Rapid Environmental Quenching of Satellite Dwarf Galaxies in the Local Group

In the Local Group, nearly all of the dwarf galaxies (M_star < 10^9 M_sun) that are satellites within 300 kpc (the virial radius) of the Milky Way (MW) and Andromeda (M31) have quiescent star formation and little-to-no cold gas. This contrasts strongly with comparatively isolated dwarf galaxies, which are almost all actively star-forming and gas-rich. This near dichotomy implies a rapid transformation of satellite dwarf galaxies after falling into the halos of the MW or M31. We combine the observed quiescent fractions for satellites of the MW and M31 with the infall times of satellites from the Exploring the Local Volume in Simulations (ELVIS) suite of cosmological zoom-in simulations to determine the typical timescales over which environmental processes within the MW/M31 halos remove gas and quench star formation in low-mass satellite galaxies. The quenching timescales for satellites with M_star < 10^8 M_sun are short, < 2 Gyr, and quenching is more rapid at lower M_star. These satellite quenching timescales can be 1 - 2 Gyr longer if one includes the time that satellites were environmentally preprocessed by low-mass groups prior to MW/M31 infall. We compare with quenching timescales for more massive satellites from previous works to synthesize the nature of satellite galaxy quenching across the observable range of M_star = 10^{3-11} M_sun. The satellite quenching timescale increases rapidly with satellite M_star, peaking at ~9.5 Gyr for M_star ~ 10^9 M_sun, and the timescale rapidly decreases at higher M_star to < 5 Gyr at M_star > 5 x 10^9 M_sun. Overall, galaxies with M_star ~ 10^9 M_sun, similar to the Magellanic Clouds, exhibit the longest quenching timescales, regardless of environmental or internal mechanisms.Comment: 6 pages, 3 figures. Accepted in ApJ Letters. Matches published versio

A Survey of Faculty Attitudes Toward Information Sources Which Could Be Used in a Faculty Evaluation Program at Tusculum College.

This study sought to discover what sources of information the faculty at Tusculum College, a small liberal arts college, wanted to have used in a faculty evaluation program. This study was undertaken because it was observed that the faculty felt left out of the planning of faculty evaluation efforts at the college. The results of the study were based on data received from thirty faculty members who attended a Faculty Workshop on Faculty Evaluation during the Fall Semester of 1985. Participants in the workshop completed an instrument developed by Arreola (1979) in which they indicated what roles they felt were most important to them professionally, what activities they considered important under each role, and what importance they felt should be given to various sources of information that could be used in a faculty evaluation program. A wide range of activities were reported by the participants under the roles of advising, teaching, faculty service, publications, research, the arts and professional status. (These activities are listed in the results section of the study). Mean averages were obtained to indicate the weight the faculty felt should be given for each of the above roles listed in the matrix. Participants also reported the weight of importance they felt should be given to the sources of information that could be used in evaluating faculty. According to the data collected, Tusculum faculty reported that student evaluations of advising were most important. Student evaluations were also considered to be most important in evaluating teaching. Peer evaluations were regarded to be most important in areas of faculty service. Self-evaluations were considered most important in the area of the arts, research and publications and public service. A faculty member’s administrative skills, it was felt, could best be evaluated by the departmental chairperson under whom he or she worked. It was recommended that several new components be added to the faculty evaluation program at Tusculums: A Student Evaluation of an Advisor, a revised Student Evaluation of A Teaching Faculty Member and a Peer Evaluation of Faculty Performance. It was also recommended to the administration that a Subcommittee of the Faculty Affairs Committee be established to initiate and implement, in cooperation with the administration, future faculty evaluation programs at the college

Role Expectations and Role Conflicts of Presbyterian College Chaplains.

