Relevant bibliographies by topics / Academic Administration Internship Program

Academic literature on the topic 'Academic Administration Internship Program'

Author: Grafiati
Published: 25 July 2024
Last updated: 26 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Academic Administration Internship Program.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Academic Administration Internship Program"

1

Apriliyani, Neng Virly, Denny Hernawan, Irma Purnamasari, Gotfridus Goris Seran, and Berry Sastrawan. "IMPLEMENTASI PROGRAM MERDEKA BELAJAR KAMPUS MERDEKA." Jurnal Governansi 8, no. 1 (April 21, 2022): 11–18. http://dx.doi.org/10.30997/jgs.v8i1.5045.

Full text
Abstract:
The aim of this research is to find out the impact of implementation of Freedom to Learn Independent Campus Program (MBKM Program) on the Study Program of Public Administration. The main aim of MBKM Program is basically intended to give freedom for higher education institutions to be more autonomous, independent, less bureaucratic, and innovative in producing highly qualified graduates. To achieve the main aim, the implementation of MBKM Program includes eight learning activities, namely student exchange, internship/work practice, teaching assistant in the education unit, research, humanitarian project, entrepreneurship, independent study/project, and thematic field work. The Study Program of Public Administration has implemented two learning activities, namely student exchange and internship/work practice. Results of this research indicate that the implementation of MBKM Program impacts on some aspects, namely improvement of experiential learning to build hard and soft skills of students, fulfilment of learning achievement of graduate, and improvement of lecturer capacity. Moreover, this research identifies the presence of constraints on the implementation of MBKM Program in the cases of curriculum revision, redesign of academic information system, and fund problem for student.
APA, Harvard, Vancouver, ISO, and other styles
2

Gapasin, DBA, Willy O. "Virtual Internship Program: Its Efficacy and Employability to Business Students in Better Normal towards Sustainability." International Journal of Scientific Research and Management 10, no. 12 (December 29, 2022): 4397–401. http://dx.doi.org/10.18535/ijsrm/v10i12.em014.

Full text
Abstract:
Student Internship program serves as a great opportunity for every graduating student to have an actual or on-hand experience of what it would be like to work in a world wherein they are considered as part of a company. The rise of the so-called virtual internship has been substantial and acknowledged as an alternative option for the new norm because of the pandemic. The descriptive research was utilized through online survey among graduating students of Bachelor of Science in Business Administration major in Marketing Management and Human Resource Management during Academic Year 2021-2022. The study investigates the virtual internship program provided for business students who have engaged in efficacy and employability during pandemic period, and questions whether the implementation will be sustained beyond better normal.
APA, Harvard, Vancouver, ISO, and other styles
3

Hong, Jon-Chao, Hui-Ling Zhang, Jian-Hong Ye, and Jhen-Ni Ye. "The Effects of Academic Self-Efficacy on Vocational Students Behavioral Engagement at School and at Firm Internships: A Model of Engagement-Value of Achievement Motivation." Education Sciences 11, no. 8 (July 28, 2021): 387. http://dx.doi.org/10.3390/educsci11080387.

Full text
Abstract:
There has been a marked increase in internship participation in recent decades. Many students who take cooperative programs consider internships to be the most appropriate entry point into their chosen careers. However, few studies have investigated factors related to internships from an engagement-value perspective that can influence the intention to continue doing internships with firms. This study concluded that academic self-efficacy was positively related to school and firm engagement; school engagement did not significantly relate to, but firm engagement did positively relate to the perceived usefulness of internships; and perceived usefulness of internships was positively related to intention to continue doing internships.
APA, Harvard, Vancouver, ISO, and other styles
4

Hermawan, Fahmy, Popi Puspitasari, Julia Damayanti, Lisa Oksri Nelfia, Endah Kurniyaningrum, and Giraldi Fardiaz Kuswanda. "QUALITY OF CONSTRUCTION PROJECT INTERNSHIP LEARNING THROUGH CUSTOMER SATISFICATION INDEX (CSI) MEASUREMENT AND IMPORTANT-PERFORMANCE ANALYSIS." International Journal on Livable Space 6, no. 1 (January 12, 2023): 37–44. http://dx.doi.org/10.25105/livas.v6i1.12924.

Full text
Abstract:
Link and match between the world of business—industry and the flexibility—adaptability to rapid changes in the future, aresome of the reasons why higher education equipped with the Merdeka Belajar-Kampus Merdeka or MBKM system isnecessary. Internshipis one of the MBKM programs, which provides opportunities for students to gain professional work experience in the business world or industry. Civil Engineering Study Program, Universitas Trisakti is organizing an Internship program on Construction Projects in the Odd semester of 2021/2022 academic year. This study is an attempt to share knowledge about stake holder perceptions (students, lecturers, staff, and cooperation partners) regarding the success and failure of the implementation of MBKM. The measurement was based on the priority and satisfaction levels, with the variables of educational infrastructure, reliability, responsiveness, empathy, treatment of students and information systems. This is a quantitative descriptive study using a questionnaire distributed to 217 students, 26 permanent lecturers and 12 civil engineering administration staff as respondents. Cartesian diagram Importance Performance Analysis (IPA) is used to map the value of Customer Satisfaction Index (CSI) which shows the level of stakeholde rsatisfactions. The results show that the CSI values (satisfaction level) areas follows: students has reached 75.67% as itisforadministration staff75.15%, where as lecturers show a quite higher level which is 81.75%. In order to develop a well-organized MBKM in the future, institutions need to establish and manage programs interms of : coordinating between lecturers and field supervisors, adjusting field course Materials to student needs, socializing the amount of MBKM funds to students participating ininternships, and organizing remedial mechanisms. Based on the data analysis,100% of cooperating partners support the continuation of MBKM program and propose that qualified apprentices would become employees in their companies. Keywords: Construction Project, Internship Learning, Customer Satisfaction Index, Important-Performance Analysis.
APA, Harvard, Vancouver, ISO, and other styles
5

Gerlach, John David, and Tyler P. Reinagel. "Experiential Learning in MPA Programs: A Case for Complementarity between Internship and Service Learning Requirements." PS: Political Science & Politics 49, no. 01 (January 2016): 132–38. http://dx.doi.org/10.1017/s1049096515001158.

