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LibriVox   http://librivox.org/public-domain/  Site Reviews(0)
Copyright, Public Domain & LibriVox Copyright gives an individual or corporation exclusive rights on a text, for a limited period of time. This means no one else can reproduce the text or make derivative works (such as audio recordings) while the copyright is in force. Copyrights are granted for a limited time, and eventually they expire, and the text enters the “public domain.” Meaning anyone can use that text however they wish. LibriVox records only texts that are in the public domain (in the USA), and all our recordings are public domain (definitely in the USA, and maybe in your country as well). This means anyone can use all our recordings however they wish (even to sell them). In addition, book summaries, CD cover art, and any other material that goes into our catalog with the audio recordings are in the public domain.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: L    Hits Out: 23
Life Photo Archieve   http://images.google.com/hosted/life  Site Reviews(0)
Search millions of historic photos Search millions of photographs from the LIFE photo archive, stretching from the 1750s to today. Most were never published and are now available for the first time through the joint work of LIFE and Google.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: L    Hits Out: 18
Library of Congress   http://www.loc.gov/index.html  Site Reviews(0)
The Library of Congress is the United State's oldest federal cultural institution and serves as the research arm of Congress. It is also the largest library in the world, with millions of books, recordings, photographs, maps and manuscripts in its collections. The Library's mission is to support the Congress in fulfilling its constitutional duties and to further the progress of knowledge and creativity for the benefit of the American people. The Library of Congress was established by an act of Congress in 1800 when President John Adams signed a bill providing for the transfer of the seat of government from Philadelphia to the new capital city of Washington. The legislation described a reference library for Congress only, containing "such books as may be necessary for the use of Congress - and for putting up a suitable apartment for containing them therein…" Established with $5,000 appropriated by the legislation, the original library was housed in the new Capitol until August 1814, when invading British troops set fire to the Capitol Building, burning and pillaging the contents of the small library. Within a month, retired President Thomas Jefferson offered his personal library as a replacement. Jefferson had spent 50 years accumulating books, "putting by everything which related to America, and indeed whatever was rare and valuable in every science"; his library was considered to be one of the finest in the United States. In offering his collection to Congress, Jefferson anticipated controversy over the nature of his collection, which included books in foreign languages and volumes of philosophy, science, literature, and other topics not normally viewed as part of a legislative library. He wrote, "I do not know that it contains any branch of science which Congress would wish to exclude from their collection; there is, in fact, no subject to which a Member of Congress may not have occasion to refer." In January 1815, Congress accepted Jefferson's offer, appropriating $23,950 for his 6,487 books, and the foundation was laid for a great national library. The Jeffersonian concept of universality, the belief that all subjects are important to the library of the American legislature, is the philosophy and rationale behind the comprehensive collecting policies of today's Library of Congress. Ainsworth Rand Spofford, Librarian of Congress from 1864 to 1897, applied Jefferson's philosophy on a grand scale and built the Library into a national institution. Spofford was responsible for the copyright law of 1870, which required all copyright applicants to send to the Library two copies of their work. This resulted in a flood of books, pamphlets, maps, music, prints, and photographs. Facing a shortage of shelf space at the Capitol, Spofford convinced Congress of the need for a new building, and in 1873 Congress authorized a competition to design plans for the new Library. In 1886, after many proposals and much controversy, Congress authorized construction of a new Library building in the style of the Italian Renaissance in accordance with a design prepared by Washington architects John L. Smithmeyer and Paul J. Pelz. The Congressional authorization was successful because of the hard work of two key Senators: Daniel W. Voorhees (Indiana), who served as chairman of the Joint Committee from 1879 to 1881, and Justin S. Morrill (Vermont), chairman of Senate Committee on Buildings and Grounds. In 1888, General Thomas Lincoln Casey, chief of the Army Corps of Engineers, was placed in charge of construction. His chief assistant was Bernard R. Green, who was intimately involved with the building until his death in 1914. Beginning in 1892, a new architect, Edward Pearce Casey, the son of General Casey, began to supervise the interior work, including sculptural and painted decoration by more than 50 American artists. When the Library of Congress building opened its doors to the public on November 1, 1897, it was hailed as a glorious national monument and "the largest, the costliest, and the safest" library building in the world. Collections Today's Library of Congress is an unparalleled world resource. The collection of more than 144 million items includes more than 33 million cataloged books and other print materials in 460 languages; more than 63 million manuscripts; the largest rare book collection in North America; and the world's largest collection of legal materials, films, maps, sheet music and sound recordings.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: L    Hits Out: 0
National Service Learning Clearinghouse   http://www.servicelearning.org/  Site Reviews(0)
