Relevant bibliographies by topics / Gateway Courses

Academic literature on the topic 'Gateway Courses'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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 'Gateway Courses.'

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 "Gateway Courses"

1

Flanders, Gordon R. "The Effect of Gateway Course Completion on Freshman College Student Retention." Journal of College Student Retention: Research, Theory & Practice 19, no. 1 (October 19, 2015): 2–24. http://dx.doi.org/10.1177/1521025115611396.

Full text
Abstract:
This study measured the rate of retention to the second semester among first-time, full-time freshman college students who attempted a gateway course within their declared major during their first semester of college compared with students who declared a major, completed a course, but not the gateway course in their major and students who did not declare a major and completed any course. The findings in this study suggest that first-time, full-time freshman students who declared a major and successfully completed the gateway course were more likely to persist than students who were unsuccessful with the gateway course or students who declared a major, completed a course, but not the gateway course in their major. To improve retention of first-time, full-time freshman students, the results of this study indicate that changes are warranted in the way students are advised with regard to which courses they should complete in their first semester of college.
APA, Harvard, Vancouver, ISO, and other styles
2

Gress, Sara, and Troy Hall. "Diversity in the Outdoors: National Outdoor Leadership School Students’ Attitudes About Wilderness." Journal of Experiential Education 40, no. 2 (January 29, 2017): 114–34. http://dx.doi.org/10.1177/1053825916689267.

Full text
Abstract:
Outdoor experiential education (OEE) programs often cater to white, upper-class individuals. With major demographic shifts occurring in the United States, OEE organizations are confronting this imbalance. The National Outdoor Leadership School (NOLS) is addressing this issue with its Gateway Scholarship Program. The purpose of this mixed-methods study was to determine whether Gateway Scholarship and non-scholarship students held different wilderness attitudes and whether those attitudes changed following NOLS courses. A quantitative posttest and retrospective pretest was administered online ( n = 74), with follow-up telephone interviews ( n = 19). Results showed that Gateway students held less positive pre-course wilderness attitudes than non-Gateway students, but most post-course scores had converged. Both groups experienced positive change in wilderness attitudes. Interview data revealed potential reasons for attitude change and areas of possible concern about the conceptualization of wilderness promoted by NOLS.
APA, Harvard, Vancouver, ISO, and other styles
3

DeMonbrun, Robert Matthew, Michael Brown, and Stephanie D. Teasley. "Enrollment patterns and students’ risk of academic difficulty." Journal of Applied Research in Higher Education 12, no. 1 (July 18, 2019): 97–108. http://dx.doi.org/10.1108/jarhe-11-2018-0252.

Full text
Abstract:
Purpose Experiencing academic difficulty can deter students’ academic momentum, decreasing the speed with which they complete coursework and increasing the odds that they will not persist to a credential. The purpose of this paper is to expand upon an existing framework that investigates students’ academic difficulty in co-enrolled courses by adding additional co-enrollment variables that may influence academic performance in introductory gateway courses. Design/methodology/approach This study uses quantile regression to better understand academic difficulty in co-enrolled courses and the impact that students’ co-enrollment patterns may have on their success in focal introductory gateway courses. Findings This study revealed significant relationships between student success and co-enrollment patterns, including: the disciplinary alignment of the course with a student’s major, the student’s co-enrollment in other difficult courses and experiencing below average academic performance in a co-enrolled course. Further, impact of these relationships often differed by students’ performance quantile in the focal course. Practical implications The results point to factors related to the student and their co-enrolled courses that faculty, academic advisors and curriculum committees can consider as they design general education requirements within and across disciplinary majors. Originality/value This approach advances the understanding of how a prescribed curriculum produces interdependent pathways that can promote or deter students’ success through the organization of curricular requirements and student course taking. The paper provides a generalizable methodology that can be used by other universities to investigate curricular pathways that have the potential to reduce student success.
APA, Harvard, Vancouver, ISO, and other styles
4

Tao, Jinsong, Haihong Han, Xishan Wen, and Ju Tang. "Entering the world of electrical engineering: A gateway course for first-year students at Wuhan University, China." International Journal of Electrical Engineering & Education 54, no. 2 (January 22, 2017): 131–40. http://dx.doi.org/10.1177/0020720916688483.

Full text
Abstract:
Chinese students, unlike those in western countries, have little control over their majors or courses. Many students are registered in electrical engineering based on GaoKao test scores, not personal interest in the field. As a consequence, many first-year students know little, or even nothing, about electrical engineering. To increase disciplinary knowledge among these students and improve retention rates, a gateway course, named Entering the World of Electrical Engineering, was established in the school of Electrical Engineering at Wuhan University, P.R. China especially for freshman electrical engineering students. To stimulate and inspire these new entrants to the World of Electrical Engineering, this course underscores the relevance of electrical engineering to everyday life and directs the attention of these newcomers to the dynamic and interesting research areas of the field. This paper describes the contents of this gateway course, the structure of the teaching materials, and analyzes the results of a feedback questionnaire administered at the end of the term. The results show that the gateway course successfully engages students’ interests in electrical engineering.
APA, Harvard, Vancouver, ISO, and other styles
5

Matz, Rebecca L., Cori L. Fata-Hartley, Lynmarie A. Posey, James T. Laverty, Sonia M. Underwood, Justin H. Carmel, Deborah G. Herrington, et al. "Evaluating the extent of a large-scale transformation in gateway science courses." Science Advances 4, no. 10 (October 2018): eaau0554. http://dx.doi.org/10.1126/sciadv.aau0554.