Full text
Abstract:
ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.
APA, Harvard, Vancouver, ISO, and other styles
6

Nogueira, Teresa, José Magano, Eunice Fontão, Marina Sousa, and Ângela Leite. "Engineering Students’ Industrial Internship Experience Perception and Satisfaction: Work Experience Scale Validation." Education Sciences 11, no. 11 (October 21, 2021): 671. http://dx.doi.org/10.3390/educsci11110671.

Full text
Abstract:
An essential aspect of higher education institutions’ academic curricula for engineering courses is the students’ industrial internship programs. In the literature, it is well accepted that such programs provide valuable learning outcomes and increase the graduates’ employment prospects. Thus, it is paramount to evaluate the internship programs’ quality to identify opportunities to improve their design and implementation. However, that evaluation typically depends on self-designed academic assessment surveys of questionable validity. The purpose of this paper is to assess engineering students’ perceptions of their internship experiences. For that purpose, the validation of a recently adapted version of the Work Experience Questionnaire (WEQ) was carried out on a sample of 447 engineering students that participated in industrial internship programs offered by Portuguese public universities and polytechnic schools. A confirmatory factor analysis was performed to confirm the suitability of the model proposed by the WEQ’s authors on this study’s sample. The psychometric qualities were evaluated through convergent and discriminant validity. The results showed that the model fit the sample well, and convergent and discriminant validity was established. The general competencies subscale was the most important for the participants—specifically, the competency of solving problems. Differences concerning the WEQ and gender, company size, and compensation were found and discussed. This study provides researchers in the field with a new tool validated explicitly for engineering students.
APA, Harvard, Vancouver, ISO, and other styles
7

Goia Agoston, Simona Irina, Ramona Stefania Igret, and Cristian Virgil Marinas. "Internship programmes – bridge between school and professional life." Proceedings of the International Conference on Business Excellence 11, no. 1 (July 1, 2017): 418–26. http://dx.doi.org/10.1515/picbe-2017-0045.

Full text
Abstract:
AbstractAll stakeholders involved in the academic educational process (e.g. students, universities, organizations, state institutions) have a direct interest in developing appropriate skills among students aimed at increasing their employability chances on the very competitive labour market and in the same time lessening the transition from school to professional life. Qualitative internship programs are considered a useful instrument which can be used in order to achieve the aforementioned objective. In the last years in Romania this field boomed, many internship programs emerged and were developed and tailored according to specific needs of certain domains. This growth was triggered of one hand side by the initiatives of the socio-economic environment but also by incentives offered by the public sector in form of financing the development of such programs in universities. Which are the main characteristics of internship programs? How are they identified and structured? Which are the factors that influence their quality from students’ perspective? What strategies and measures can be adopted in order to improve the quality of internship programs? The present paper aims at addressing the above questions by analysing the responses of over 450 students which were surveyed within a questionnaire based research conducted in the Bucharest University of Economic Studies in Romania. Various research methods – starting with the analysis of descriptive statistics and continuing with factor analysis and regression analysis- were used in order offer an overview – as comprehensible as possible- of the situation of internship programs in various sectors in the field of business, economics and administration. The outcomes of the study can be of interest for several groups of stakeholders and can be taken into consideration when formulating and proposing improvement recommendations of the policies, regulations and operational measures in this field.
APA, Harvard, Vancouver, ISO, and other styles
8

Lafave, Mark R., and Glen Bergeron. "Building Professional Competence by Design or Just Marking Time: Suggestions for Educational Reform in Athletic Therapy Education in Canada." Athletic Training Education Journal 9, no. 2 (June 1, 2014): 59–63. http://dx.doi.org/10.4085/090259.

Full text
Abstract:
Context and Background Athletic therapy postsecondary education and certification requirements in Canada have reached considerable milestones throughout their history. The most important of these accomplishments was administration of the first Canadian Athletic Therapists' Association (CATA) certification examination in 1975. At that time, there were three basic exam eligibility requirements: (1) core curricular courses; (2) 1800 practical hours; and (3) a valid first aid certificate. The only significant change to these certification requirements occurred in 1976, when the 1800-hour internship requirement was reduced to 1200 hours. However, a documented rationale for this change could not be determined. The noteworthy milestone occurred when the CATA approved a policy stating that, as of September 1999, all future athletic therapy candidates would have to be enrolled in a Canadian accredited program at a postsecondary institution. Although this policy significantly advanced the CATA's postsecondary academic/curricular requirements, the 1200-hour internship requirement has remained unchanged for almost four decades. Objective The purpose of this commentary is to stimulate discussion about the linkage between the practical-hour requirements and teaching, evaluating, and achieving clinical competence. Recommendations Recommendations for change are based on lessons learned by other organizations for medical educators and allied health care professions, such as the National Athletic Trainers' Association. One suggestion for change is to hold students accountable for achieving a predetermined level of clinical competence before they move through or graduate from a program. In order to accomplish this goal, students must be assessed with valid and reliable evaluation tools. Conclusion Therefore, it is important to establish a group of stakeholders who can identify issues and articulate a plan to guide the future of postsecondary athletic therapy education in Canada.
APA, Harvard, Vancouver, ISO, and other styles
9

Işık, Metin. "Expectations and Level of Satisfaction of University Students from the Higher Education System." International Journal of Educational Methodology 8, no. 1 (February 15, 2022): 163–78. http://dx.doi.org/10.12973/ijem.8.1.163.

Full text
Abstract:
<p style="text-align: justify;">This study aims to determine the expectations of university students on the part of the Higher Education System and to what extent these expectations are met. Phenomenological approach, which is counted among qualitative research models, was utilized as the research model. The data obtained from student interviews were analyzed by content analysis. Findings were presented as themes and categories. The research participants consist of 21 students studying at different universities and programs in the 2020-2021 academic year. This study ascertained that the opinions of participating students in terms of themes, categories and codes and their satisfaction levels vary depending on the university they attend. Students expect from the Higher Education System that it enables them to get to their dream job, curricula and materials based on their needs, qualified lecturers, a foreign language education, academic freedom, a democratic environment, equal opportunities in education, an substructure, socio-cultural and physical-material opportunities, international interaction, practice-oriented opportunities for training/internship and participation in administration. The faculty or program choice is highly determined by the condition of a country, the gained scores in the central examination system, surroundings, offered orientation assistances in secondary education, the quality-perceptions of students related to universities, acquisition of employment and the sufficiency of universities to acquire a profession. Findings of this research made clear, that the level of The Higher Education System responding to the expectations of the students differs according to the possibilities of universities.</p>
APA, Harvard, Vancouver, ISO, and other styles
10

Comeaux, Eddie. "The Occupational Socialization of Athletic Administrators: A Content Analysis of Graduate Program Websites." Journal of Higher Education Athletics & Innovation, no. 2 (September 29, 2017): 75–91. http://dx.doi.org/10.15763/issn.2376-5267.2017.1.2.75-91.

