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Below Is a Sampling of the Nearly 500 Colleges, Universities, and Service Academies to Which Our Students Have Been Accepted Over the Past Four Years
Below is a sampling of the nearly 500 colleges, universities, and service academies to which our students have been accepted over the past four years. Allegheny College Connecticut College King’s College London American University Cornell University Lafayette College American University of Paris Dartmouth College Lehigh University Amherst College Davidson College Loyola Marymount University Arizona State University Denison University Loyola University Maryland Auburn University DePaul University Macalester College Babson College Dickinson College Marist College Bard College Drew University Marquette University Barnard College Drexel University Maryland Institute College of Art Bates College Duke University McDaniel College Baylor University Eckerd College McGill University Bentley University Elon University Miami University, Oxford Binghamton University Emerson College Michigan State University Boston College Emory University Middlebury College Boston University Fairfield University Morehouse College Bowdoin College Florida State University Mount Holyoke College Brandeis University Fordham University Mount St. Mary’s University Brown University Franklin & Marshall College Muhlenberg College Bucknell University Furman University New School, The California Institute of Technology George Mason University New York University California Polytechnic State University George Washington University North Carolina State University Carleton College Georgetown University Northeastern University Carnegie Mellon University Georgia Institute of Technology -
Scholarly Communications and the Role of the Liberal Arts College Library Diane J
Trinity University Digital Commons @ Trinity Library Faculty Research Coates Library 2013 Scholarly Communications and the Role of the Liberal Arts College Library Diane J. Graves Trinity University, [email protected] Follow this and additional works at: https://digitalcommons.trinity.edu/lib_faculty Part of the Library and Information Science Commons Repository Citation Graves, D.J. (2013). Scholarly communications and the role of the liberal arts college library. In P. Hernon & J.R. Matthews (Eds.), Reflecting on the future of academic and public libraries (114-119). Chicago, IL: American Library Association. This Post-Print is brought to you for free and open access by the Coates Library at Digital Commons @ Trinity. It has been accepted for inclusion in Library Faculty Research by an authorized administrator of Digital Commons @ Trinity. For more information, please contact [email protected]. Scholarly communications and the role of the liberal arts college library By Diane J. Graves University Librarian and Professor Trinity University, San Antonio TX1 A little economic history The conversation on scholarly communication (often referred to as a “crisis”) has its origins in the mid- 1980s. At that time, the balance of trade between the United States and its trading partners in Europe was so far out of balance that American products could not compete internationally. The Reagan Administration, seeking to correct the problem, devalued the dollar at the so-called Plaza Accord on September 22, 1985.i In that moment, the price of journals in many Scientific, Technical, Engineering and Medical (STEM) fields, jumped—in some cases by as much as 25%. Many of the top journals were published by British or European for-profit houses, such as Pergamon, Elsevier, Springer, Wiley, Blackwell’s, Taylor & Francis, and others. -
Lafayette College: Staying Ahead of the Game