Full text
Abstract:
We evaluate the impact of an institutional effort to transform undergraduate science courses using an approach based on course assessments. The approach is guided byA Framework for K-12 Science Educationand focuses on scientific and engineering practices, crosscutting concepts, and core ideas, together called three-dimensional learning. To evaluate the extent of change, we applied the Three-dimensional Learning Assessment Protocol to 4 years of chemistry, physics, and biology course exams. Changes in exams differed by discipline and even by course, apparently depending on an interplay between departmental culture, course organization, and perceived course ownership, demonstrating the complex nature of transformation in higher education. We conclude that while transformation must be supported at all organizational levels, ultimately, change is controlled by factors at the course and departmental levels.
APA, Harvard, Vancouver, ISO, and other styles
6

Kalman, Calvin S., Bruce M. Shore, Mark W. Aulls, Tetyana Antimirova, Juss Kaur Magon, Gyoungho Lee, Ricardo Coelho, et al. "Changing Students’ Approach to Learning Physics in Postsecondary Gateway Courses." International Research in Higher Education 2, no. 3 (July 27, 2017): 16. http://dx.doi.org/10.5430/irhe.v2n3p16.

Full text
Abstract:
This study investigated if and how a combined set of specially developed activities can help students change their approach to learning physics. These activities included (a) reflective-writing activities, (b) critique-writing activities, and (c) reflective write-pair-share activities combined with conceptual-conflict collaborative-group exercises. Each of these activities was previously successfully tested as a stand-alone activity. This investigation was conducted at two different institutions over a three-year period. At each institution the same instructor taught students in two sections. At the first, a university with a substantial graduate school, sections were relatively large (over 100 students each) covering a typical introductory calculus-based mechanics course. At the second, a community college, there were relatively small classes (32 students each) covering a typical algebra-based introductory course in mechanics, electricity, and magnetism. The courses at the two institutions used different textbooks and had different formats. Measured data included student interviews and writing products. We developed rubrics for evaluation of the impact of the writing products and interviews of students. The main results of this study were the changes in students’ approaches to learning physics, especially as revealed in the interviews. Students who experienced the full suite of activities (a) changed their understanding of physics from solving problems to creating a network of interrelated concepts, and they also (b) modified their approach to learning physics from repetitious review to consideration of the interconnections of the subject matter and (c) related their new learning to key concepts in an overall physics framework.
APA, Harvard, Vancouver, ISO, and other styles
7

Kalman, Calvin S., Stanley Morris, Christopher Cottin, and Robert Gordon. "Promoting conceptual change using collaborative groups in quantitative gateway courses." American Journal of Physics 67, S1 (July 1999): S45—S51. http://dx.doi.org/10.1119/1.19080.

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

Koch, Andrew K. "It's About the Gateway Courses: Defining and Contextualizing the Issue." New Directions for Higher Education 2017, no. 180 (December 2017): 11–17. http://dx.doi.org/10.1002/he.20257.

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

Ran, Florence Xiaotao, and Jasmine Sanders. "Instruction Quality or Working Condition? The Effects of Part-Time Faculty on Student Academic Outcomes in Community College Introductory Courses." AERA Open 6, no. 1 (January 2020): 233285842090149. http://dx.doi.org/10.1177/2332858420901495.

Full text
Abstract:
More than half of community college courses are taught by part-time faculty. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. We find that part-time faculty have negative effects on student subsequent enrollments. These negative effects are driven by results in math courses. We also find that course schedules could explain substantial proportions of the estimated negative effects, while faculty individual characteristics could not. Survey results on faculty professional experiences suggest that part-time faculty had less institutional knowledge regarding both academic and nonacademic services. We infer that inferior working conditions for part-time faculty, rather than inferior instructional practices, contribute to the negative effects we observed on students’ subsequent course enrollment.
APA, Harvard, Vancouver, ISO, and other styles
10

Cooper, Jennifer, and Lisa Dierker. "Increasing Exposure to Programming: A Comparison of Demographic Characteristics of Students Enrolled in Introductory Computer Science Programming Courses vs. a Multidisciplinary Data Analysis Course." International Research in Higher Education 2, no. 1 (November 2, 2016): 92. http://dx.doi.org/10.5430/irhe.v2n1p92.

Full text
Abstract:
Upward trends in programming careers and increases in programming in less traditionally computer-oriented occupations threaten to further increase the current underrepresentation of both females and individuals from racial minority groups in these disciplines. Using administrative data (2009 – 2014), the present study compares demographic characteristics of students enrolled in a course that introduced programming: a multidisciplinary data analysis course, an introductory programming course, or an introductory computer science (CS) gateway course. The multidisciplinary data analysis course enrolled significantly more female students and students with lower Math SAT scores. Females were overrepresented in the data analysis course and underrepresented in the introductory programming and CS gateway courses relative to the larger campus community, with similar findings for underrepresented minority students. Less emphasis on traditional approaches to introductory programming and increased interdisciplinary opportunities to tackle real world questions may be one way to improve access to programming experiences for students from a wider range of educational, social and economic backgrounds.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Gateway Courses"

1

Marzinsky, Maria. "Teaching and curricular practices contributing to success in gateway courses for freshman and sophomore students in math, science, engineering, and technology (MSTE) majors at a large public research university: A longitudinal study." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280026.