Full text
Abstract:
Employing occupational socialization as an interpretive framework, this study drew on a content analysis of athletic administration graduate program websites to explore the relationship between the programs and key issues facing professionals in the field of intercollegiate athletics. Results revealed that the processes and mechanisms in place to prepare graduate students for careers in intercollegiate athletics appear to be adequate, but could more comprehensively address the increasingly complex business enterprise of college sports, NCAA policies and rules, and key strategies to develop the academic talents of athletes. Formal processes, such as courses and experiential learning activities (e.g., internships, practica, field research) in the studied graduate programs, appeared to dominate role learning; informal processes or unintentional learning, such as interactions with peers and other campus stakeholders, appeared to be absent. This study highlights new directions for future work aimed at understanding the professional preparation of athletic administrators.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Academic Administration Internship Program"

1

Patel, Narendra H. "Undergraduate Internship Program Structures for Effective Postgraduation Employability: A Case Study of a Mass Media Arts Internship Program." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/cauetds/16.

Full text
Abstract:
As a best practice, many postsecondary institutions in the United States use internships to provide students the option of maximizing their classroom learning with practical experiences. These experiences are not only intended to enhance students’ classroom learning but also to increase their employment marketability upon graduation. The internship process involves three stakeholders—the institution, the students, and the employers—and is often managed by curricular and co-curricular departments. However, the manner in which the program is structured varies from institution to institution and even within the institution. Thus, understanding which structures of undergraduate student internship programs are most effective as an academic component of experiential learning is critical for the overall success of the internship programs. This mixed-methods case study research was designed to examine the Mass Media Arts Department internship structure at the selected institution to identify the components most effective in the students’ experiential learning experience. The study investigated the alignment between the institution’s academic and co-curricular programs, as well as their participating interns’ preparedness and their partner employers readiness. The study also examined the industry’s best practices used by other institutions and recommended by national professional associations to align these variables. Based on the findings of this study, the following four emergent themes were identified to effectively align and integrate the curricular and co-curricular departments, the interns, and the employers: (a) program structure, (b) student preparation, (c) employers’ relations, and (d) program evaluation. Future researchers can further examine these emerging themes to improve the relationship between student preparation as part of human capital and the roles of faculty and administration in aligning internship program processes.
APA, Harvard, Vancouver, ISO, and other styles
2

Clemens, Nobuhle. "Pelican Bomb: Planning for Growth (An Internship Academic Report)." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/aa_rpts/191.

Full text
Abstract:
This report documents my experience as a graduate arts administration intern at Pelican Bomb, a New Orleans contemporary visual art nonprofit. The internship was completed over the course of seven (7) months from January to July 2015. Starting with an overview of the organizational structure, mission, and programming, this report analyzes the organization’s strengths, weaknesses, opportunities, and threats. The report concludes with best practices and recommendations with a focus on board development, strategic planning, staff retention, and membership. The insights provided in this report are designed to enhance Pelican Bomb’s operations as it prepares for organizational growth.
APA, Harvard, Vancouver, ISO, and other styles
3

Owens, Taya Louise. "The role of academic departments in graduate academic program innovation." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742162.

Full text
Abstract:

This analysis contributes conceptually to the field by investigating how campuses both originate and respond to academic innovation by locating the focus of the study in the center of curricular decision-making and action—the academic department.

This study applies an organizational perspective to academic innovation directly by combining three ideas to conceptualize and measure departmental qualities. The research design proposes that (1) academic innovation is the result of a direct behavior taken by an actor—in this case, departments are collective actors and changes in academic programs require collective decision-making; (2) actor behaviors are often cyclical or routine and changes in behavior can be measured through these routines—in this case, departments routinely offer courses; (3) innovation requires feasibility in actor knowledge, capability, and skill—in this case, departments collectively contain faculty capability, course knowledge, and administrative skill.

The significance of departmental factors in a robust inferential model provides evidence that departments draw on technical knowledge and skills through course development and prior programmatic experience. Although enabling environments contribute, external conditions do not create organizational change. Program innovations occur within a campus, beginning at the department level. This study makes the case that context matters, but that its relative impact is mediated by the core characteristics of the collective actor that makes decisions and takes action.

APA, Harvard, Vancouver, ISO, and other styles
4

Geier, Colleen Avilla. "An Evaluation of an American Sign Language Interpreting Internship Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3096.

Full text
Abstract:
This study was a program evaluation of an American Sign Language internship program that was established in 2006 at a 4-year private college in the Midwestern United States but had never been evaluated. The purpose of the study was to evaluate the effectiveness of this internship program in preparing students for employment in the field of interpreting. An expertise-oriented program evaluation case study was conducted using the lens of experiential learning theory. Research questions were used to investigate the strengths and weaknesses of the program and the ways in which the policies, objectives, and assignments prepare students to work as interns and later as professional interpreters. Semi-structured interviews were conducted with 2 former administrators who helped establish the program, 13 graduates of the program between 2013 and 2015, and 8 of the internship site directors who worked with interns between 2013 and 2015. The interview data were coded and analyzed following Merriam's approach to identify themes, and document review was used to support the themes. Key findings were that the program provided effective training for interns transitioning to professional employment, but students tended to lack self-confidence in their performances Interviewees also indicated that program documents were helpful but difficult to use, and mentors needed guidance in giving constructive feedback. An evaluation report was constructed as a research project deliverable to provide specific recommendations for program enhancement. The study promotes positive social change by providing stakeholders with the evidence-based data needed to implement further growth for the internship program, and to more effectively train interpreters to work with the Deaf community.
APA, Harvard, Vancouver, ISO, and other styles
5

Swan, Rachel. "An Academic Assessment of the National Performance Network and Visual Artists Network: An Internship Academic Report." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/aa_rpts/181.