Vol. 15 LAFAYETTE COLLEGE: STAYING AHEAD OF THE GAME Lafayette College’s football history is as rich as it is varied, from laying claim to the the first use of the helmet in 1896, to the long standing rivalry with nearby Lehigh University dating back to 1884. But these days, it is the Leopards’ future that has taken on even greater importance. With the opening of the Bourger Varsity Football House, Lafayette’s team has entered into a league all its own. The 24,000 square-foot building, part of a $23 million stadium renovation, contains the team’s locker room, strength and conditioning areas, and sports medicine facilities, including a hydrother- apy room. The upper level houses coaches’ offices, each with a flat screen display for reviewing games, several meeting rooms equipped with custom control systems and full presentation capabilities, and one room large enough to accommodate the entire team. That area, which can also be divided into four separate units, features the same level of class- room technology found across the campus. “The experience we have with our smart classroom tech- nology allowed us to easily adapt to this rather unique setting with great results, ” stated E.J. Hudock, Academic Technology Facilities Manager for Lafayette. One of the very special features of the Bourger Varsity Football House is the highly personalized conference room on the second floor. The program- ming team at Vistacom worked with Lafayette to develop special graphic elements for the control system interface such as helmets for source buttons and a log in system utilizing the jersey numbers which are displayed on top of a Leopard’s jersey graphic. -
FICE Code List for Colleges and Universities (X0011)
FICE Code List For Colleges And Universities ALABAMA ALASKA 001002 ALABAMA A & M 001061 ALASKA PACIFIC UNIVERSITY 001005 ALABAMA STATE UNIVERSITY 066659 PRINCE WILLIAM SOUND C.C. 001008 ATHENS STATE UNIVERSITY 011462 U OF ALASKA ANCHORAGE 008310 AUBURN U-MONTGOMERY 001063 U OF ALASKA FAIRBANKS 001009 AUBURN UNIVERSITY MAIN 001065 UNIV OF ALASKA SOUTHEAST 005733 BEVILL STATE C.C. 001012 BIRMINGHAM SOUTHERN COLL ARIZONA 001030 BISHOP STATE COMM COLLEGE 001081 ARIZONA STATE UNIV MAIN 001013 CALHOUN COMMUNITY COLLEGE 066935 ARIZONA STATE UNIV WEST 001007 CENTRAL ALABAMA COMM COLL 001071 ARIZONA WESTERN COLLEGE 002602 CHATTAHOOCHEE VALLEY 001072 COCHISE COLLEGE 012182 CHATTAHOOCHEE VALLEY 031004 COCONINO COUNTY COMM COLL 012308 COMM COLLEGE OF THE A.F. 008322 DEVRY UNIVERSITY 001015 ENTERPRISE STATE JR COLL 008246 DINE COLLEGE 001003 FAULKNER UNIVERSITY 008303 GATEWAY COMMUNITY COLLEGE 005699 G.WALLACE ST CC-SELMA 001076 GLENDALE COMMUNITY COLL 001017 GADSDEN STATE COMM COLL 001074 GRAND CANYON UNIVERSITY 001019 HUNTINGDON COLLEGE 001077 MESA COMMUNITY COLLEGE 001020 JACKSONVILLE STATE UNIV 011864 MOHAVE COMMUNITY COLLEGE 001021 JEFFERSON DAVIS COMM COLL 001082 NORTHERN ARIZONA UNIV 001022 JEFFERSON STATE COMM COLL 011862 NORTHLAND PIONEER COLLEGE 001023 JUDSON COLLEGE 026236 PARADISE VALLEY COMM COLL 001059 LAWSON STATE COMM COLLEGE 001078 PHOENIX COLLEGE 001026 MARION MILITARY INSTITUTE 007266 PIMA COUNTY COMMUNITY COL 001028 MILES COLLEGE 020653 PRESCOTT COLLEGE 001031 NORTHEAST ALABAMA COMM CO 021775 RIO SALADO COMMUNITY COLL 005697 NORTHWEST -
Using Institutional Characteristics to Estimate Return on College Education
Trinity College Trinity College Digital Repository Senior Theses and Projects Student Scholarship Spring 2018 Using Institutional Characteristics to Estimate Return on College Education Nate Choukas Trinity College, Hartford Connecticut, [email protected] Follow this and additional works at: https://digitalrepository.trincoll.edu/theses Part of the Econometrics Commons Recommended Citation Choukas, Nate, "Using Institutional Characteristics to Estimate Return on College Education". Senior Theses, Trinity College, Hartford, CT 2018. Trinity College Digital Repository, https://digitalrepository.trincoll.edu/theses/710 Running Head: ESTIMATING RETURN ON COLLEGE EDUCATION Using Institutional Characteristics to Estimate Return on College Education Nathaniel R. Choukas Trinity College ESTIMATING RETURN ON COLLEGE EDUCATION 2 Abstract Since the 1980s, the college wage-premium in the United States has reached all time highs. As a result, college education is a critical benchmark in securing high paying jobs. While the bachelor’s degree serves as a gateway into more lucrative careers, postsecondary education can be very costly, with some taking on substantial amounts of debt to finance their schooling. Despite the increasing wage-premium, there is an even wider earnings disparity amongst college graduates than between graduates and non-graduates. Research on higher education returns suggests that most individuals – even those ranked as having low ability – benefit financially from their investment in education. At the institutional level; however, some schools produce median returns on investment that are well below zero. This begs the question, why are a considerable number of the nation’s higher education institutions underserving their students? I use OLS to test the hypothesis that schools in rural settings displaced from major cities, and with religious affiliation will be critical variables in explaining college return on investment. -