Full text
Abstract:
This dissertation examined teaching and curricular practices that have had an impact on the academic achievement of freshman and sophomore students taking introductory courses in math, science, technology, and engineering (MSTE). A large proportion of undergraduate students intending to pursue MSTE majors switch to other majors after taking introductory courses in math, biology, physics and other courses that constitute a requirement for science and engineering degrees (Astin, 1993). This investigation utilized quantitative and qualitative methods to assess the academic performance of students at a large public research university. In the quantitative phase, two efficiency indices were computed for eleven course sequences for MSTE majors using student cohorts from 1993-1999. The ICE index is the average number of attempts it takes a cohort of students to pass a introductory (gateway) course. An index closer to 1 indicates an efficient course, since an index of 1 means that all students passed the course in the first attempt. The ICE2 index measures the rate of success of students taking the second course in a gateway sequence. The ICE 2 index ranges from 0 to 1. An ICE2 index of 1 for the targeted gateway course is ideal, indicating that every student who passed the first gateway course took and passed the next course in the curricular sequence with a grade of A, B, or C on the first attempt. The qualitative phase of this study consisted of twelve interviews of the faculty and instructors who teach the same courses analyzed in the quantitative phase. In addition, four faculty members who held administrative positions in the MSTE disciplines were interviewed. The purpose of the interviews was to unveil teaching and curricular practices that have had an impact on students' academic achievement. The resulting trends of the efficiency indices failed to demonstrate an improvement in students' academic achievement as measured by the indices, except for three gateway course sequences: Computer Science, Biology, and Management Information Systems. The qualitative phase helped to unravel a myriad of not only faculty's innovations and achievements but also their concerns surrounding practices regarding the introductory courses.
APA, Harvard, Vancouver, ISO, and other styles
2

Atkins, Charlene. "A corequisite pathway for mathematics: pairing a developmental lab with a gateway course." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32576.

Full text
Abstract:
Doctor of Philosophy
Curriculum and Instruction
Sherri Martinie
Low success rates in developmental mathematics courses have caused a growing concern for many institutions including moderately selective four-year universities. As a result, institutions have adopted various course redesign models, such as the emporium and replacement models, which take advantage of interactive online learning tools. Though these models have proven successful for increasing completion rates in algebra intensive courses, the models do not address additional concerns for developmental students enrolled in liberal arts mathematics courses. The co-requisite model of instruction is an alternative pathway for students with developmental needs. This model allows students to enroll in the required general education gateway mathematics course concurrent with a developmental mathematics lab, which offers student-centered instruction and just-in-time support for student learning. This study examined the implementation of a co-requisite model of instruction, at one moderately selective four-year university, by investigating the potential of multiple variables for predicting student success.
APA, Harvard, Vancouver, ISO, and other styles
3

De, Lorenzo Tommaso. "Black holes as a gateway to the quantum : classical and semi-classical explorations." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0264/document.

Full text
Abstract:
Depuis 1916, l'étude des Trous Noirs a soulevé des questions intrigantes. Seulement certaines ont été résolues. En effet, nous faisons face à des régimes où s’entremêlent la théorie quantique et l'espace-temps. Les TN comme porte d'entrée pour comprendre la nature quantique de la gravité. Ma thèse a été entièrement dédiée à ce domaine central de la physique théorique, avec pour but la compréhension la plus large possible des débats autour de ces questions. C'est ainsi qu'ont été produits des résultats originaux qui constituent le cœur de ce manuscrit. 1-Les surfaces de volume maximal des TN sont étudiées. Un TN astrophysique terminera sa vie avec une aire planckienne de $10^{-70} m^2$ dissimulant $10^5$ fois le volume de l'univers observable. Ceci peut avoir des conséquences sur la viabilité du "remnant scenario" comme solution au paradoxe de l'information. 2-Le scénario "trou-noir-trou-blanc" est fortement instable. Une modification minimale est proposée pour résoudre ce problème. 3-Une généralisation des quatre lois de la thermodynamique des TN est démontrée pour des cônes de lumière s'intersectant dans un espace de Minkowski. 4-On étudie des espaces conformellement plats où de telles lois acquièrent une interprétation thermodynamique standard. Le plus simple est l'espace-temps de Bertotti-Robinson, connu pour encoder la géométrie proche de l'horizon d'un TN chargé. 5-Pour peu que le bon tenseur énergie-impulsion soit identifié, les équations du champ Einstein-Cartan peuvent être retrouvées comme l'équation d'état d'un équilibre thermodynamique, comme dans le cas original de la RG. Ces résultats contribuent au débat intense sur les questions cruciales posées ci-dessus
Since 1916 intriguing questions have arisen from the study of Black Holes (BH). Only some of them have been resolved. Indeed, we are faced with regimes where the yet unknown interplay between quantum theory and spacetime unveils. BH physics is a gateway to the quantum nature of gravity. My thesis has been completely devoted to this central domain of theoretical physics, with the guiding aim of understanding in the widest possible manner the debate around those questions. The process has produced original results that constitute the main core of the manuscript. 1- The maximal volume surfaces of evaporating BHs are studied. An astrophysical BH will end its life with an external planckian area $10^{-70} m^2$ hiding $10^5$ times the volume of our observable Universe. This can have consequences on the viability of the “remnant scenario” as solution to the BH information paradox. 2- The “black-hole-to-white-hole scenario” is analyzed. The model is shown to be strongly unstable, and a minimal resolutive modification is proposed. 3- A generalisation of the four laws of BH thermodynamics is proven for intersecting light cones in Minkowski spacetime. 4- Conformally flat spaces where such laws acquire the standard thermodynamical interpretation are studied. The simplest one is the Bertotti-Robinson spacetime, known to encode the near-horizon geometry of a charged BH. 5- It is shown that, if the correct energy-momentum tensor is identified, the Eintein-Cartan’s field equations can be recovered as a thermodynamical equilibrium equation of state just like in the GR original case. Such results contribute to the intense debate on the opening crucial questions
APA, Harvard, Vancouver, ISO, and other styles
4