Full text
Abstract:
This academic report was composed at the conclusion of a 480 hour internship with the National Performance Network/Visual Artists Network (NPN/VAN), summarized in Chapter Two. This report includes NPN/VAN’s mission, history, and organizational structure within Chapter One. Chapter Three is a SWOT analysis, and Chapter Four includes a summary of best practices, highlighting NPN/VAN’s intermediary and network structure. In conclusion, a series of suggestions are offered for further consideration.
APA, Harvard, Vancouver, ISO, and other styles
6

Phung, John Tri. "Academic Outcomes of a Precollege Intervention Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2753.

Full text
Abstract:
The No Child Left Behind Act of 2001 demanded that public schools demonstrate adequate yearly progress by increasing student educational achievements. In 2014, the local high school at this study enrolled 62.7% socioeconomically disadvantaged students and implemented a precollege intervention program; however, little is known about its efficacy due to a lack of a formal evaluation, prohibiting an informed approach to continual improvement. The purpose of this program evaluation was to determine if program participation resulted in the higher academic outcomes. Guided by the theory of change, the program evaluation was used to assess the efficacy of the local high school's year-long precollege intervention program in a convenience sample of 112 Grade 9 students. The research questions examined the difference between the program participants and non-participants' academic outcomes including grade point average and semester course grades in math, English, science, and social science from Semester 1 to Semester 2 in the 2014-2015 school year. Independent samples t tests were used to identify whether there was a significance difference between the mean-scores of the intervention and control groups. The results indicated that the program did not significantly impact the participants' academic outcomes, and the program goals were not met. The evaluation report included the results, provided recommendations to increase understanding of the intervention program and students' needs, inform and engage stakeholders, redesign program goals, allocate resources, and streamline program activities. The improved program model could enhance students' academic outcomes and lead to higher high school graduation and college enrollment rates for students.
APA, Harvard, Vancouver, ISO, and other styles
7

Hamady, Carrie M. "An Examination of Outcomes of Undergraduate Dietetics Students in an Enhanced Academic Program." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573825007876683.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Melky, Huda. "A Study of an Academic Enrichment Program at Western Kentucky University." TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2624.

Full text
Abstract:
The principle objective of this study was the investigation of whether or not an enrichment program would increase the success of remedial students attempting to complete a university program of study. An descriptive analytical design was utilized to test a null hypothesis related to selected control and experimental samples of remedial students. Analysis of variance and descriptive statistics were utilized to compare differences between the control and experimental samples. A two sample t-test treated for equal or unequal variances was utilized to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups at the end of the first year. A Chi-square test was utilized to test for significant difference (.05) in success of completion of four years between the control and experimental group. Descriptive statistics were utilized to present success rates at the end of the first, second, third, and fourth years. A comparison of student retention for the four academic years of this study produced the following results: All students in both groups completed the first year. Control group students produced a mean GPA of 1.43597 and earned 21.67164 hours of credit. Experimental group students produced a mean GPA of 2.11791 and earned 24.35821 hours of credit. At the end of the first year, approximately seventy percent of the control group had failed to earn a two point or higher GPA while approximately thirty-five percent of the experimental group had failed to earn a two point GPA At the end of the second year, fifty (seventy-five percent) of the experimental group and forty-one (sixty-one percent) of the control group remained in school At the end of the third year, thirty-four (fifty-one percent) of the experimental group and nineteen (twenty-eight percent) of the control group were still in school At the end of the fourth year, twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work. First year analysis of variance utilized a two sample t-test treated for equal or unequal variances to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups. This form of analysis of variance was possible since all participants in each group were retained, producing data for comparison. Comparison of GPA data indicated that the experimental group earned a significantly (.001) higher GPA than that of the control group. The experimental group also earned a significantly (.02) higher number of earned hours than did the control group. At the end of the fourth year, only twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work. Since missing data precluded the use of analysis of variance techniques similar to those used with year one, a Chi-square analysis was utilized to produce a probability of significant difference based upon retention. Chi-square analysis of the control and experimental groups at the end of year two produced an odds ratio of (1.865) and a probability of (.1388). End of year three data produced an odds ratio of (2.603) and a probability of (.0013). End of year four data produced an odds ratio of (2.021) and a probability of (.0094). These data, with the exception of end of year two, indicated a significantly higher level of success for the experimental group as defined by retention.
APA, Harvard, Vancouver, ISO, and other styles
9

Fang, Jiang Meng. "A report on an Arts Administration Program internship with the Arts Council of New Orleans, LA, Spring, 2005." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/aa_rpts/14.

Full text
Abstract:
From February 23 through May 10, 2005, I am an intern at the Arts Council of New Orleans in the Department of the Fresh Art Festival. The internship was approved by my Graduate Committee and confirmed by the Arts Administration Department at UNO. It fulfills the requirements for the degree of Master of the Arts in the Arts Administration Program at UNO. My Graduate Committee is composed of one Major Professor and two committee members. The Major Professor is A. Lawrence Jenkens, Jr., who is a professor in the Fine Art Department at UNO. The other two committee members are Donald Kaye Marshall, who teaches in the Department of Arts Administration at UNO and Elizabeth Williams, who teaches in the Department of Hotel, Restaurant & Tourism at UNO as well. My internship mainly focuses on the Fresh Art Festival; therefore, the Coordinator of the Festival, Barbara Workman, is my on-site supervisor. However, I only get one hour of work to do every day due to the fact that my time there is not the busiest time for the Festival. But with Ms. Workman's consent, I could read all the files about the Festival and got a chance to review and study the Festi val. I also got a chance to assist one of the Arts Business Incubator's tenants, CubaNola Collective, with its lecture events. Under the special condition of my internship (See Chapter 4 & 5), I decided to turn it into a studying process, instead of a working experience. Therefore, the following report profiles the Arts Council of New Orleans (most of it is cited from the Arts Council's Fact Sheets, "Agency Operations Narrative," and website under its consent), and details as well as analyzes the Fresh Art Festival.
APA, Harvard, Vancouver, ISO, and other styles
10

Frickx, Gretchen P. "The Academic Quality Improvement Program Journey| The Impact of Continuous Improvement Practices on Effectiveness Measures." Thesis, Benedictine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10035900.

