58,135 research outputs found
Boston University Bulletin. School of Management; Graduate Programs, 1980-1981
Each year Boston University publishes a bulletin for all undergraduate programs and separate bulletins for each School and College, Summer Term, and Overseas Programs. Requests for the undergraduat e bulle tin should be addressed to the Admissions Office and those for other bulletins to the individual School or College.
This bulletin contains current information regarding the calendar, admissions, degree requirements, fees, regulations,
and course offerings. The policy of the University is to give advance notice of change, when ever possible, to permit
adjustment. The University reserves the right in its sole judgment to make changes of any nature in its program, calendar,
or academic schedule whenever it is deemed necessary or desirable, including changes in course content, the rescheduling of classes with or without extending the academic term, canceling of scheduled classes and other academic
activities, and requiring or affording alternatives for schedul ed classes or other academic activities, in any such case
giving such notice thereof as is reasonably practicable under the circumstances.
Boston University Bulletins (USPS 061-540) are published twenty times a year: one in January, one in March, four in
May, four in June, six in July, one in August, and three in September
Curriculum Guidelines for Undergraduate Programs in Data Science
The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program
met for the purpose of composing guidelines for undergraduate programs in Data
Science. The group consisted of 25 undergraduate faculty from a variety of
institutions in the U.S., primarily from the disciplines of mathematics,
statistics and computer science. These guidelines are meant to provide some
structure for institutions planning for or revising a major in Data Science
Greater Philadelphia's Knowledge Industry: Leveraging the Region's Colleges and Universities in the New Economy
This report documents Greater Philadelphia's current standing as a knowledge region, compares its performance over a series of key indicators to the largest American knowledge regions, identifies activities being undertaken around the country, and offers a set of strategic recommendations for better linking the region's knowledge assets to economic development
A Project Based Approach to Statistics and Data Science
In an increasingly data-driven world, facility with statistics is more
important than ever for our students. At institutions without a statistician,
it often falls to the mathematics faculty to teach statistics courses. This
paper presents a model that a mathematician asked to teach statistics can
follow. This model entails connecting with faculty from numerous departments on
campus to develop a list of topics, building a repository of real-world
datasets from these faculty, and creating projects where students interface
with these datasets to write lab reports aimed at consumers of statistics in
other disciplines. The end result is students who are well prepared for
interdisciplinary research, who are accustomed to coping with the
idiosyncrasies of real data, and who have sharpened their technical writing and
speaking skills
Current State of Scholarship in Christian Liberal Arts Schools A Study of CCCU Teaching Faculty and Librarians
This is the first of two articles that explains the results of an in-depth research study of teaching faculty and librarian scholarship within the Council for Christian Colleges and Universities (CCCU). This article examines the nature and extent of that scholarship and the article examines its necessit
Dreaming Big: Library-led Digital Scholarship for Undergraduates at a Small Institution
In the summer of 2016, Gettysburg College’s Musselman Library piloted a student-focused, library-led initiative designed to promote creative undergraduate research: the Digital Scholarship Summer Fellowship. The fellowship is a ten-week, paid summer program for rising sophomores and juniors that introduces the student fellows to digital scholarship, exposes them to a range of digital tools, and provides space for them to converse with appropriate partners about research practices and possibilities. Unlike other research fellowship opportunities, the Digital Scholarship Summer Fellowship is programmatic, based on a curriculum designed to provide students a broad introduction to digital scholarship. Digital tools, project management, documentation, and the philosophy behind digital scholarship are equally considered. While a student-created, public-facing project is an expected outcome of the fellowship, the process of getting to that point is the primary pedagogical emphasis. Students are encouraged to use materials from Gettysburg College’s Special Collections & College Archives when conceiving their projects. Using our historic collections as the foundation of a digital project strengthens existing connections between the library and the academic curriculum and provides additional exposure to the library’s collections. The fellowship was inspired by digital scholarship initiatives at peer institutions and grew from the library’s position as a campus leader in supporting creative undergraduate research. By combining the best aspects from a variety of sources, we were able to create a new learning experience that allowed our students to start small and dream big
Shaking Up Traditional Training With Lynda.com
Supporting the diverse technology training needs on campus while resources continue to dwindle is a challenge many of us continue to tackle. Institutions from small liberal arts campuses to large research universities are providing individualized training and application support 24/7 by subscribing to the lynda.com Online Training Library(r) and marketing the service to various combinations of faculty, staff and students. As a supplemental service on most of our campuses, lynda.com has allowed us to extend support to those unable to attend live lab-based training, those who want advanced level training, those who want training on specialized applications, and those who want to learn applications that are not in high demand. The service also provides cost effective professional development opportunities for everyone on campus, from our own trainers and technology staff who are developing new workshops, learning new software versions or picking up new areas of expertise from project management to programming, to administrative and support staff who are trying to improve their skills in an ever-tighter economic environment. On this panel discussion, you will hear about different licensing approaches, ways of raising awareness about lynda.com on our campuses, lessons learned through implementation, reporting capabilities, and advice we would give for other campuses looking to offer this service
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