Gonzales, Erin E. "Persistence Patterns of Mathematics and Science Majors: A Profile of Highly Motivated Freshmen." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862847/.

Full text
Abstract:
Despite an increasing demand for college graduates skilled in science, technology, engineering, and mathematics ("STEM") fields, a substantial number of students who choose these majors leave after taking their first-year "gateway" math and science coursework. Research has shown GPA to be a salient predictor of persistence in STEM majors: Students who earn high grades in gateway courses are more likely to continue, and those who earn low grades are more likely to leave. However, a small number of students defy that expectation: Despite a low gateway course GPA, they persist not just to the sophomore year but all the way to graduation. The purpose of this study was to determine what other experiences, motivations, or attributes aside from academic performance influence these students to persist. A qualitative approach was taken with the use of semi-structured interviews, which provided a means for analysis based on insights directly from students. An invitation was sent to a cohort of graduating math and science majors at a large public institution, and 10 eligible volunteers were chosen to participate. A thematic analysis was conducted to seek common themes in the students' interviews regarding their experiences in their gateway coursework, their feelings towards their chosen major, their beliefs about their academic proficiency, their motivations for continuing in their major, and other prominent characteristics they attributed to their persistence. Five themes were found: Ambition, dedication, achievement, culture shock, and resilience. Of the five themes, four are attributes of the students themselves: Ambition, dedication, achievement, and resilience. The fifth, culture shock, is something that happened to them, although it does contain information about the students insofar as how they handled the situation. The end result was the identification of a specific group of students: High achievers majoring in math and science who are self-driven and independent, as well as confident in their abilities. A student fitting this profile is likely to persist in a math or science major despite any initial setbacks they may endure in the first year of coursework. In terms of application, institutions can implement initiatives for incoming freshmen to orient them to their STEM majors and guide them in understanding the attitudes, motivations, and practices that will help them succeed.
APA, Harvard, Vancouver, ISO, and other styles
5

Lee, Keisha Renee. "An Investigation of the Relationships of Student Engagement and Academic Performance of Supplemental Instruction Students Concurrently Enrolled in a Gateway Mathematics Course at California State University in Southern California." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751920.

Full text
Abstract:

This study, conducted at California State University (CSU) in Southern California, focused on student engagement factors and academic performance of supplemental instruction (SI) students concurrently enrolled in a gateway mathematics course. The purpose of this quantitative correlational survey study was to investigate engagement factors employed by SI students enrolled in gateway mathematics courses; the researcher explored the relationships of the SI students’ engagement factors to their gateway mathematics course grades. The participants completed a web-based survey in which they responded to items regarding their behaviors, thoughts, and feelings as experienced in the gateway mathematics course and the SI class sessions. The responses were scored within 4 engagement factor scales including skills engagement, emotional engagement, participation/interaction engagement, and performance engagement. The results of this study provided support for 2 alternative hypotheses: (a) there was a positive relationship between each of the 4 engagement factors and the gateway mathematics course grades of the participants, and (b) there was a positive relationship of the linear combination of the 4 engagement factors to the gateway mathematics course grades of the participants. The findings of this research study supported 3 conclusions: (a) engagement is a multidimensional construct, and the more students are engaged in their studies, the more likely they are to earn higher grades in a gateway mathematics course; (b) academic support and resources are essential for student learning; (c) college success, specifically, positive academic course performance, is a significant indicator of persistence toward college completion. Recommendations based on the findings and conclusions of this study include regular collaboration of efforts among all university stakeholders to provide a variety of student-centered venues for academic support and resources to engage students in developing self-efficacy for academic success in gateway mathematics courses.

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

Huang, Xiang. "Changing the Way Students Learn in Physics Gateway Courses." Thesis, 2012. http://spectrum.library.concordia.ca/973778/1/Huang_PhD_S2012.pdf.

Full text
Abstract:
Under the umbrella of physics educational research, scholars are looking at teaching physics using different methods: philosophy of science, epistemology, or hermeneutics. In each approach it is found that it is essential to create a constructive teaching and learning environment for students to learn actively. When students’ ways of acquiring knowledge change from being conveyed by authority to constructing their own understanding, their role changes from being a passive acceptor to being a more active constructor. Research shows that only helping students to change from their personal views of concepts to scientific conceptions is not enough and does not contribute much to students’ science learning. To develop a scientific mindset in science courses also requires a change in attitude from a view that study in science is a matter of solving problems using an independent set of tools, classified according to problem type, to a view that a science subject consists of a web of interconnected concepts. Elby pointed out that students’ epistemological beliefs in physics will affect how they approach physics courses. This means that we need a more holistic theory to focus not only on subject content, but also on students’ scientific reasoning and epistemological beliefs. iv In this dissertation, a set of activities is applied in Physics gateway courses to create a constructive environment. Through these activities we hope to help students to gradually become aware of a constructive procedure of learning. The effectiveness of these activities is examined in terms of helping students change their ways of learning and epistemological beliefs.
APA, Harvard, Vancouver, ISO, and other styles
7

HSIEH, YI-CHI, and 謝佾錡. "Student Retention Prediction:Using Student Performance Data in Gateway Courses." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/49780995696691224471.