Full text
Abstract:

Higher education institution performance has been brought to the forefront of the public policy arena by the spread of performance funding, the articulation of the Completion Agenda, and Congressional hearings on higher education. Debate over which entities should be responsible for monitoring the performance of higher education institutions as well as which measures are to be used has intensified. Currently, this oversight falls to institutional accrediting agencies that require institutions to meet established criteria, including the development of a culture of evidence and the pursuit of institutional effectiveness. To achieve and maintain accreditation, institutions must provide evidence demonstrating their adoption of a continuous improvement process.

Higher education institutions have a variety of continuous improvement frameworks from which to choose to improve quality and effectiveness in their processes and ultimately, their outcomes. There is; however, little research to identify how a framework might relate to organizational effectiveness performance. Accreditation provides a unique framework to higher education. The Higher Learning Commission-North Central Association (HLC), a regional accrediting agency, has created the Academic Quality Improvement Program (AQIP), an integrated approach to developing a culture of continuous improvement and supplying institutional accountability information.

This study investigated the relationship between higher education institutions’ continuous improvement planning processes and institutional performance measures of graduation, transfer out and first year retention rates for AQIP participating institutions, using a correlational explanatory research design and publicly available secondary data sets. The target population for this study consisted of US higher education institutions utilizing continuous improvement frameworks or similar professional standards. The sample selected was a purposeful convenience sample consisting of all 186 institutions currently participating in the AQIP accreditation process in the Higher Learning Commission region. The AQIP Systems Appraisal Reports were analyzed and the continuous improvement planning evaluations aggregated to develop independent variables.

The dependent variables of graduation, transfer out and first year retention were selected to represent organizational effectiveness measures. Graduation, transfer out and retention rate data are collected annually as part of the IPEDS survey. Findings showed that institutional characteristics such as sector, size and location had a greater impact on organizational effectiveness measures than continuous improvement practices. In addition, this study explored a unique approach to inter-rater reliability with respect to team generated documents.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Academic Administration Internship Program"

1

United States. Office of Personnel Management. Philadelphia Service Center., ed. Presidential Management Intern Program. [Philadelphia, PA] (600 Arch St., Philadelphia 19106): [U.S. Office of Personnel Management, Philadelphia Service Center, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

United States. Office of Personnel Management. Philadelphia Service Center., ed. Presidential Management Intern Program. [Philadelphia, PA] (600 Arch St., Philadelphia 19106): [U.S. Office of Personnel Management, Philadelphia Service Center, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

United States. Office of Personnel Management. Philadelphia Service Center, ed. Presidential Management Intern Program. [Philadelphia, PA] (600 Arch St., Philadelphia 19106): [U.S. Office of Personnel Management, Philadelphia Service Center, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

United States. Office of Personnel Management. Philadelphia Service Center, ed. Presidential Management Intern Program: Application. Philadelphia, PA (600 Arch St., Philadelphia 19106): U.S. Office of Personnel Management, Philadelphia Service Center, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

United States. Office of Personnel Management. Philadelphia Service Center., ed. Presidential Management Intern Program: Application. Philadelphia, PA (600 Arch St., Philadelphia 19106): U.S. Office of Personnel Management, Philadelphia Service Center, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Capasso, Ronald L. The school administrator internship handbook: Leading, mentoring and participating in the internship program. Thousand Oaks, Calif: Corwin Press, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Veaner, Allen B. Academic librarianship in a transformational age: Program, politics, and personnel. Boston, Mass: G.K. Hall, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Educational Resources Information Center (U.S.), ed. Gifted education/school-to-work models: Best practices and unique approaches : Academic Internship Program, Charlotte-Mecklenburg schools (North Carolina). [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hartzog, Carol P. Composition and the academy: A study of writing program administration. New York: Modern Language Association of America, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Accountability, Florida Office of Program Policy Analysis and Government. OPPAGA program review: Charter schools need improved academic accountability and financial management. Tallahassee, FL (111 W. Madison St., Tallahassee 32399-1475): The Office, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Academic Administration Internship Program"

1

Aiken-Wisniewski, Sharon A., Deborah J. Taub, and Rich Whitney. "Program Design/Redesign for Academic Advising Administration." In Academic Advising Administration, 195–209. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003437598-20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Krishnan, S. M., and P. A. Cortès. "Collaborative Clinical Engineering Internship Program between an Academic Institution and a Teaching Hospital." In IFMBE Proceedings, 419–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03893-8_121.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Twait, Michelle. "Peer-to-Peer Outreach and Promotion." In Library Science and Administration, 325–44. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3914-8.ch015.

Full text
Abstract:
This chapter offers both examples and recommendations for involving undergraduate students in academic library outreach efforts. Librarians at Gustavus Adolphus College employ a variety of methods for connecting with undergraduate students through their peers. Specifically, an internship program is described, along with initiatives developed through collaboration with student organizations on campus. In addition, the relationship between outreach efforts and the educational mission of academic libraries is discussed.
APA, Harvard, Vancouver, ISO, and other styles
4

Vitolo, Theresa M., and Aaron J. Sparks. "Building a Paperless Service." In Cases on Information Technology Series, 247–61. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59904-405-7.ch016.

Full text
Abstract:
Central Ridge University1 (CRU) is a large, research-oriented university composed of 10 major colleges, connecting over 15 branch campuses, and offering various continuing, distance, outreach and executive programs. One of the major colleges of CRU is The College of Business Administration (CBA). CBA maintains an optional internship program for its undergraduate and MBA populations. CBA strongly recommends its students to experience the corporate world by doing an internship before their graduation. Also, CBA students seek the internship experience to complement their academic courses. The Internship Office of CBA is charged with the responsibility of facilitating students’ contacts with corporate clients. In order to do so, the office must gather, record, and disseminate information to students and to corporations. In addition, the information must be kept private, accurate, and comprehensive. Typical information processes existing in the Internship Office relied heavily on paper entries, paper duplication, and mailings. However, in the Internship Office, the use of technology was lagging. An end user within the Internship Office was enlisted to develop an information technology solution to the paper-intensive tasks of the office. Issues of the case study include (1) the organizational behavior issues to overcome when implementing information technology even in an enthusiastic and sympathetic organization, (2) the difficulties in defining a system by an end user even a sophisticated one, and (3) the obstacles of implementing a satisfactory system under tight time and security constraints even with the cooperation of a systems department.
APA, Harvard, Vancouver, ISO, and other styles
5

Vitolo, Theresa M., and Aaron J. Sparks. "Building a Paperless Service." In Cases on Information Technology Series, 120–31. IGI Global, 1999. http://dx.doi.org/10.4018/978-1-878289-56-8.ch011.

