The purpose of this study was to provide an assessment of the involvement of North Carolina’s 58 community and technical colleges in intercollegiate athletics during the academic year 2013 – 2014. This study was similar to Alexander’s 2009 study A Descriptive Study of Intercollegiate Athletics in Mississippi’s Public Community and Junior Colleges and Castaneda’s study (2004) at the University of North Texas The importance of intercollegiate athletics at rural-serving community colleges. These data could assist North Carolina community and technical college presidents, vice presidents residing over athletics, athletic directors, and other policy makers in their decision-making processes concerning intercollegiate athletics. These leaders can now readily compare their institution data from other colleges statewide. This study included the entire population of North Carolina’s 58 public community and technical colleges. Frequencies and percentages were utilized by the researcher to report the information. Data were collected to provide an overview of intercollegiate athletics at North Carolina’s public community and technical colleges. Information included location, student participation, amount of athletically related student aid, teams sponsored, athletic revenues and expenses, and staffing requirements, including salaries.

No description available.

In a rapidly changing environment of growing competition for limited resources and ever increasing operational costs, institutions of higher education must focus on all aspects of the organizational functions to insure institutional effectiveness and the maximization of student success. This study will use a Student Environment Model (SEM) to assess students' perception of their college environment outside of the formal classroom at a unique two year technical college. The information obtained is used by the administration of Texas State Technical College Waco (TSTCW) to make appropriate adjustments in programs, services, or policies when the student data indicates that change or improvement is needed. While the SEM provides an indication of the students' "image" of the college environment, it can also provide indicators of areas which need improvement or require change. Applying the SEM information to decision making, problem solving, and planning will allow the institution and its people to move toward higher productivity and continuous quality improvement.

The purpose of this study was to ascertain non-traditional students', traditional students', and their faculty's perceptions as to effective teaching behaviors in the office systems technology programs on six of the campuses of the Louisiana Technical College and to determine any significant differences in perceptions held by the respective groups—non-traditional students, traditional students, faculty of non-traditional students, and faculty of traditional students. The theoretical framework of this study is drawn from Knowles' concept of andragogy and Bruner's constructivist theory. The design of this study was nonexperimental descriptive research in nature. It used a survey instrument to collect data as to the perceptions of effective teaching behaviors of the respective groups. Two survey instruments were used—one for students and one for faculty. Both instruments were of like format, using a 7-point Likert scale for determination of perceived teaching behavior effectiveness. The faculty instrument was derived from the results of student data collection. The student sample was 299, and the faculty sample was 14. The prime objective of this study was to assemble data from a significant number of the target population for comparison, to summarize findings, and to evaluate any relevant patterns of significance in and among the groups. Methods of statistical analysis used in this study were Mann-Whitney U Statistical Procedure, T-Test for Independent Samples, and Spearman Correlation. This study revealed important differences in the perceptions as to effective teaching behaviors of non-traditional students, traditional students, faculty of non-traditional students, and faculty of traditional students in the office systems technology program of the Louisiana Technical College. These differences are described and analyzed. Implications for a range of stakeholders and suggestions for further research are presented.

Thesis (M. Sc.)--University of Hong Kong, 1995.

Thesis (Ph. D.)--University of Louisville, 2008. Thesis (Ph. D.)--Western Kentucky University, 2008. / University of Louisville, Department of Educational Leadership, Foundations, and Human Resource Education. Western Kentucky University, Department of Educational Administration, Leadership, and Research. Vita. "December 2008." Includes bibliographical references (leaves 215-231).