Full text
Abstract:
碩士
中華大學
資訊管理學系
104
These days, every college in Taiwan has actively promoted the institutional research. By analyzing students’ academic performance data to plan teaching activities, it is possible for instructors to perform the tasks of teaching quality assurance and make students satisfied with their academic performances. This study explores the data of academic performances on the gateway courses in the students attending school from 2007 to 2011. The decision trees are employed to find the rules that students dropping out of school or postponing graduation. These rules can be offered to the instructors of the courses, or staffs (managers) of administration offices to project teaching or administration actions. The study shows that the performance of data structure course is critical. The student performance of this course may imply the academic performance of the student lifecycle in the school, such as graduating on time, postponing graduation or dropping out school. This study, therefore, gives suggestions that the department puts appropriate resources and gives a well teaching plan on data structure, which makes students have academic performances in their student lifecycle.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Gateway Courses"

1

San Francisco (Calif.). Office of the Controller. Audits Division. Concession audit report: Pacific Gateway Concessions, LLC, January 11, 1999 through June 17, 1999. San Francisco: Office of the Controller, 2000.

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

M, Solongo, and Dėlgėrmaa Kh, eds. Gateway to Mongolian: New Mongolian course. Ulaanbaatar: Mon Education Press, 2002.

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

McLean, Alan C. Gateway: A first English course for Arab students. Harlow: Longman, 1986.

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

Gateway to justice: The juvenile court and progressive child welfare in a southern city. Athens: University of Georgia Press, 2005.

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

San Francisco (Calif.). Office of the Controller. Audits Division. Concession audit report: McLaren Golf Course, January 1, 1995 through December 31, 1999. San Francisco: Office of the Controller, 2000.

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

San Francisco (Calif.). Office of the Controller. Audits Division. Concession audit report: Cathay Pacific Airways Limited, December 1, 1998 through June 30, 2000. San Francisco: Office of the Controller, 2000.

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

Division, San Francisco (Calif ). Office of the Controller Audits. Concession audit report: American Trans Air, Inc., July 1, 1997 through June 30, 2000. San Francisco: Office of the Controller, 2001.

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

San Francisco (Calif.). Office of the Controller. Audits Division. Concession audit report: Golden Gate Bar, July 1, 1996 through June 30, 1998. San Francisco: Office of the Controller, 1999.

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

Division, San Francisco (Calif ). Office of the Controller Audits. Concession audit report: United Airlines, January 1, 1995 through December 31, 1998. San Francisco: Office of the Controller, 1999.

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

San Francisco (Calif.). Office of the Controller. Audits Division. Concession audit report: Canadian Airlines International, July 1, 1996 through December 31, 1999. [San Francisco, CA]: Office of the Controller, 2000.

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

Book chapters on the topic "Gateway Courses"

1

Hamstra, Caitlin A., Frim Ampaw, and Anne M. Hornak. "Incorporating Culturally Relevant Education (CRE) in STEM Gateway Courses." In Teaching and Learning for Social Justice and Equity in Higher Education, 75–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69947-5_5.

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

Mocarelli, Luca. "The Construction of an Inland Gateway: Milan in the Course of the Early Modern Period." In Palgrave Studies in Economic History, 161–71. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27599-0_8.

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

Von Rosk, Nancy. "“Granite Outcroppings but Half-Emerged from the Soil”: Using Ethan Frome in a Gateway Course for the English Major." In Teaching Edith Wharton’s Major Novels and Short Fiction, 145–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52742-6_10.

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

Benko, Marguerite H., Keith M. Vogelsang, Kristin C. Johnson, and Allison R. Babij. "Strategies to Prevent Cognitive Overload: A Team-Based Approach to Improving Student Success and Persistence in a Gateway Introductory Chemistry Course." In ACS Symposium Series, 187–200. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1330.ch012.

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

R. Hermann, John. "Perspective Chapter: The Case of Trinity University – An Examination of Vulnerable Students’ Academic Performance in Gateway Courses and Possible Solutions." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108621.

Full text
Abstract:
The study examines the factors that contribute to deficient grade rates and potential solutions to mitigate the issue at Trinity University. Using 9070 students’ grades in STEM-related gateway courses between the fall 2015 and spring 2020 academic semesters, the findings indicate that first-generation, underrepresented, and PELL eligible students struggle the most. Taking multiple gateway classes in the same semester increases student deficient grade rates as opposed to taking one. The creation of a Quantitative Reasoning Skills Center holds promise in helping students academically succeed and decreasing deficient grade rates in gateway courses, including those who are most vulnerable.
APA, Harvard, Vancouver, ISO, and other styles
6

Bastedo, Kathleen, and Jessica Vargas. "Assistive Technology and Distance Learning." In Assistive Technology Research, Practice, and Theory, 233–51. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5015-2.ch016.

