Relevant bibliographies by topics / University of Wisconsin – Milwaukee (Kenwood campus)

Academic literature on the topic 'University of Wisconsin – Milwaukee (Kenwood campus)'

Author: Grafiati
Published: 26 July 2024

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Journal articles on the topic "University of Wisconsin – Milwaukee (Kenwood campus)"

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Zeidler, Ashley, and Wes Rood. "Researcher profiling systems: fostering collaboration on a regional medical campus and clinical and translational science award institution." Journal of the Medical Library Association 111, no. 4 (October 2, 2023): 837–38. http://dx.doi.org/10.5195/jmla.2023.1622.

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The Faculty Collaboration Database (FCD) is a researcher profiling system that promotes collaboration for the Medical College of Wisconsin and its research partners through the Clinical and Translational Science Institute of Southeast Wisconsin (CTSI). Those institutions include Children’s Wisconsin, Froedtert Hospital, Marquette University, Milwaukee School of Engineering, University of Wisconsin Milwaukee, Milwaukee VA Medical Center, and Versiti.
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Wiers, Hayley, and Robert J. Schneider. "University campus parking: It’s all the rage." Journal of Transport and Land Use 15, no. 1 (July 25, 2022): 399–424. http://dx.doi.org/10.5198/jtlu.2022.2038.

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Transportation planners, engineers, and researchers have long lamented the highly emotional public responses generated by changes to parking policies. We know that reducing the supply and increasing the price for parking—while intended to advance sustainability and other important community goals—seems to fuel an angry response, but this knowledge is often vague and anecdotal. This study combines qualitative coding of open-ended survey responses with quantitative analyses of sociodemographic and commute characteristics using descriptive statistics and binary logistic regression models to reveal a strong correlation between parking and anger among University of Wisconsin-Milwaukee (UWM) campus users. Higher probabilities of anger are also positively associated with annual household incomes below $50,000, bus pass holders, and residential locations outside of the immediate UWM neighborhood. Qualitative themes from angry comments include frustrations about parking price, supply, and duration; questions about the motivations for university parking policies; and a sense of entitlement among campus users to free and inexpensive parking options. The study interprets these variables and themes together to provide insights into the complicated relationship between parking and anger and the importance of analyzing angry feedback to inform future policies.
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Woodward, Kristin M. "Students at the center in emerging academic models: embedded information literacy and distance services in the University of Wisconsin System Flex degree." Library Hi Tech News 32, no. 7 (September 7, 2015): 12–15. http://dx.doi.org/10.1108/lhtn-04-2015-0023.

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Purpose – As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy. Design/methodology/approach – In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE. Findings – The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions. Originality/value – This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.
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Pritchard, Daniel, and Edward A. Beimborn. "Engineer-in-Residence: Strategy for Increasing Relevance in Transportation Education." Transportation Research Record: Journal of the Transportation Research Board 1848, no. 1 (January 2003): 45–49. http://dx.doi.org/10.3141/1848-06.

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Results are reported of the implementation of an engineer-in-residence concept in the Department of Civil Engineering and Mechanics at the University of Wisconsin–Milwaukee College of Engineering and Applied Science. This concept brings an experienced practitioner to campus specifically to mentor students and faculty in the application of engineering and management principles to real-life problems and to provide additional relevancy to the education process. Success of the concept is measured by evaluations completed by students and faculty. On the basis of the findings of these evaluations, the concept is a promising way to provide expanded relevancy to a transportation education program.
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Woodward, Kathleen. "Work-Work Balance, Metrics, and Resetting the Balance." PMLA/Publications of the Modern Language Association of America 127, no. 4 (October 2012): 994–1000. http://dx.doi.org/10.1632/pmla.2012.127.4.994.

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In 1982, a year after i was appointed director of the center for twentieth century studies at the university of wisconsin, milwaukee (I had just received tenure), I met with a program officer at the National Endowment for the Humanities in Washington, DC. “Aren't you a little young to be the director of a humanities center?” he asked. Notwithstanding the inappropriateness of the question, my point is that thirty years later I'm still in the same position, albeit at the Simpson Center for the Humanities at the University of Washington, Seattle. In a sense I haven't moved. I have consistently chosen to remain at this level in university administration, refusing the hierarchical ladder (chair, associate dean, dean, provost, president) in order to stay close to faculty and graduate student research, including my own, and relying on building networks across the campus and the country in order to have influence at my university and beyond. Two anecdotes—I think of them as short stories—illustrate why.
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Longwell-Grice, Robert, and Donna Pasternak. "Across the Divide." Journal of College Orientation, Transition, and Retention 22, no. 2 (January 1, 2019). http://dx.doi.org/10.24926/jcotr.v22i2.2892.

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The School of Education at the University of Wisconsin-Milwaukee coordinated a precollege program with rural, urban, and suburban high schools students to explore issues of race, class and geography to ameliorate the divide that often exists when high school students from monocultural communities move to more culturally diverse institutions of higher education. Through this program, participants engaged with each other via a common curriculum while participating in school projects and joint discussions. The goal of the program was to influence changes in the behavior of college-bound students, behaviors that often result in conflicts on campus when diverse cultures co-exist in new settings. Findings reveal that when institutions of higher education help connect and facilitate discussions among high school students, the potential benefits are high. Exposing high school students to diversity issues, while introducing them to a college experience, helps prepare them to ultimately take an active role in their communities.
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Dissertations / Theses on the topic "University of Wisconsin – Milwaukee (Kenwood campus)"

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Asher, Amy Lynn. "Stop, Talk & Learn : socialization in a university open space." Thesis, Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/193.

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