Orientador: Pedro Ganzeli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T20:25:21Z (GMT). No. of bitstreams: 1 SadallaFilho_Michel_M.pdf: 5317168 bytes, checksum: c838aa4a5e65499463740601a61d6dc2 (MD5) Previous issue date: 2010 / Resumo: O Colégio Técnico de Campinas (Cotuca) iniciou suas atividades em 1967, sendo, ao lado do Colégio Técnico de Limeira (Cotil), uma das duas unidades de Ensino Técnico e Ensino Médio da Universidade Estadual de Campinas (UNICAMP). Esta pesquisa objetivou analisar a relação da UNICAMP com seus Colégios Técnicos, focando o Cotuca em algumas situações específicas. Buscou responder algumas perguntas, dentre elas: Qual o projeto da Universidade Estadual de Campinas para os seus Colégios Técnicos? Qual deveria ser a pauta de discussão para encaminhamento futuro do Cotuca e do Cotil? Nesta pesquisa do tipo qualitativa, utilizamos como técnicas de coleta de dados o levantamento documental e a realização de entrevistas semi-estruturadas. Para o primeiro caso foram analisados documentos oficiais da Universidade, como Estatutos, Regimento Geral, Portarias e Resoluções da Reitoria, Atas e Deliberações do CONSU; bem como legislação Federal e Estadual. Com relação às entrevistas, foram ouvidas 44 pessoas, a maior parte docentes e dirigentes da Universidade em diversas épocas (Reitores, Pró- Reitores, Diretores dos Colégios, Coordenadores de Cursos) e também professores e diretores de Colégios Técnicos Universitários pertencentes à UNESP e a Universidades Federais. O trabalho foi estruturado com base em sete eixos temáticos denominados por nós de Pilares de Sustentação da Pesquisa, devido a nos possibilitar a caracterização e a qualificação da relação UNICAMP - Colégios Técnicos em diversos aspectos e, portanto, embasar ou ainda sustentar nossa argumentação acerca desta relação entre a Universidade com seus Colégios Técnicos ao longo do tempo. Os três primeiros Pilares trataram da vinculação e da importância institucional e orçamentária dos Colégios, a sua representatividade no CONSU; situações em que os Colégios estiveram na Agenda de Discussão da UNICAMP, como o Planejamento Estratégico; a conveniência da UNICAMP estender sua autonomia aos Colégios, que respondem aos órgãos estaduais de educação. Outros três Pilares trataram do processo de institucionalização dos Colégios, abrangendo a carreira docente, a participação da comunidade na escolha de seus Diretores, e a implantação do órgão colegiado deliberativo. O último Pilar abarcou o problema das instalações prediais do Cotuca, como algo que se arrasta por mais de quarenta anos, tentando descobrir não apenas o porquê ainda não se conseguiu resolvêlo, mas, principalmente, entender quais seriam os impactos desta mudança. Da análise dos dados e entrevistas destacamos: i) o projeto que a UNICAMP vislumbrava para seus Colégios, de funcionarem como um espelho dos cursos das Faculdades de Engenharia malogrou completamente; ii) a carreira MST foi o instrumento de maior importância para a a constituição dos Colégios, pois permitiu a fixação do corpo docente de boa qualidade; iii) a retomada da importância institucional dos Colégios à partir do final do século XX, e iv) a necessidade de discussão da política universitária para os Colégios Técnicos em suas comunidades, a Comissão de Ensino Médio e Técnico, abrangendo, dentre outros, a sua interação com Institutos e Faculdades, a representação no CONSU, a realização de pesquisas e a transferência do Cotuca para o campus. / Abstract: The "Colégio Técnico de Campinas" (Cotuca) initiated its activities in 1967, being, to the side of the "Colégio Técnico de Limeira" (Cotil), one of the two units of Education Technician and High school of the "Universidade Estadual de Campinas" (UNICAMP). This research aims to analyze the relation of the UNICAMP with its Colleges Technician, being focusing the Cotuca in some specific situations. It searched to answer some questions, among them: What is the project of the UNICAMP for its Colleges Technician? Which would have to be the guideline of quarrel for future guiding of the Cotuca and the Cotil? In this research, of the qualitative type, we use as techniques of data collection the survey documentary and the accomplishment of half-structuralized interviews. For the first case, official documents of the University had been analyzed, as Statutes, General Regiment, Ordinances and Resolutions of the Rectory, Minutes and Resolutions of the University, as well as federal and state legislation, and Bulletins of ADUNICAMP. Regarding to the interviews, we heard 44 people, mostly teachers and managers at the University at various times (Deans, Pro-Rectors, Deans of Colleges, Course Coordinators) and also teachers and principals of Technical High Schools belonging to the UNESP and Federal Universities. The work was structuralized on the basis of seven thematic axles called by us of Sustentation's Pillars of the Research, which had in them to make possible the characterization and the qualification of relation UNICAMP - Colleges Technician in diverse aspects and, therefore, to base or still to support our argument about the relationship between the University and its Technical High Schools over time. The first three Pillars had dealt with to the the institutional importance of Colleges and budget; its representation in the CONSU; situations where the Colleges had been in the Quarrel Agenda of the UNICAMP, as the Strategical Planning; and the convenience of the UNICAMP to extender its autonomy to the Colleges, which responds to state agencies of education. Others three Pillars had dealt with the process of institutionalization of the Colleges, including the teaching career, the participation of the community in the choice of its Directors, and the implantation of the deliberative collegiate agency. The last Pillar focus the problem of building facilities of Cotuca as something that has dragged on for over forty years, trying to discover not only why there is still debate to resolve it, but mainly to understand what are the impacts of this change. From the analysis of the data and interviews we detach: i) the project that UNICAMP had for its colleges, to be as a mirror of the courses at the Engineer Faculties, has failed completely; ii) the MST career was the instrument of major importance for a Colleges constitution, it helps to consolidated teachers of good quality; the institutionalization of the Colleges was delayed by interests of the Administration of the University; retaken of the institutional importance of the Collegesin the end of the twentieth century and the need for discussion of university policy for Technical High Schools in their communities, the Commission of Average Education and Technician, enclosing, among others, its interaction with institutes and colleges, the representation in CONSU, the accomplishment of research and the transference of the Cotuca for the campus. / Mestrado / Politicas de Educação e Sistemas Educativos / Mestre em Educação

