year undergraduate international students' library and information use at an Australian university, and their associated information literacy learning needs. The findings provide evidence to inform the development of library spaces and information literacy responses that enhance international students' transition and learning. The study was conducted in 2015 as part of a project that simultaneously investigated the same topic at three US universities. This paper presents the case study context, reviews relevant literature and identifies gaps in research about international students' library use and information literacy, and outlines the qualitative methodology--questionnaire, interviews and thematic analysis. The findings reveal international students' lived experiences of using the library and information, in general and for assignments. After presenting the students' recommendations to the library, the paper discusses the wider implications of the findings for university libraries and information literacy innovation. [ABSTRACT FROM AUTHOR]

The article presents information on the 49th annual meeting of the American Economic Association, lists people that have been added to the American Economic Association since August 1, 1936, and reports about appointments and resignations in different U.S. universities. The American Economic Association's meeting that will take place from December 28-30, 1936, in Chicago, Illinois, will see economists presenting papers on varied economic topics. Some people who became members of the association include: W.C. Bagley, H.B. Baker, W.D. Barlow and E.C. Burris. Laurence J. Ackerman has joined as an instructor in insurance at the Wharton School at the University of Pennsylvania. James P. Adams has been made the acting president of Brown University.

An introduction is presented in which the author discusses various topics including summer session strategies at U.S. colleges and universities, consequences of summer transient credit on students and institutions, and student motivation and learning outcome achievement in summer online courses.

The College of Optometry at Pacific University in Oregon began operations in 1945. This paper celebrates the 75th anniversary of Pacific University College of Optometry (PUCO) by discussing its history, its accomplishments, and its current activities. [ABSTRACT FROM AUTHOR]

This study is a systematic review of the library and information science (LIS) literature related to international students and academic libraries. A systematic review involves the methodical collection and analysis of a body of literature and is growing in popularity in the LIS field. Three wellknown LIS databases were systematically searched for articles related to the topic, and manual bibliography searches were conducted to find additional publications. Journal articles, book chapters, and conference papers were included or excluded based on established criteria. Findings show that articles published about international students and academic libraries have increased steadily between 1990 and 2014. The majority of authors are affiliated with universities and institutions in the United States, although an increase in represented countries is apparent. Fewer than half of the articles can be considered original research, and surveys are the most popular method for data collection. The LIS field--and international students--would benefit from further exploration of this topic, particularly from original research with practical implications. [ABSTRACT FROM AUTHOR]

This study qualitatively analyzes the challenges presented by international undergraduate students in a freshman composition course at a large Midwestern university in the US. 15 students were divided into five groups, of three members each, with varying proficiency levels in writing. They were asked to submit reflections as journal/blog posts, on two assignments (each, a different genre). Each group was then asked to comment on their group members' reflections, while the teacher remained a silent observer, to ensure a stress-free environment. With a total of 30 blog posts, and 60 comments, the data was qualitatively coded to display major themes. It was found that the journal/blog posts described student challenges in writing, but also shared optimism for learner growth. Collaborative reflection and learning was accomplished through students' comments, which irrespective of language proficiency, showed identification with each other, and provided encouragement, and advice on how to deal with these challenges. Additionally, this online mode of expression allowed complete teacher access to understand linguistic challenges of students so as to make necessary alterations in the classroom. The paper concludes by presenting suggestions that can be pedagogically used to address the problems faced by students, and by delineating avenues for further research. [ABSTRACT FROM AUTHOR]

The author reflects on the merits of publishing regional scientific journals in the U.S. He stresses that regional journals have global impact such as the article of Robert Peet on the multipurpose method for recording vegetation composition and structure adopted by various researchers around the world. He criticizes research universities which discourage their faculty from publishing works in regional journals. He notes that the periodical "Castanea" allows authors to resubmit their articles after revisions unlike other journals.

The Universities of Texas, Minnesota, and New Orleans, and Texas Tech University are undertaking research supported by the Air Force Office of Scientific Research on critical issues for a launch to space from a railgun carried on an airborne platform. The University of Texas at Austin is studying techniques to achieve hypervelocity with a goal of 7 km/s: So far, 5.2 km/s has been achieved in a 7-m augmented railgun using a preinjected plasma armature. Texas Tech University is studying distributed power feed concepts that will improve the efficiency of launch for a long railgun: So far, 11 km/s has been achieved with a plasma arc in a five-stage system. The Universities of Minnesota and New Orleans are investigating the aerothermal behavior of a 10-kg projectile for flight from a high-altitude launch into orbit: So far, the results show that an acceptable amount (∼15 mm) of nosetip ablation will occur. This paper provides an overview of progress in these areas; more details on specific topics are provided in companion papers. [ABSTRACT FROM AUTHOR]