Full text
Abstract:
Central Ridge University1 (CRU) is a large, research-oriented university composed of 10 major colleges, connecting over 15 branch campuses, and offering various continuing, distance, outreach and executive programs. One of the major colleges of CRU is The College of Business Administration (CBA). CBA maintains an optional internship program for its undergraduate and MBA populations. CBA strongly recommends its students to experience the corporate world by doing an internship before their graduation. Also, CBA students seek the internship experience to complement their academic courses. The Internship Office of CBA is charged with the responsibility of facilitating students’ contacts with corporate clients. In order to do so, the office must gather, record, and disseminate information to students and to corporations. In addition, the information must be kept private, accurate, and comprehensive. Typical information processes existing in the Internship Office relied heavily on paper entries, paper duplication, and mailings. However, in the Internship Office, the use of technology was lagging. An end-user within the Internship Office was enlisted to develop an information technology solution to the paper-intensive tasks of the office. Issues of the case study include (1) the organizational behavior issues to overcome when implementing information technology even in an enthusiastic and sympathetic organization, (2) the difficulties in defining a system by an end-user even a sophisticated one, and (3) the obstacles of implementing a satisfactory system under tight time and security constraints even with the cooperation of a systems department.
APA, Harvard, Vancouver, ISO, and other styles
6

Zeiss, Antonette M. "Managing a Psychology Internship Program." In Management and Administration Skills for the Mental Health Professional, 293–311. Elsevier, 1999. http://dx.doi.org/10.1016/b978-012524195-3/50013-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Breslawski, Steven T. "Managing Academic Program Resources." In Organization and Administration in Higher Education, 146–81. Routledge, 2017. http://dx.doi.org/10.4324/9781315630656-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Torrisi-Steele, Geraldine. "Program Directors as Collegial Academic Leaders." In Advances in Educational Marketing, Administration, and Leadership, 63–75. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4144-2.ch004.

Full text
Abstract:
In universities, the program director is responsible for administrative tasks, supporting students, and curriculum quality for the program of study. For many program directors, the emphasis remains on their academic and teaching activities as a way forward, but the increasing pressures on the institution also exert pressure on the program director role and are seen as serving only to increase workload. The program director, embedded in the daily operational business of learning and teaching, has much less visibility and draws much less attention, even though it is a crucial and highly complex leadership role. The aim of the chapter is thus to bring further attention to the leadership situation of the program director role. To facilitate a framework for better understanding the program director, it is positioned in the domain of collegial leadership. The core challenges and complexities of the role are highlighted in an effort to unpack the role and provide insights into its true nature.
APA, Harvard, Vancouver, ISO, and other styles
9

Shambaugh, Neal. "Ongoing and Systematic Academic Program Review." In Handbook of Research on Administration, Policy, and Leadership in Higher Education, 141–56. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0672-0.ch007.

Full text
Abstract:
Systematic program review is proposed as a semi-formal means to proactively involve higher education faculty, staff, students and administrators in analyzing and making decisions about the future of their programs. The chapter first examines issues facing higher education, issues that provide a rationale for annual program reviews. The chapter positions program review as a form of participant-oriented program evaluation, and describes features of annual program reviews. A case study illustrates how a program review was conducted. Summary benefits and implementation guidelines are provided for administrators and faculty.
APA, Harvard, Vancouver, ISO, and other styles
10

Twait, Michelle. "Peer-to-Peer Outreach and Promotion." In Advances in Library and Information Science, 97–116. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8392-1.ch006.

Full text
Abstract:
This chapter offers both examples and recommendations for involving undergraduate students in academic library outreach efforts. Librarians at Gustavus Adolphus College employ a variety of methods for connecting with undergraduate students through their peers. Specifically, an internship program is described, along with initiatives developed through collaboration with student organizations on campus. In addition, the relationship between outreach efforts and the educational mission of academic libraries is discussed.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Academic Administration Internship Program"

1

Venables, Anne, and Grace Tan. "Realizing Learning in the Workplace in an Undergraduate IT Program." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3359.

Full text
Abstract:
Higher education programs need to prepare their graduates for the practical challenges they can expect to face upon entering the workforce. Students can be better prepared if their academic learning is reinforced through authentic workplace experience, where the link between theory and professional practice can be realized. Increasingly, such learning in the workplace is being seen as an integral part of the university curricula as evidenced through the implementation of the Learning the Workplace & Community (LiWC) Policy at Victoria University, Australia. This policy mandates a minimum of 25% content and assessment of all academic programs be related to work-integrated learning. Recognizing the need for authentic workplace experience in the IT undergraduate program, a review found that the existing work-related learning component accounted for only half the required 25% LiWC commitment. Currently, the LiWC component is an industry-based capstone project that spans two semesters in the final year of study. These projects allow students to work on real-life software development tasks where they experience the practical challenges of building software systems whilst appreciating the needs of a business client. In a search of the literature, campus-located industry projects were identified as one of the two most common work-related learning experiences in IT programs, the other being internships sited in the workplace. By retaining the current project-based component, it was decided to add an internship to the program to further bolster the student learning experience and graduate outcomes. This paper details the existing program structure and explores two possible implementations for the achievement of the LiWC policy. The first approach necessitates the addition of one academic year of cooperative education internship to be placed strategically between the current second and third years. Alternatively, the second proposal sacrifices several elective units to accommodate a final semester internship experience. The paper discusses both alternatives against various issues under consideration: staffing and administration, assessment, industry partnerships, professional accreditation and its impact upon differing cohorts of students.
APA, Harvard, Vancouver, ISO, and other styles
2

Ismail, Noor Ilyana, Muhammad Aslam Yusof, Angga Pratama Herman, and Mohd Izmafaimal Abdul Manaf. "BRIDGING ACADEMIC KNOWLEDGE AND PROFESSIONAL PRACTICE THROUGH A STRUCTURED INTERNSHIP PROGRAM." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0677.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Northcut, Kathryn, Dawn Armfield, and Kaye Adkins. "Portfolio Assessment and Certification: Three Cases in Academic Program Administration." In 2018 IEEE International Professional Communication Conference (ProComm). IEEE, 2018. http://dx.doi.org/10.1109/procomm.2018.00055.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Prihatin, Eka. "The Development of Online-Based Eka Lopen Program (Evaluation Of Academic Competence in Management Education)." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pujiyati, Wresni, Johar Permana, and Dedy Achmad Kuniady. "Effective Leadership in the Implementation of Academic Program at Private Higher Education." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.71.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Muspawi, Mohamad, Ahmad Hariandi, and Dwi Nanda Ramadan. "The Effect of Internet Utilization on the Students Academic Achievement in Educational Administration Study Program." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.75.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Barnhart, Betsy, Carly Hagins, and Katherine Tierney. "To Mandate or Not To Mandate: Internships in Industrial Design Education." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002980.