The technology acceptance model (TAM) was used in this study to evaluate the faculty's perceptions of online learning. This study adopted a deductive approach that involved a move from theory formulation to data gathering. This study utilized a descriptive, correlational design to describe the study variables, which included the participants'' perceptions and attitudes. Perceived ease of use and perceived usefulness of technology have statistically significant correlations with technology competence levels of technical college faculty members, influencing their behavioral intentions to use online learning. Specific strategies that bolster perceived ease of use and perceived usefulness of technology in learning should be prioritized. These strategies include improving technological infrastructure, offering technology competency training, instituting facilitative technology use policies, and improving teacher-student motivation to use technology in learning.

No description available.

In 2008, the excitement to teach the class, Introduction to College to new students who are beginning college, was greatly accepted with much reservation. Numerous memories reflected back to that special period when the writer was faced with those daunting decisions of where to attend college. Those memories of excitement and fear of being away from home the very first time, starting college life, meeting new friends, and what career path to choose, were difficult decisions during that transitional time. Orientation class back then consisted mainly of a half day spent touring the college campus and listening to various speakers; if you could stay awake. The scope of this study will be to assess the effectiveness of Introduction to College (GE-100), on student GPAs and “persistence-to-graduation” rates as measures of success. In the course, the student will learn about the variety of support services available at the college, the behaviors necessary to be successful in college, and issues that relate to choice of major and/or careers. This study used a quantitative approach utilizing an ex-post facto longitudinal design that measures student grade point averages (GPA) and persistence-to-graduation rates for the five- year period from the Fall Semester of 2003 through the Spring Semester of 2008. Overall, at the conclusion, the results indicated that GE-100 students had significantly higher GPAs and significantly greater persistence- to-graduation rates over a five year period when compared with student who did not take or complete (GE- 100).