This paper maps the global dimension of higher education and associated research, including the differentiation of national systems and institutions, while reflecting critically on theoretical tools for working this terrain. Arguably the most sustained theorisation of higher education is by Bourdieu: the paper explores the relevance and limits of Bourdieu's notions of field of power, agency, positioned and position-taking; drawing on Gramsci's notion of hegemony in explaining the dominant role played by universities from the United States. Noting there is greater ontological openness in global than national educational settings, and that Bourdieu's reading of structure/agency becomes trapped on the structure side, the paper discusses Sen on self-determining identity and Appadurai on global imagining, flows and 'scapes'. The dynamics of Bourdieu's competitive field of higher education continue to play out globally, but located within a larger and more disjunctive relational setting, and a setting that is less closed, than he suggests. [ABSTRACT FROM AUTHOR]

This paper examines the organization and representation of time in certain kinds of undergraduate programs, here represented by a sociology program in a US university. Written requirements for the major are analyzed as constituting a 'chart' that defines academic time in terms of units of before-after relationships. The paper shows how students 'reuse' these temporal units when charting paths through the university and reckoning their academic work to specific futures. [ABSTRACT FROM AUTHOR]

From its birth, The Journal of Consumer Affairs has provided a forum for government officials, consumer activists, and academics to discuss the definition of the consumer interest and how best to pursue it. In the inaugural issue of JCA, published in the summer of 1967, three of the first four articles were titled “The View from Washington” (by Deputy Assistant Secretary of Labor David Swankin), “Is It Time to Re-Evaluate the Consumer Protection Activities of the Federal Government?” (by Consumers Union president Colston E. Warne), and “The Consumer Interest—the Real Issue” (by Professor of Marketing Robert D. Schooler). When JCA began publication in 1967, a few landmark pieces of consumer legislation had already been passed concerning pharmaceuticals, cigarettes, and motor vehicles, but the heyday of the consumer movement—and consumer research—was just beginning. In his article, Warne wrote: “The time has come, I think, for consumers and consumer movements to face some highly unpleasant problems” (p. 24). Schooler chastised the federal government for being “misdirected toward real but secondary issues” (p. 40). Swankin called for an organization and a professional journal capable of creating “an intellectual climate in which the phrases ‘consumer interest,’‘consumer economics,’ and, yes, ‘consumer information’ can be developed and can flourish” (pp. 9–10). Nearly forty years later, and long after the zenith of the U.S. consumer movement, we still face a host of consumer problems and a federal government disinclined to address them. We do, however, have a respected journal in whose pages the consumer interest and consumer policy can be examined. On April 25, 2005, the University of Utah hosted a symposium on consumer policy in honor of the retirement of Dr. John R. Burton. John, who established the consumer studies program at the University of Utah, has devoted his career to teaching, research, and service that advance the consumer interest. Seven nationally renowned speakers, including professors Monroe Friedman, Loren Geistfeld, Jeanne Hogarth, Jean Lown, and Ivan Preston, presented papers pertaining to the consumer interest. Two of the seven papers are reproduced here. The first is by Stephen Brobeck, long-time executive director of the Consumer Federation of America (CFA) and the editor of The Encyclopedia of the Consumer Movement. Dr. Brobeck's article examines how a major consumer advocacy organization like CFA decides what public policy positions are in the consumer interest. The article applies a general framework to the specific issue of automobile fuel economy standards. In the companion piece to this article, Michael Burton, an assistant professor of political science at Ohio University and the son of the symposium's honoree, draws on his experience as a congressional aide and vice presidential staff member to describe and defend the art of compromise as it applies to consumer politics. – Robert N. Mayer, University of Utah [ABSTRACT FROM AUTHOR]

The last quarter-century bore witness to a sea change in academic involvement with commerce. Widespread university-based efforts to identify, manage, and market intellectual property (IP) have accompanied broad shifts in the relationship between academic and proprietary approaches to the dissemination and use of science and engineering research. Such transformations are indicators of institutional changes at work in the environment faced by universities. This paper draws upon a fifteen-year panel (1981-1995) of university-level data for 87 research-intensive US campuses in order to document trends and transitions in relationships among multiple indicators of academic and commercial engagement. The institutional environment for public and private science is volatile, shifting in fits and starts from a situation conducive to organizational learning through high volume patenting to a more challenging arrangement that links indiscriminate pursuit of IP with declines in both the volume and impact of academic science. The pattern and timing of these transitions may support an enduring system of stratification that offers increasing returns to first-movers while limiting the opportunities available to universities that are later entrants to the commercial realm. Unpacking the systematic effects of university research commercialization requires focused attention on the sources and trajectories of profound institutional change. [ABSTRACT FROM AUTHOR]