Opening Set for 2002 Uring the May Lumni Memorial D18 Trustee-Fac- Gymnasium Is Ulty Dinner, Alan W
Psychology_2001.qxd 5/9/03 2:13 PM Page 1 PSYCHOLOGY LAFAYETTE COLLEGE SUMMER 2001 ■ Vol.6 CHILDS WINS JAMES P. CRAWFORD AWARD Opening Set for 2002 uring the May lumni Memorial D18 trustee-fac- Gymnasium is ulty dinner, Alan W. currently being Childs, associate transformed into professor, received the Aa state-of-the-art home for James P. Crawford Lafayette’s programs in psy- Award for his out- chology and neuroscience. standing ability in The new facility will pro- classroom instruction. vide 45,000 square feet of Childs is known for his ability space on five levels including to lead classroom discussions, par- teaching laboratories, faculty ticularly in his First-Year Seminar research laboratories, shared “Human Aggression and Social faculty- student research lab- Pathology,” and his Values and oratories, and faculty offices. Science/Technology Seminar “Patient- Completion is expected to be Practitioner Interaction: The Role of sometime in 2002. Medical Technology,” noted Provost Members of the depart- June Schlueter in her remarks. ment were involved in “It was an honor to have been reviewing the plans and given an award named after some- meeting with the architects one whose career at the college I as the space was designed. have greatly admired,” says Childs. They provided advice based In a department of excellent teach- on experience in the current An architectural rendering of psychology’s new home. ers, it is a little embarrassing to be location and on exploring singled out in this way, and I think psychology facilities at other colleges. Some features include an animal of it as a compliment to the depart- research area on the lower level, common meeting spaces off the entryway ment as much as to me. -
2009-2010 (Pdf)
MUHLENBERG C O L L E G E Source Book 2009-2010 Source Book 2009-2010 • Edited By: Nicole Hammel • Director, Institutional Research & Records • Published October 2009 TABLE OF CONTENTS 2009-2010 TABLE OF CONTENTS THE COLLEGE 4 I. Description 4 1. A BRIEF DESCRIPTION OF THE COLLEGE ............................................................................................. 4 2. MISSION STATEMENT OF THE COLLEGE ...............................................................................................5 3. DIVERSITY STATEMENT OF THE COLLEGE…………………………………………………………...5 4. THE YEAR IN REVIEW, 2008-2009 ............................................................................................................. 6 5. CENTERS AND INSTITUTES .................................................................................................................... .7 6. PROGRAMS OF STUDY ............................................................................................................................. .8 7. SPECIAL ACADEMIC PROGRAMS ............................................................................................................ 9 8. DEPARTMENTAL MAJOR PROGRAMS ...................................................................................................11 9. THE WESCOE SCHOOL OF MUHLENBERG COLLEGE......………………………………………….. 15 II. Facilities 16 1. MAJOR FACILITIES ....................................................................................................................................16 2. MUHLENBERG COLLEGE PROPERTIES -
Lafayette College Climate Action Plan 2.0