Full text
Abstract:
For those with disabilities, distance-learning courses can provide access to a world that was once inaccessible. Online learning becomes a possibility and for many a gateway to contributing to the world around them. However, there are many points to consider when ensuring accessibility in distance-learning courses. By exploring the current research and trends, this chapter reviews learning management systems, learner interaction styles and tools, and methods to design accessible course materials. It provides the educator with not only a working vocabulary but also with strategies and implementation methods for ensuring accessible content in online learning.
APA, Harvard, Vancouver, ISO, and other styles
7

Bastedo, Kathleen, and Jessica Vargas. "Assistive Technology and Distance Learning." In Online Course Management, 1582–601. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch083.

Full text
Abstract:
For those with disabilities, distance-learning courses can provide access to a world that was once inaccessible. Online learning becomes a possibility and for many a gateway to contributing to the world around them. However, there are many points to consider when ensuring accessibility in distance-learning courses. By exploring the current research and trends, this chapter reviews learning management systems, learner interaction styles and tools, and methods to design accessible course materials. It provides the educator with not only a working vocabulary but also with strategies and implementation methods for ensuring accessible content in online learning.
APA, Harvard, Vancouver, ISO, and other styles
8

Hogan, Kelly A., Jennifer Krumper, Laurie E. McNeil, and Michael T. Crimmins. "Advancing Evidence-Based Teaching in Gateway Science Courses Through a Mentor-Apprentice Model." In Transforming Institutions, 77–89. Purdue University Press, 2015. http://dx.doi.org/10.2307/j.ctv2x00vcx.10.

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

Kumar, Abhishek, and J. P. Singh Joorel. "Role of Library Professionals in Content Development." In Advances in Library and Information Science, 67–75. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9825-1.ch005.

Full text
Abstract:
The overall goal of any country is to create high quality, curriculum-based interactive content for all subjects and host them on a platform for the benefit of universities, colleges, and the worldwide academic community in open access. The Government of India has initiated several projects for the e-content development. One of important project is e-PG Pathshala, which is a gateway to PG courses. The bigger challenge to developed this is content creation. So, library professionals made a vital role during the phase of e-content development. This chapter focused on e-PG Pathshala project and how library professionals helped to develop the content. e-PG Pathshala has 15 courses, which comprises of 387 e-modules developed n four quadrants. The INFLIBNET Centre is an anchor institute for the courses of library and information science.
APA, Harvard, Vancouver, ISO, and other styles
10

Weber, Ian. "Assessing Weblogs as Education Portals." In Human Computer Interaction, 1298–307. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-87828-991-9.ch083.

Full text
Abstract:
Education is one of the key sectors that has benefited from the continuous developments and innovations in information and communication technology (ICT). Web-based facilities now provide a medium for learning and a vehicle for information dissemination and knowledge creation (Khine, 2003). Accordingly, developments in ICTs provide opportunities for educators to expand and refine frameworks for delivering courses in innovative and interactive ways that assist students achieve learning outcomes (Kamel & Wahba, 2003). However, the adoption of ICTs has also created tensions between traditional control and directiveness in teaching and student- centred learning, which relies on flexibility, connectivity, and interactivity of technology-rich environments. This chapter examines the introduction of Web-based technologies within a media studies course. The objective was to establish a community of learning, which provides students with a portal or entranceway into a common work area and out to networks of media related organizations. So doing, a pilot study was conducted within the Department of Communication at Texas A&M University to blend Weblog facilities with a classroom setting to enhance students’ interpersonal and content interaction, and build citizenship through participation and collaborative processes. Four key aims frame this study: 1. provide an accessible, interactive online environment in which students can participate with peers and engage with new media technologies within a learning community setting; 2. develop an instructional technology framework that enhances the learning experience and outcomes within online educative environments; 3. establish a portal or gateway for students to access media advocacy and special interest groups and enhance and diversify perspectives on global media; and 4. evaluate student-learning experiences facilitated through innovative online instructional technologies.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Gateway Courses"

1

Fischer, Christian. "Advanced Placement Course Credit and Undergraduate Student Success in STEM Gateway Courses." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572011.

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

Jamali, Mohsin M., Sepehr Arbabi, Hossein Hosseini, and Harishchandra Aryal. "Addressing Retention and Improving Performance in Gateway Engineering Courses." In 2022 IEEE International Symposium on Circuits and Systems (ISCAS). IEEE, 2022. http://dx.doi.org/10.1109/iscas48785.2022.9937803.

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

Ayoobi, Mohsen, Mukasa Ssemakula, and Ana Djuric. "Effectiveness of Evidence-Based Active Learning Pedagogies in Engineering Technology Courses." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87656.