With the introduction of COVID-19 vaccines, many colleges and universities decided to mandate vaccination for all students and employees. The objective of this paper is to empirically investigate the effect of the mandate policy on Fall 2021 COVID-19 cases in institutions of higher education. We construct a unique dataset of a sample of 94 colleges and universities in the east and southeast regions of the United States, 41 of which required vaccination prior to Fall 2021. A difference-in-differences analysis is conducted, considering vaccine requirement as a policy implemented only in a sub-group of these institutions. We control for several factors, including state-level case per capita and student population. Our analysis shows that mandatory vaccination substantially decreased cases in institutions of higher education by 1,473 cases per 100,000 student population (95 CI: 132, 2813). The results suggest that a COVID-19 vaccine requirement is an effective policy in decreasing cases in such institutions, leading to a safer educational experience. [ABSTRACT FROM AUTHOR]

International students have long comprised an important part of U.S. higher education. However, little is known regarding the factors that encourage students from across the world to enroll in U.S. colleges and universities each year. This paper examines the relationship between international enrollment and the openness of the United States' skilled labor market, currently regulated by the H- 1B program. Gravity regressions reveal that H- 1B visa issuances to a country are positively and significantly related to the number of international students from that country. Causal estimates of the impact of labor market openness are achieved by exploiting a dramatic fall in the H- 1B visa cap in October 2003. Triple difference estimates show that the fall in the cap lowered foreign enrollment by 10%. ( JEL F22, I21, J11) [ABSTRACT FROM AUTHOR]

Promotion and tenure considerations are equally important steps both for the faculty and institution. For faculty, it's a matter of being able to exercise academic freedom without the fear of repercussion and potentially losing the job. For institutions, it's a matter of how to keep and nourish the best candidates and avoid making a lifetime commitment with a wrong candidate. The key goals of the Promotion and Tenure (P&T) processes are to: (1) keep the processes fair and timely, (2) ensure faculty excellence, and (3) ensure that consistent standards are applied to every candidate during P&T evaluations. Most research focuses on developing effective strategies to evaluate faculty portfolios as well as what faculty should do to develop a good portfolio. However, the underlying processes to make promotion and tenure decisions are usually taken for granted. Many times a decision is going to be as good as the underlying process that was used to reach that decision. This paper focuses on the processes that are used to make promotion and tenure decisions, examines the potential flaws and weakness of those processes, and suggests the three P&T models. The paper also examines the existing processes in several universities across the United States. The review of their P&T processes suggests that in most universities in the United States, these processes are tilted towards either ensuring faculty excellence or applying consistent standards on all candidates. It further demonstrates how those processes can be configured to achieve the desired balance between ensuring faculty excellence and that consistent standards are applied to every candidate during the P&T processes. [ABSTRACT FROM AUTHOR]

Student academic misconduct continues to vex higher education institutions in the United States and internationally. The COVID pandemic learning environment yielded more rather than less reports of student academic misconduct. Substantial empirical research has considered the nature of academic misconduct in higher education institutions by identifying its antecedents and correlates. But given the reproducibility crisis in social research, the quality of knowledge that students have on academic misconduct warrants further empirical corroboration. With the intent to replicate, this study used Quantitative Content Analysis to examine 2631 written responses from first-year undergraduate students as they participated in academic misconduct programming implemented by a public university in the United States. Results reported a staggering proportion of first-year students possess piecemeal (at best) or non-existent (at worst) knowledge over citations/references and cheating. Furthermore, such proportions are uneven according to specific college membership. Results corroborate prior research that first-year undergraduate students hold limited understanding of academic misconduct in its premises, patterns, and processes. In turn, results support the design and use of systematic preventive mechanisms to address academic misconduct among higher education institutions. [ABSTRACT FROM AUTHOR]