Lafayette College Climate Action Plan 2.0 Acknowledgements 2 Executive Summary 4 I. Vision 8 II. Progress to Date 9 A. Climate Action Plan 1.0 Accomplishments 9 1. We measured emissions and energy. 2. We reduced emissions. 3. We conserved energy. B. Additional Achievements 12 1. We introduced composting to campus. 2. We established LaFarm. 3. We built sustainably. 4. We minimized waste and expanded reuse and recycling. 5. We improved transportation. 6. We reinforced the College’s commitment to sustainability. II. Climate Action Plan 2.0 18 A. Buildings and Facilities Energy Use 19 1. Recommendations 2. Timeline a) Phase 1: Immediate Opportunities for 2019-2020 b) Phase 2: Recommendations for 2021-2025 c) Phase 3: Recommendations for 2026-2035 B. Minimize Waste 26 1. Recommendations 2. Timeline a) Phase 1: Immediate Opportunities for 2019-2020 b) Phase 2: Recommendations for 2021-2025 c) Phase 3: Recommendations for 2026-2035 C. Transportation 29 1. Recommendations 2. Timeline a) Phase 1: Immediate Opportunities for 2019-2020 b) Phase 2: Recommendations for 2021-2025 c) Phase 3: Recommendations for 2026-2035 D. Curricular Integration 32 1. Accomplishments 2. Goals IV. Conclusion and Next Steps 37 V. References 38 1 Acknowledgements Lafayette College’s Climate Action Plan (CAP) is the result of a collaborative process, in which faculty, staff, and students were actively involved and enthusiastically engaged. Committee members attended meetings throughout spring semester 2018 and provided ongoing feedback as the plan was drafted. We appreciate their commitment to helping create this comprehensive plan. We also are grateful to faculty and students in Economics 408 and Engineering Studies 451 who contributed research and recommendations through their capstone projects. -
IPEDS DATA FEEDBACK REPORT 2 Haverford College
Image description. Cover Image End of image description. What Is IPEDS? The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from all institutions that provide postsecondary education and are eligible to receive Title IV funding across the United States and other U.S. jurisdictions. These data are used at the federal and state level for policy analysis and development; at the institutional level for benchmarking and peer analysis; and by students and parents, through the College Navigator (https://nces.ed.gov/collegenavigator/), an online tool to aid in the college search process. Additional information about IPEDS can be found on the website at https://nces.ed.gov/ipeds. What Is the Purpose of This Report? The Data Feedback Report is intended to provide institutions a context for examining the data they submitted to IPEDS. The purpose of this report is to provide institutional executives a useful resource and to help improve the quality and comparability of IPEDS data. What Is in This Report? The figures in this report provide a selection of indicators for your institution to compare with a group of similar institutions. The figures draw from the data collected during the 2019-20 IPEDS collection cycle and are the most recent data available. The inside cover of this report lists the pre-selected comparison group of institutions and the criteria used for their selection. The Methodological Notes at the end of the report describe additional information about these indicators and the pre-selected comparison group. Where Can I Do More with IPEDS Data? Each institution can access previously released Data Feedback Reports from 2005 and customize this 2020 report by using a different comparison group and IPEDS variables of its choosing. -
Schedule of Classes Spring 2019
SCHEDULE OF CLASSES SPRING 2019 REGISTRATION FOR SPRING 2019 Detailed directions for registering are available on-line or may be obtained at the Registrar's Office at 215 Markle Hall. As in previous semesters, students can register in person by returning a completed registration worksheet to Markle Hall on the class registration days listed below. CLASS OF 2019 Nov 6 - 7:00AM: Registration on-line via Banner Self-Service opens Nov 6 - 9:00AM: Students may register in person at 215 Markle Hall CLASS OF 2020 Nov 8 - 7:00AM: Registration on-line via Banner Self-Service opens Nov 8 - 9:00AM: Students may register in person at 215 Markle Hall CLASS OF 2021 Nov 13 – 7:00AM: Registration on-line via Banner Self-Service opens Nov 13 - 9:00AM: Students may register