Full text
Abstract:
It is shown in the literature that in the traditional lecture teaching mode, students are mostly passive and do not actively engage in the learning process. Not being engaged in the learning process, students are more likely to lose interest in the material and less likely to comprehend material at a deep level. Consequently, students in traditional lecturing are more prone to simply target meeting the minimum requirements to pass a course. In contrast, active-learning pedagogies have been designed such that students are given the opportunity to engage in the learning process as active participants in the classroom. This promotes better comprehension of the concepts involved. At Wayne State University, statistics on students’ performance indicate that many students entering the Engineering Technology programs either drop or fail to pass courses with a C or better, with success rates being as low as 59% for some courses. To address this issue, the authors have adopted evidence-based active learning techniques in selected courses in the Mechanical Engineering Technology program. The Statics, Dynamics, and Applied Thermodynamics courses were targeted for this initial effort. Statics is a gateway course foundational to the rest of the program, Dynamics is taken right after Statics, and Thermodynamics is one of the most challenging senior level courses. These courses will serve as avenues for measuring the effectiveness (or otherwise) of using active learning techniques in engineering technology education. More specifically, the authors have adopted the following evidence-based techniques: in-class experiments, just-in-time teaching, team quizzes, and students as teachers. This paper describes the specific class activities that were undertaken when implementing the different techniques. The effectiveness of these techniques was measured using students’ persistence in the target courses and the final grades. In addition, standardized concept inventory tests were administered at the beginning and the end of the semester as another measure of the effectiveness of this implementation. Preliminary findings from this study indicate that this project has successfully fostered students’ interest, persistence, and performance.
APA, Harvard, Vancouver, ISO, and other styles
4

Duan, Shanzhong Shawn, and Kurt Bassett. "Utilization of Instructional Technology for Development of Web-Based Mechanical Engineering Courses." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63598.

Full text
Abstract:
Though face to face class interaction is still a dominant-teaching approach in most higher education institutes, online teaching has become increasingly popular with the development of internet technology [1,3]. The authors have used instructional technology and computer software to develop web-based lectures in a mechanical engineering program for online delivery at their institution. This paper highlights how computer software Camtasia Studio and Windows Journal have been integrated with a Gateway tablet PC, a webcam and wireless speaking receiver device to produce web-based lectures for online delivery. The paper intends to share experiences, myths, and lessons that the authors have learned during production of audio and video online course materials. Integration of instructional technology with computer software has made online course preparation and production much more effective and efficient. The paper also summarizes the steps taken by the authors to accomplish this instructional project from start to finish. It includes integration of instructional technology, pedagogical concepts, development of audio and video materials, difficulties faced and how they were handled, software used, and existing issues for the future work.
APA, Harvard, Vancouver, ISO, and other styles
5

Fischer, Christian. "Examining Benefits of Lectures and Inquiry-Based Laboratories for Language-Minority Students in Science Gateway Courses." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682161.

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

Mosina, Natalia. "Using wiki-based discussion forums in calculus: E-pathway toward improving students' retention and learning in STEM gateway courses (Minority serving two-year college settings)." In 2014 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2014. http://dx.doi.org/10.1109/isecon.2014.6891038.

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

Teixeira, André, João Pedro Polito, Júlio Santos, and Marcos Kakitani. "Competition, research and extension: the three approaches to the popularization of small satellites in the Alto Paraopeba region in Brazil." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.124.

Full text
Abstract:
There are several approaches to the diffusion of the space technologies, three of them are in this work: competition, research, and extension. Thus, the objective of this work is to focus on presenting the results of the Brazilian nanosatellite team called NoizOrbita, and also to qualify quantitatively the impact of using these approaches in popularizing the topic of small satellites for space educational purposes. The team was founded on September 29, 2020, by three people: an alumni of Telecommunications Engineering at Federal University of São João del- Rei (UFSJ), Alto Paraopeba Campus (CAP), currently pursuing his Ph.D. in CubeSat Antennas at UFSC; a student currently in the 6th period of the Telecommunications Engineering undergraduate course (class of 2019); and a professor in the Department of Telecommunications and Mechatronics Engineering (DETEM). This initiative is intended to be a gateway to the space/satellite technologies in the institution and is based on three main pillars: Competitions, Research, and Extension in Nanosatellites. The team aims to obtain and develop small satellite technologies involving CAP undergraduate and graduate students, which enables them to learn the concepts of Space Engineering with the methodology of "learning by doing", covering the entire lifecycle of a spacecraft, even in a less complex way, through Systems Engineering approach. It also encourages the students to carry out scientific studies, prepare and publish papers, participate in conferences, and through extension, spread all the knowledge acquired in the various layers of society in the Alto Paraopeba region. Team members are all undergraduate and graduate students. Considering that one of the main characteristics of the team is its multidisciplinary nature, it leads to the advantage that students from all courses offered at CAP can join the group. This is reflected a lot by the concept of satellite engineering, since professionals from various areas of knowledge are sought for working with satellites and small satellites. Thus, in this work the main numbers related to the team were gathered, collected and presented in order to assess the impact and/or reach of the activities in its first year of existence. Data were extracted from databases, histories, and records on the various knowledge and information dissemination platforms. Regarding the research approach, the team obtained a significant number of scientific productions; regarding extension, presentations with satellite subjects were performed; and a great achievement with the competition aspect was obtained, which shows the effectiveness of these three approaches.
APA, Harvard, Vancouver, ISO, and other styles
8

Gordon, Steven I., Jay Alameda, James Demmel, Razvan Carbunescu, and Susan Mehringer. "Providing a supported online course on parallel computing." In XSEDE '13: Extreme Science and Engineering Discovery Environment: Gateway to Discovery. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2484762.2484765.

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

P Wagoner, Mark, and Samuel Sambasivam. "A Cybersecurity Study: Examining the Relationship between Converged-Network Architecture and Remote Grassfire Alert Transmission Delay in Southeast Colorado." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4991.