In an era of global interdependence, universities play a crucial role in promoting social responsibility and sustainable development. The United Nations Convention on the Rights of Persons with Disabilities emphasizes the empowerment of individuals with disabilities, a key aspect of inclusion. The COVID-19 pandemic underscored the necessity of digital platforms to ensure equitable opportunities, particularly for those with disabilities. It highlighted challenges in transitioning to remote operations and stressed the importance of accessible digital tools in maintaining inclusivity during disruptions. This study investigates how university websites promote social responsibility and empower individuals with disabilities in Saudi Arabia, the UK, and the US. It also examines how these websites foster inclusivity, advocate for disability rights, and contribute to societal change. Using a qualitative case study design, the study evaluated university websites focusing on accessibility services, inclusive policies, and academic accommodations. Qualitative content and thematic analyses identified recurring themes and variations. The findings reveal diverse strategies in empowerment initiatives, website maintenance practices, community engagement approaches, the accessibility of support services, and the presentation of success stories. Despite differences among websites, this study underscores their significance in empowering individuals with disabilities. Recommendations aim to guide universities worldwide in enhancing their digital platforms, ensuring inclusivity, especially during challenges like the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Presents an update to the 1996 ranking of the U.S. universities with respect to their contributions to the INFORMS practice literature first published by the journal "Interfaces." Method used for compiling the rankings; List of number of universities and colleges; Criterion for selecting the universities; Impact of the decline in nonacademic authorship on education.

President Donald Trump has declared war on immigrants, diversity, and those who dare to dissent. Rooted in resentments about who people are, where they were born, and what they believe, these executive-led assaults are dangerous developments in the modern era. However, in the course of Trump's many retrograde tirades, he has somehow managed to get one thing right-too many elite private colleges in the United States, considered nonprofit entities, have amassed way too much wealth. This Article recounts this unlikely story, including how the Trump Administration's 2017 endowment tax could work to advance diversity. The new endowment tax penalizes private colleges for stockpiling assets. In response, potentially impacted universities have argued they are victims of an unfair conservative conspiracy intended to target liberal ideology. But the data demonstrates that this is not true. And concerns about rich colleges hoarding their resources have come from both the right and the left. Moreover, Trump's endowment tax could be seen as an opportunity and invitation to increase egalitarianism and equity in this country. If rich colleges simply utilize more of their massive savings to further social justice, impact poverty, and enhance public good-particularly in their own at-risk communities-they will not only avoid federal taxation but also begin to address critiques about their elitism and greed. In doing so such universities would not only thwart Trump and his tax but stand with vulnerable groups who are the true victims of the Trump Administration's ever-expanding conservative attacks. [ABSTRACT FROM AUTHOR]

This paper focuses on findings from an analysis of data submitted through the Sustainability Tracking, Assessment and Rating System (STARS). STARS has addressed the demand for standard metrics to measure sustainability progress at US and Canadian colleges and universities, with expanding access to institutions in other countries gained through the launch of an International Pilot and release of STARS 2.0. Since its release in 2009, STARS has emerged as a reputable source of data that can provide a broad overview of the state of campus sustainability. The release of STARS Version 2.0 in 2013 improved upon the original reporting framework and also expanded accessibility of STARS to all higher education institutions worldwide. The findings in this paper tell the story of a campus sustainability movement that is quite young. As STARS matures along with this movement, STARS data will hopefully show a trend of continuous improvement at participating institutions. By participating in STARS and learning from examples set by other institutions, colleges and universities from across the world can be on the leading edge of moving toward a more just and sustainable world. [ABSTRACT FROM AUTHOR]

If any engineering courses are unlikely to be transferable between Australasian and overseas universities, one could argue that civil engineering capstone design courses with a strong practical engineering focus would be the least likely. This analysis considers two capstone design courses in the US and New Zealand. The analysis examines the approaches each university has taken to improve design education through simulating professional practice. The two approaches are superficially very different with different course structure and course requirements. In addition the emphasis on site and project, and the consequent dependence on country-specific matters related to regulation and codes, would lead one to expect low transferability. Closer analysis shows that the learning objectives of the courses are relatively similar and that the relationship between site and design are key for both. The challenges faced by the two approaches have much in common, reflecting similar student experiences, and so high transferability. The paper provides details on learning objectives and challenges faced at the two programs to aid others who wish to analyse capstone design experiences across multiple universities. The conclusion is that transferability between these two design experiences is high. The implication is that, through similar forces for educational change in both countries, internationalisation of engineering education is high. [ABSTRACT FROM AUTHOR]