The various constituencies to which a Presbyterian College chaplain must be accountable have varying expectations of what roles are appropriate for chaplains to play in the educational institutions they serve. The college administration, the local Presbytery, students and chaplains themselves each have their own perceptions of the real and ideal role of the chaplain. This study sought to investigate the Real Role and the Ideal Role” perceptions of seventy-two chaplains serving Presbyterian Church related colleges in the United States. A sample of one hundred fifty students attending Tusculum College, where the chaplain functions primarily in an academic teaching role, and a sample of one hundred fifty students attending Maryville College, where the chaplain functions primarily as a pastoral counselor, were included in the study. The students were selected by taking every third name listed in the student directory of each college for the 1985-1986 academic year. Specifically, the study sought to discover the degree of the relationship between: 1. The chaplains perceptions of their ideal role and their perceptions of the roles they actually performed. 2. The student perceptions of the ideal chaplains role and their perceptions of the role actually performed by chaplains. 3. The chaplains perceptions of their ideal roles and the students\u27 perceptions of the ideal chaplain\u27s role. 4. The chaplains perceptions of the roles they actually performed and the students\u27 perceptions of the roles actually performed by chaplains. A fifty-four item questionnaire modeled after one developed by Doyle and Ennis (1981) for a study conducted with Roman Catholic Chaplains was adapted for this study. Correlation coefficients were found to measure the relationship among the chaplains\u27 and students\u27 perceived ideal and real role relavancy in the three major subcategories of the questionnaire which were: Worship and Pastoral Care, Pastoral Counseling and Teaching and Administrative Roles. Kendall\u27s Tau B and C were the measures of association used to obtain the coefficients. Pearson\u27s Correlation Coefficients were used to analyze the real and ideal perception for each subcategory in the questionnaire. Pearson\u27 Correlation Coefficients were also used to compare status (chaplains and students) by each ideal and real role subcategory. Finally, mean scores for the ideal and real role of the chaplain by students and chaplain responding in the three subcategories of the questionnaire were found. The results of the study reported in the tables. Data collected for the study showed that chaplains\u27 responses indicated a higher degree of relationship between the ideal and real role of the chaplain. That is, chaplains tended to show a greater consistency between ideal and real roles than did the students\u27 perceptions of the ideal and real role of the chaplain. Chaplains tended to have higher scores than students in the real roles of Worship, Counseling, and Administrative Roles. Mean scores also indicated that chaplains scored higher than students in the real role of Counseling and Administrative Roles. It was concluded that the chaplains participating in the survey perceived that what they were actually doing as chaplains was fairly close to what they believe they should be ideally doing. Furthermore, although students responding to the survey did not perceive Chaplains doing quite what they thought their chaplain should be doing, the students\u27 perception of what their chaplain was doing was fairly high. There were essentially no differences found in the two groups in how they perceived the ideal role of the chaplain In each of the three subcategories of the questionnaire. It was concluded that the chaplains responding to the survey did not see themselves in a role conflict. The fact that the students did not see their chaplain performing quite as adequately as the chaplains did say indicate the need for further study with students about their perceptions of the role of the chaplain. Also, the fact that both students and chaplains saw teaching as an important part of the chaplain\u27s work may indicate that a focus in this area would strengthen campus ministry at Tusculum . A strategy was designed in order to make the role of the chaplain at Tusculum College more visible. It was recommended that the chaplain needs to communicate his functions to students through verbal as well as behavioral means. The specific strategy was to establish a Board of Directors for Campus Ministry at Tusculum which would assist in making his role more visible. Among the responsibilities of the Board were that it should: 1. Create a job description for She campus pastor/professor of religious studies that would bring him Into maximum contact with students through religious life programs and classroom teaching. 2. Mako an annual review of the chaplain\u27s performance. 3. Raise funds so that the chaplain could develop campus-wide programs of interest to non-religiously oriented students as well as religiously oriented students (i.e.: films on social issues, retreats for students, on-campus discussion groups, and dormitory programs of interest to all students). 4. Report regularly to the Board of Trustees of Tusculum College and Holston Presbytery concerning the progress of the chaplain

A Survey of Student Religious Attitude at Tusculum College to Determine if an Increased Religious Life Program Could Impact Retention.

This study sought to discover if there was a significant difference between freshmen and sophomores enrolled at Tusculum College during the Spring of 1985 in terms of religious beliefs and spiritual attitudes. This study was undertaken because a low interest in religious activities was observed among students during their first two years on the Tusculum campus. Tusculum is a four-year liberal arts college related to the Presbyterian Church U.S.A. The study was conducted shortly after a report was released that indicated that only twenty-three percent of the freshman Class entering in 1981 would be graduating from the college at the end of the spring semester of 1980. The results of the study were based on data received from a questionnaire which was adapted from The College Freshman Questionnaire Developed by Devolder and Hummer (1977). The questionnaire was sent to 103 freshuan and 93 sophomores enrolled at the college in the spring semester of 1985. Fifty freshmen and fifty-one sophomores responded to the survey. The subjects responded to thirty-three items pertaining to religious doctrine and teaching, ethical and social issues and attitudes toward religious activities both on and off campus. Respondents were asked to respond to each of the items with a yes or no answer. Respondents were also asked to give complete sentence answers to the items, especially to items related to the existence or expansion of religious programs at Tusculum College. The responses from both groups indicated a high orientation to the Christian belief system and a high interest in religious activities especially of the voluntary kind. The null hypothesis that there was no significant difference between freshmen and sophomores in terms of religious beliefs and spiritual attitudes was accepted. The null hypothesis was tested with an alpha of 0.05 and the Chi-Square was calculated to be .0050. It was recommended to the Administration and the Board of Trustees at Tusculum College that consideration be given to strengthening the Religious Life Program at the college. It was recommended that more courses be taught in religious studies. It was recommended that more budget be devoted to the work of the Campus Pastor. It was pointed out that since seventy four percent of the Freshman class returned in the Fall of 1985 and sixty-eight percent of the Sophomore Class returned that students were probably not leaving college because of dissatisfaction with the religious emphasis at the school