in person at 215 Markle Hall CLASS OF 2022 Nov 15 - 7:00AM: Registration on-line via Banner Self-Service opens Nov 15 - 9:00AM: Students may register in person at 215 Markle Hall Students are responsible for meeting class registration procedures and deadlines. Students who register after November 16th may be subject to a $50 late fee. COMMON COURSE OF STUDY REQUIREMENTS: Specific course attributes used to complete Common Course of Study (CCS) requirements can be found online using either the Registration/Course Look-up area in Banner Self Service or the Still Needed links in your DegreeWorks audit. FINAL REGISTRATION: The payment due date for Spring 2019 is expected to be in early January 2019. Official Course Schedules will be emailed on or about January 23, 2019. -
CSS/Financial Aid PROFILE® Student Guide
2014-15 School Year CSS/Financial Aid PROFILE® Student Guide This guide provides the basic information you need to complete your PROFILE application at https://bigfuture.collegeboard.org beginning Oct. 1, 2013. WHAT is the PROFILE? The PROFILE is an online Information to have available when you application that collects information used by certain register: colleges and scholarship programs to award institutional • Type of tax return you and your parent(s) will file for the aid funds. (All federal funds are awarded based on the current year (e.g., 1040, 1040 EZ, foreign return) FAFSA, available after Jan. 1 at www.fafsa.ed.gov.) Some • If your parents receive TANF (Temporary Assistance for colleges may require additional information, such as tax Needy Families) or SSI (Supplemental Security Income) • If your parents are self-employed or own business(es) returns or an institutional application. If your parents are and/or farm(s) divorced, some colleges will also require your noncustodial • Your parents’ housing status (e.g., own, rent) parent to complete the Noncustodial PROFILE. • Your personal information, including your Social Security WHEN do I file the PROFILE? You may file the number PROFILE as early as Oct. 1, 2013. However, you should Once you register, you will find detailed instructions and an extensive Help Desk, including Frequently Asked Questions, file no later than two weeks before the EARLIEST priority online. filing date specified by your colleges or programs. WHO must file the PROFILE? Check your colleges’/programs’ The Process: Three Easy Steps information to determine whether they require the PROFILE. A 1. -
Muhlenberg College
2012-13 Edition First Impressions: Muhlenberg College Educated Quest.com Background Introduction to Muhlenberg 1 College Founded in 1848 as the Allentown Seminary, Muhlenberg Col- Background lege was later named for Henry Melchior Muhlenberg, the eight- eenth‐century patriarch of Lutheranism in America. His great- grandson, Frederick Augustus Muhlenberg, D.D, became presi- dent of the college in 1867. While chartered as a Lutheran institution, Muhlenberg is quite welcoming to members of all faiths. For example, according to Hillel.org, Muhlenberg is one of the top 60 colleges attracting Jewish students. Approximately 750 of the college’s 2,300 un- dergraduates are Jews. Another third are Catholic while a quar- ter are Protestant. The college also has an academic advisor who assists students who want to attend theological seminaries after graduation, unique for a small school. Today Muhlenberg appeals largely to students who live in the Northeast and Mid-Atlantic states though students from other regions and countries are represented. Students from Pennsyl- vania, New Jersey and New York represent the largest share of the student population, with more than one third coming from New Jersey alone. Allentown, the college’s home, is quite close to the Pennsylvania-New Jersey border. Muhlenberg attracts very good-to-excellent students; they stay and they finish. While test-optional, the middle 50 percent of ac- cepted students scored between 1140 and 1340 (out of 1600) 2 on the Critical Reading and Math sections of the SAT. The col- dent with a 3.5 or better in a strong college preparatory pro- lege retained 93 percent of the freshman class that entered in gram and SAT scores of 1300 or better can qualify for merit- 2012.