Improvement in undergraduate retention and progression is a priority at many US postsecondary institutions. A number of institutions address this issue by identifying gateway courses (foundational courses in which a large number of students fail or withdraw) and concentrating on "fixing" them. This paper argues that may not be the best use of limited resources. No matter what we do, there will always be courses with too many students receiving grades of D, F and W simply because of the nature of their content and the preparation of the students who must take them. Our research suggests that student type and academic stage affect student success and that gateway courses (courses which block student progression) can be found at all undergraduate levels. Specifically, we have found that one can use binary logistic regression with student type, academic stage, cumulative GPA, and prior withdrawals as predictor variables to predict success in undergraduate courses at our institution. Moreover, relating predictions to observed DFW rates can highlight courses exceeding expectations, as well as those which fail to meet them, to support a more nuanced understanding of where and what attention is needed. In this paper, we describe our "gap analysis" procedure and illustrate the utility of such approach by examining issues surrounding success in online courses at our institution. [ABSTRACT FROM AUTHOR]

The tenth annual meeting of the American Association of University Instructors in Accounting was especially noteworthy because of the able papers given on the subject "Research Work in Universities." Inspired by these papers the present writer decided to ascertain approximately what graduate work in applied economics the American universities were doing. As there were no data available on this subject, a survey was started. This paper is the result of the survey conducted by the Association. The basic courses in commercial law are so fundamental that practically all graduate schools of business offer them. The commercial law courses are 8.4% of the total applied economic courses in non-urban schools and 6.2% in urban schools. This variation is due to the difference in the total number of courses offered in non-urban and urban schools as the number of commercial law courses offered is practically constant. The unusual number of commercial law courses offered at American University and Pennsylvania University is doubtless due to local conditions, the excellent standing of the graduate law school at the former and unusual complexities of the State law code at the latter. Business management ranks first or is tied for first among the applied economic groups in five out of the twenty-seven schools.

This article discusses various issues related to the imposition of controls over the free flow of scientific information in the United States and its national security. The article makes specific reference to the views of Bobby Inman, deputy director of the U.S. Central Intelligence Agency, in this regard. There are many reports and proposed regulations that ask to limit openness and free flow of scientific work due to certain national security concerns. Different reviews conducted by different agencies have affected the work of intellectuals including scientists, engineers, students along with university and industrial officials.

This paper uses data from the National Longitudinal Study of the High School Class of 1972 to analyze whether the percentage of female faculty had an influence on female students' post-undergraduate educational and labor market outcomes. The results show a statistically significant positive association between the percentage of female faculty and the probability that female students would attain an advanced degree. Although the percentage of female faculty had no statistically significant direct effect on labor market earnings, having an advanced degree did have a large, positive impact on earnings. [ABSTRACT FROM AUTHOR]

This paper attempts to explain variation in the formalization of administrative practices current in the teaching departments of a large midwestern university. Variation was noted in the degree of formalization in the following practices: hiring procedures, evaluation of performers, and handling of unsatisfactory faculty members. This variation was analyzed to determine its relationship to: department size, frequency of decision making, department prestige, supply-demand ratio, and humanistic orientation. Frequency of decision making emerged as the most significant of these. Humanistic orientation was found to be associated with the subject matter taught by the department faculty and with degree of visibility of the training given by the department. [ABSTRACT FROM AUTHOR]

The article presents an update on the Academy of Management and news related to business education in the U.S. as of September 1965. The Academy of Management Silver Anniversary Program will meet at the Warwick Hotel in New York City on December 27 to 29, 1965. The University of Southern California is planning a new organizational scheme for the Business School. Thomas H. Patten Jr. has been appointed Professor of Management at the University of Detroit.

This paper looks at the social role played by community colleges, the students they serve, and some of the current challenges they face. Community colleges have always been multi-mission institutions and in recent decades have been leaders in enrolling students from diverse family backgrounds. 'Nontraditional' students make up the majority of community college students. This paper looks at the diversity of students in terms of race and ethnicity, first-generation college-goers, and students who are academically underprepared. The paper concludes with a discussion of the strengths of the community college experience for students coming from diverse backgrounds. [ABSTRACT FROM AUTHOR]

This paper, based on a qualitative ethnographic study among college of education students, examines the online interactional processes surrounding academic discourse socialization. Data for this paper come from a larger study of an academic classroom community of graduate students and their instructor. In this study, I looked into the ways computer-mediated communication (CMC) contexts factor into graduate students' academic literacy experience in a graduate classroom, therein enculturating them into their new academic community. I focus on cases of nonnative graduate students in a content course in the department of educational psychology at a large southwestern university in the U.S. I explore the agency of the focal participants in terms of the roles they played in the classroom discourse highlighting the dialectical and interactional perspective of academic discourse socialization. This paper focused on the construction of varied participant roles of the focal students. It further examines student reactions and responses to these constructions during synchronous CMC activity. [ABSTRACT FROM AUTHOR]