Full text
Abstract:
Internships are widely valued with students, educators, and professionals believing they support student success and improve readiness for entry into the profession. Students who participate in an internship related to their profession are more likely to find employment in their field. (Binder, Bagueley, Crook, and Miller, 2014). However, it is unknown how a mandated internship experience in industrial design education impacts student experiences, the rate of participation, and the perceived quality of the internship. Through internships, students are immersed in work culture, processes, and a variety of industrial design settings while also gaining a highly valued line on their resume. While their academic coursework focuses on learning core skill sets and theory, soft skills, professional expectations, and understanding of the realities of the field are often learned through an internship. Some postsecondary institutions have created a mandate for participating in at least one internship prior to graduation, yet little is known about the impact of a required internship in comparison to programs that prioritize internships but do not have a mandatory internship requirement for graduation. This study of two 4-year comprehensive universities in our country aims to assess various considerations around internships, including obstacles to participation, the impact of a mandate on when students participate in their internships, and how students obtained their internships. The study also investigates the legitimacy and quality of internships, and if demographics such as gender or race are a factor in participation. This study employed quantitative methods for data collection and analysis. A survey was administered at two separate 4-year industrial design programs in our country and included current 3rd year, 4th year, and graduated students from the prior year. The sample for the survey included (n=78) students, (n=43) from a program with a mandated internship program, and (n=35) from a program with no internship mandate. This study also included semi-structured interviews of 8 students, 4 from each institution to understand application rates, internship experiences, hiring process, and perception of value for their education and for their preparation for employment. This initial investigation is a model for further investigations involving a broader range of institutions and internship experiences.
APA, Harvard, Vancouver, ISO, and other styles
8

Ali, Mohammad, Sugiarto Sugiarto, Gustiana Anggita, Siti Mukarromah, Yuli Lestari, Dewi Kurniawati, Isna Zahroh, Teddy Firdyansyah, and Yazid Khamdani. "A Study of Conceptual Development on Internet-Based Academic Service (Internship Program Related) as A Manifestation of UNNES the Conservation University." In Proceedings of the 5th International Conference on Sports, Health, and Physical Education, ISMINA 2021, 28-29 April 2021, Semarang, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.28-4-2021.2312253.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Schneider, Anakin, and Patricia Iglesias. "Five Key Attitudes for a Successful Co-Op: the Value of Cooperative Education Within an Undergraduate Program." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-94608.

Full text
Abstract:
Abstract Cooperative education programs (Co-ops) and internships are becoming increasingly popular within undergraduate engineering curriculums and with students who participate in them. These programs provide real-world experience and practical applications of key concepts that students learn in the classroom. In a recent internship, both the academic knowledge of basic engineering principles and preconceived knowledge of workplace attitudes were challenged and evaluated. The internship involved facilitating numerous projects focused on streamlining production and working with various levels of management to complete them. In reflecting on the overall internship experience, five key attitudes were realized as being important to both personal and professional successes as an engineering intern. The attitudes are “Respect the Workday,” “Be Confident, Be Humble,” “Respect the Work Environment,” “Let Go of Things You Cannot Control,” and “Make the Experience Your Own!” This paper will act as a friendly guide to any undergraduate engineering student as they proceed with their first co-op experience and provide important key takeaways and pragmatic examples from this experience that either exemplify or misrepresent the attitudes. The paper will also outline a framework for engineering industry leaders on how to standardize and promote positive work environments that will realize success for students willing to learn fundamental engineering competencies. It will also call for the creation of more undergraduate engineering programs to require cooperative education experiences, which are key to a student’s application of classroom knowledge. The conclusion of this paper is simple — follow the advice, put it into practical use, and enjoy the experience.
APA, Harvard, Vancouver, ISO, and other styles
10

REIS, SONIA MARIA DA SILVA. "THUS, AN EXPERIENCE IN OCCUPATIONAL HEALTH IS BORN." In South Florida Congress. sflpub, 2021. http://dx.doi.org/10.47172/sfc.dev2021-0145.

Full text
Abstract:
The study aimed to reflect on the Occupational Health and Safety Policy at the Prefecture of Goiania-GO. Bibliographic, descriptive, and exploratory research with a qualitative approach was carried out. An embryonic seed, as well as the process as it was conceived, in the City Hall of Goiania, the Health and Safety at Work Policy (PSST) enabled a certain unveiling and description of the facts from the exploration of the orality of some public servants in the current Board of Health and Safety of the Server (DIRSAU), an organ contained in the structure of the Municipal Administration Secretariat (SEMAD), as well as by a search in the municipal legislation and in a scarce collection of literature built through academic participation via an internship.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Academic Administration Internship Program"

1

McLean, Karen, Elodie O’Connor, Rachel Ong, Corey Joseph, and Sharon Goldfeld. Health, development and learning screening and assessment tools for children and young people aged 5–18 years. The Sax Institute, May 2022. http://dx.doi.org/10.57022/julf8952.