Service-Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Through service-learning, young people—from kindergarteners to college students—use what they learn in the classroom to solve real-life problems. They not only learn the practical applications of their studies, they become actively contributing citizens and community members through the service they perform. Service-learning can be applied in a wide variety of settings, including schools, universities, and community-based and faith-based organizations. It can involve a group of students, a classroom or an entire school. Students build character and become active participants as they work with others in their school and community to create service projects in areas such as education, public safety, and the environment. Community members, students, and educators everywhere are discovering that service-learning offers all its participants a chance to take part in the active education of youth while simultaneously addressing the concerns, needs, and hopes of communities. What Service-Learning Looks Like If school students collect trash out of an urban streambed, they are providing a valued service to the community as volunteers. If school students collect trash from an urban streambed, analyze their findings to determine the possible sources of pollution, and share the results with residents of the neighborhood, they are engaging in service-learning. In the service-learning example, in addition to providing an important service to the community, students are learning about water quality and laboratory analysis, developing an understanding of pollution issues, and practicing communications skills. They may also reflect on their personal and career interests in science, the environment, public policy or other related areas. Both the students and the community have been involved in a transformative experience.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: L    Hits Out: 0
National Academy for Academic Leadership   http://www.thenationalacademy.org/readings/designing.html  Site Reviews(0)
Designing a college curriculum The curriculum is the heart of a student's college experience. The curriculum is a college's or university's primary means of changing students in directions valued by the faculty. Curricula should be reviewed and, if necessary, revised on a regular basis, better to serve the changing needs of both students and society broadly. Today, however, we are being urged to reassess especially carefully the quality of our curricula. Faculties are responding to this challenge by turning their attention to what are in many cases long neglected curricular matters. They are doing so as a practical means of both attracting and retaining more students, ensuring their success, and producing high quality, fair outcomes for everyone. Some principles A number of important principles emerge from the literature on curriculum. These principles apply both to college-wide and more restricted disciplinary curricula and to curricula at both the undergraduate and graduate levels. A philosophy. A curriculum should be founded on a carefully thought-out philosophy of education and should be clearly connected to an institution's mission statement. Clear purposes and goals. A curricular mission statement and written curricular goals (intended student development outcomes or intended results) articulate curricular purpose – what graduates should know and be able to do and those attitudes and values a faculty believes are appropriate to well-educated men and women. These goals and their objectives are specified in considerable detail and in behavioral language that will permit assessment of their degree of achievement (the curriculum's actual outcomes). A theoretically sound process. Student activities are chosen that are capable of developing the desired outcomes, as indicated by empirical research. Curriculum has its desired effect primarily through instruction. Therefore, the choice of course experiences and the specific quality and efficacy of these experiences in producing the stated intended outcomes for all students is fundamental to the quality of any curriculum. Current empirically based education theory is essential to effective instruction and thus the improvement of curricular quality. For example, there is little evidence that using traditional lectures will develop in students the higher-order cognitive abilities a faculty may value. Nevertheless, lecturing is still, by far, the predominant method of instruction in most institutions today. A rational sequence. Educational activities are carefully ordered in a developmental sequence to form a coherent curriculum based on the stated intended outcomes of both the curriculum and its constituent courses. Continuous assessment and improvement of quality. Valid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals.In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student. The intent, content, educational experience, and thus outcomes of the two may be – and, as judged from some of the current research, are – quite different from each other. Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty's intended educational process and achieving their intended outcomes. High-quality academic advising. An effective curriculum – one that produces the results it claims in all of a college's diverse students – depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student's values and goals, and helps all students design curricular and noncurricular experiences that can help them achieve their own goals and the institution's intended learning outcomes.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: L    Hits Out: 0
Universal Design for Learning -CAST   http://www.cast.org/udl/  Site Reviews(0)
Universal Design for Learning is a set of principles for curriculum evelopment that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods,materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: L    Hits Out: 0
Canadian Association of Research Libraries   http://www.carl-abrc.ca/en.html  Site Reviews(0)
Our Mission Enriching research and higher education is at the heart of our mission. The right to access information and knowledge guides our work. We help our members’ collaboration in research and higher education. We seek broad access to scholarly information through scholarly communication and sound public policy. As a non-profit organization, we coordinate our members’ initiatives and promote their causes to achieve excellence in research and higher education. CARL's Strategic Directions 2013-2016 focus on the continuing transformation of scholarly communication, advocacy for favourable public policies, and strengthening and promoting Canada's research libraries.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: L    Hits Out: 0
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