Full text
Abstract:
Aim/Purpose: The purpose of the present study was to examine the relationship between a converged wireless-sensor/cellular network architecture and cybersecurity, in terms of transmission delay, to deliver remote grassfire alerts to firefighters in Southeast (SE) Colorado. Background: Agriculture, rural communities, a thriving cattle industry, and a kaleidoscope of flora and fauna characterize the plains of SE Colorado. Unfortunately, the hot and dry climate of SE Colorado combines with the ever-expanding wildland-urban interface (WUI), presenting an enormous grassland fire risk. A review of the literature revealed a deficit of research that addressed the alerting mechanism between remote WSN-based fire detection and response forces. Methodology: The present research pursued a converged-network solution from two courses of action (COA) to address the wildfire risk. COA-A and COA-B coupled the ZigBee-Pro and ZigBee-IP WSN protocols, respectively, with the 4G-LTE infrastructure prevalent throughout SE Colorado to bolster alert information availability. Following construction of the simulation models, the Ostinato packet generator performed 194 end-to-end transmissions with each COA to ascertain the better-performing solution in terms of network transmission delay. Contribution: The study’s findings offer a starting point for subsequent research that will lead to a proposal for SE Coloradans – and beyond – to help bridge the gap between detective WSNs and the response forces that can subdue remote grassfires. To the extent the authors could surmise, the current research effort was the first to model and simulate a one-way, UDP-based wireless network that comprised a WSN node, two WSN-Cellular gateway designs, and several 4G-LTE infrastructure components. The simulated environment also measured and compared the end-to-end network transmission delay for two unique solutions, including the convergence process within the WSN-Cellular gateway. Findings: COA-B proved the superior solution with a 16.2% delay improvement over COA-A. An independent-samples t-test confirmed the statistical significance between the results’ means. Recommendations for Practitioners: COA-B offered a remote SE Colorado grassfire alerting solution that minimized network transmission delay and maximized alert payload to responding firefighters. However, the generalizability of the current research’s results indicates utility for firefighters providing overwatch to grasslands throughout the world – wherever valuable grasslands intersect with a 4G-LTE on-ramp. Within the United States and outside SE Colorado, 4G-LTE from multiple carriers exists throughout the Great Plains. U.S. industries, communities, and ecosystems that rely on the abundance of Great Plains grasslands abound and feature use cases ripe for benefit from the present research. Recommendations for Researchers: Additional studies could offer more depth and recommend solutions to bolsters the alert mechanism between fire detection and response capabilities. The literature is teeming with research that improves the efficacy of fire-detective WSNs. However, the dearth of practice-oriented research that delivers an alert to firefighters in SE Colorado and elsewhere warrants further work on top of the present study. Impact on Society: The study’s findings need not apply only to grassfires. Much research and residual challenges exist on the topic of forest and wildfire alerts throughout the world. Although the generation mechanisms may differ, propelling an alert over available infrastructure – 4G-LTE or other – offers a workable solution to ensure timely response to unsolicited fires. Future Research: The current research’s incremental construction of delay measurements for COA-A and COA-B encourages the creation of an end-to-end model in network simulators such as NS3 or OMNeT++. A network simulation framework like OMNeT++ would allow a more comprehensive representation of wireless channel effects on overall delay. The creation and testing of a physical COA-B prototype would provide a proof of concept for the current study. Future work could bridge the gap between any varietal of remote sensor network and the audience that consumes sensor data anywhere in the world.
APA, Harvard, Vancouver, ISO, and other styles
10

Matz, Rebecca, Kyle Schulz, Elizabeth Hanley, Holly Derry, Benjamin Hayward, Benjamin Koester, Caitlin Hayward, and Timothy McKay. "Analyzing the Efficacy of ECoach in Supporting Gateway Course Success Through Tailored Support." In LAK21: 11th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3448139.3448160.

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

Reports on the topic "Gateway Courses"

1

LeFebvre, Rebecca. Implementing Undergraduate Research in an Online Gateway Political Science Course (Dataset). Kennesaw State University, July 2020. http://dx.doi.org/10.32727/27.2022.1.

Full text
Abstract:
Introductory political science courses are usually considered Gateway courses to student success in college, yet those courses often use minimal high impact practices. This study investigates a Course-based Undergraduate Research Experience (CURE) as a means to increase students’ self-assessed learning gains and motivation to acquire critical thinking skills. This study used a quasi-experiment across two online sections of POLS 1101, American Government, taught at a large public Southeastern university. The experimental section made use of a CURE, and the control section did not. Pre- and post- surveys indicated significant differences in self-assessed learning gains. The section with the CURE showed more confidence and a better understanding of political science. No difference was found in motivation for acquiring critical thinking skills.
APA, Harvard, Vancouver, ISO, and other styles
2

Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.

Full text
Abstract:
Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
APA, Harvard, Vancouver, ISO, and other styles
3

Fiore, Ann Marie Marie, and Danielle S. Testa. A Fashion Trend Forecasting Course as a Gateway to Career Discovery. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8470.

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

Every Learner Everywhere and Lighthouse Institutions: First-Year Experiences. Digital Promise, March 2020. http://dx.doi.org/10.51388/20.500.12265/99.

Full text
Abstract:
In this report, Every Learner Everywhere & Lighthouse Institutions share first-year experiences of 2- and 4-year colleges piloting new versions of gateway courses incorporating adaptive learning in an effort to address achievement gaps for first-generation students, low-income students, and students of color by improving teaching and learning with the support of adaptive tools.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Gateway Courses' for particular source types:
Journal articles 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