Full text
Abstract:
This Evidence Check was commissioned by the Ministry of Health to identify validated health assessment tools for physical health, mental health, development, and family violence for the Wellbeing and Health In-reach Nurse (WHIN) Coordinator program. This program is a partnership between NSW Health and the NSW Department of Education which places nurses in NSW schools to identify the health and social needs of students and coordinate early intervention and referral to services and programs. Validated assessment tools will help the nurses to identify children at risk of academic, behavioural, emotional or health-related difficulties. This Evidence Check also aims to describe how they are used in clinical practice and barriers and enablers to their effective use. Seventy-two assessment tools were found, but coverage of the areas affecting children’s wellbeing was uneven. Mental health had several promising tools, as did development for younger children. However, physical health and family violence did not have well-validated tools. There was little information on how they were used in clinical practice. Enablers for use included minimal training requirements, ease of administration and ready availability. Use of parental as well as teacher reports was seen as valuable. There is a need for further work on tools for physical health and family violence. There is also a need for information on the practicalities of the chosen tools (user acceptability, licensing, costs, and training requirements) and for clear practice guidelines.
APA, Harvard, Vancouver, ISO, and other styles
2

Anderson, Donald M., Lorraine C. Backer, Keith Bouma-Gregson, Holly A. Bowers, V. Monica Bricelj, Lesley D’Anglada, Jonathan Deeds, et al. Harmful Algal Research & Response: A National Environmental Science Strategy (HARRNESS), 2024-2034. Woods Hole Oceanographic Institution, July 2024. http://dx.doi.org/10.1575/1912/69773.

Full text
Abstract:
Harmful and toxic algal blooms (HABs) are a well-established and severe threat to human health, economies, and marine and freshwater ecosystems on all coasts of the United States and its inland waters. HABs can comprise microalgae, cyanobacteria, and macroalgae (seaweeds). Their impacts, intensity, and geographic range have increased over past decades due to both human-induced and natural changes. In this report, HABs refers to both marine algal and freshwater cyanobacterial events. This Harmful Algal Research and Response: A National Environmental Science Strategy (HARRNESS) 2024-2034 plan builds on major accomplishments from past efforts, provides a state of the science update since the previous decadal HARRNESS plan (2005-2015), identifies key information gaps, and presents forward-thinking solutions. Major achievements on many fronts since the last HARRNESS are detailed in this report. They include improved understanding of bloom dynamics of large-scale regional HABs such as those of Pseudo-nitzschia on the west coast, Alexandrium on the east coast, Karenia brevis on the west Florida shelf, and Microcystis in Lake Erie, and advances in HAB sensor technology, allowing deployment on fixed and mobile platforms for long-term, continuous, remote HAB cell and toxin observations. New HABs and impacts have emerged. Freshwater HABs now occur in many inland waterways and their public health impacts through drinking and recreational water contamination have been characterized and new monitoring efforts have been initiated. Freshwater HAB toxins are finding their way into marine environments and contaminating seafood with unknown consequences. Blooms of Dinophysis spp., which can cause diarrhetic shellfish poisoning, have appeared around the US coast, but the causes are not understood. Similarly, blooms of fish- and shellfish-killing HABs are occurring in many regions and are especially threatening to aquaculture. The science, management, and decision-making necessary to manage the threat of HABs continue to involve a multidisciplinary group of scientists, managers, and agencies at various levels. The initial HARRNESS framework and the resulting National HAB Committee (NHC) have proven effective means to coordinate the academic, management, and stakeholder communities interested in national HAB issues and provide these entities with a collective voice, in part through this updated HARRNESS report. Congress and the Executive Branch have supported most of the advances achieved under HARRNESS (2005-2015) and continue to make HABs a priority. Congress has reauthorized the Harmful Algal Bloom and Hypoxia Research and Control Act (HABHRCA) multiple times and continues to authorize the National Oceanic and Atmospheric Administration (NOAA) to fund and conduct HAB research and response, has given new roles to the US Environmental Protection Agency (EPA), and required an Interagency Working Group on HABHRCA (IWG HABHRCA). These efforts have been instrumental in coordinating HAB responses by federal and state agencies. Initial appropriations for NOAA HAB research and response decreased after 2005, but have increased substantially in the last few years, leading to many advances in HAB management in marine coastal and Great Lakes regions. With no specific funding for HABs, the US EPA has provided funding to states through existing laws, such as the Clean Water Act, Safe Drinking Water Act, and to members of the Great Lakes Interagency Task Force through the Great Lakes Restoration Initiative, to assist states and tribes in addressing issues related to HAB toxins and hypoxia. The US EPA has also worked towards fulfilling its mandate by providing tools and resources to states, territories, and local governments to help manage HABs and cyanotoxins, to effectively communicate the risks of cyanotoxins and to assist public water systems and water managers to manage HABs. These tools and resources include documents to assist with adopting recommended recreational criteria and/or swimming advisories, recommendations for public water systems to choose to apply health advisories for cyanotoxins, risk communication templates, videos and toolkits, monitoring guidance, and drinking water treatment optimization documents. Beginning in 2018, Congress has directed the U.S. Army Corps of Engineers (USACE) to develop a HAB research initiative to deliver scalable HAB prevention, detection, and management technologies intended to reduce the frequency and severity of HAB impacts to our Nation’s freshwater resources. Since the initial HARRNESS report, other federal agencies have become increasingly engaged in addressing HABs, a trend likely to continue given the evolution of regulations(e.g., US EPA drinking water health advisories and recreational water quality criteria for two cyanotoxins), and new understanding of risks associated with freshwater HABs. The NSF/NIEHS Oceans and Human Health Program has contributed substantially to our understanding of HABs. The US Geological Survey, Centers for Disease Control and Prevention, and the National Aeronautics Space Administration also contribute to HAB-related activities. In the preparation of this report, input was sought early on from a wide range of stakeholders, including participants from academia, industry, and government. The aim of this interdisciplinary effort is to provide summary information that will guide future research and management of HABs and inform policy development at the agency and congressional levels. As a result of this information gathering effort, four major HAB focus/programmatic areas were identified: 1) Observing systems, modeling, and forecasting; 2) Detection and ecological impacts, including genetics and bloom ecology; 3) HAB management including prevention, control, and mitigation, and 4) Human dimensions, including public health, socio-economics, outreach, and education. Focus groups were tasked with addressing a) our current understanding based on advances since HARRNESS 2005-2015, b) identification of critical information gaps and opportunities, and c) proposed recommendations for the future. The vision statement for HARRNESS 2024-2034 has been updated, as follows: “Over the next decade, in the context of global climate change projections, HARRNESS will define the magnitude, scope, and diversity of the HAB problem in US marine, brackish and freshwaters; strengthen coordination among agencies, stakeholders, and partners; advance the development of effective research and management solutions; and build resilience to address the broad range of US HAB problems impacting vulnerable communities and ecosystems.” This will guide federal, state, local and tribal agencies and nations, researchers, industry, and other organizations over the next decade to collectively work to address HAB problems in the United States.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Academic Administration Internship Program' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography