scholarly journals Capturing Student Achievement and Learning Pathways at the University of Maryland, Baltimore County

2022 ◽  
pp. 396-417
Author(s):  
Sherri Nicole Braxton ◽  
Collin Sullivan ◽  
Laura A. Wyatt ◽  
Jalisa Monroe
Keyword(s):  
Information Technology ◽  
Chief Information Officer ◽  
Vice President ◽  
Baltimore County ◽  
University Of Maryland ◽  
Maryland Baltimore County ◽  
Learning Pathways ◽  
The University ◽  
Student Achievement And Learning ◽  
Digital Badging

In 2015, the University of Maryland, Baltimore County (UMBC) recognized the need to capture knowledge, skills, and abilities acquired by students in both co-curricular and curricular endeavors not being captured in any identifiable way. The Vice President of Information Technology and Chief Information Officer desired to document competencies gained by students in the variety of contexts on campus and to track student, faculty, and staff achievements in a way that would both benefit each individual while also supporting the mission of the institution. This vision led to the adoption of a digital badging initiative resulting in a scalable process for implementing new badges throughout the university community. UMBC's digital badging program became the springboard for the institution's entrance into the Comprehensive Learner Record (CLR) realm whose objective is to capture all credentials earned by students, whether they be awarded before, during, or following their tenure at the institution.

scholarly journals Cyber-Physical Security Research at UMBC's Eclipse Lab

2017 ◽  
Vol 139 (03) ◽  
pp. S18-S23
Author(s):  
CDR Brien Croteau ◽  
Deepak Krishnankutty
Keyword(s):  
Research Team ◽  
Future Research ◽  
Computer Engineering ◽  
Baltimore County ◽  
University Of Maryland ◽  
Maryland Baltimore County ◽  
Vehicle System ◽  
Security Research ◽  
The University ◽  
Leg Position

This article focuses on the research and development work at the Eclipse Research Cluster at the University of Maryland, Baltimore County (UMBC) to address cybersecurity challenges. The research team is seeking to address cybersecurity challenges by employing a diverse set of specialty areas including Computer Science, Computer Engineering, and Electrical Engineering. This group is looking at leveraging physical relationships to provide a diversity of measurement and reporting to not only improve anomaly detection, but also make decisions about how to keep critical functions operating even if only in a degraded mode. By exploiting the physical relationships between pressing a brake pedal and the operator’s leg position and the power consumption of a sensor and the instructions being run in it, this group proposes to provide new indicators that can be used to increase resilience to cyberattacks. This concept describes an example for a small section of a typical vehicle system. This group’s future research is seeking to expand this general approach of using the physical relationships of sensors to the properties they are measuring or actuators and the cause or effect of their action.

Skills for Healthy Adult Relationships at the University of Maryland, Baltimore County: Program Development and Preliminary Data

2016 ◽  
Vol 34 (12) ◽  
pp. 2551-2572
Author(s):  
Chandra E. Khalifian ◽  
Christopher M. Murphy ◽  
Robin A. Barry ◽  
Bruce Herman
Keyword(s):  
Program Development ◽  
Healthy Adult ◽  
Program Completion ◽  
Psychological Aggression ◽  
Baltimore County ◽  
University Of Maryland ◽  
Maryland Baltimore County ◽  
The University ◽  
Program Acceptability

The present study examines the development and preliminary pilot findings of Skills for Healthy Adult Relationships at the University of Maryland, Baltimore County (SHARe@UMBC)—an intimate partner violence prevention program for college students. SHARe@UMBC is based on an integrative cognitive-behavioral model of communication and emotion regulation in close interpersonal relationships. There were four aims of the present study: first, to describe program development; second, to examine program acceptability and participant satisfaction; third, to examine the extent to which participants acquired relationship skills and their level of confidence in using those skills; and fourth, to examine perpetration and victimization of physical, sexual, and psychological aggression. These aims utilized data collected before program initiation, immediately after program completion, and at a follow-up 9 to 15 months after program completion. Findings from two pilot groups (15 students in total; eight women and seven men) indicated high ratings of program acceptability and satisfaction, reductions in negative communication, improvements in confidence using conflict management strategies with romantic partners and peers, and confidence initiating new romantic relationships. In addition, large effect sizes were observed for confidence providing emotional support to a romantic partner and self-disclosure with peers. Participants reported no incidents of physical, sexual, or psychological aggression perpetration or victimization at follow-up. Pilot implementation and initial uncontrolled results are encouraging and provide support for initiating a more extensive controlled investigation of program efficacy.

Perspectives on the draft ICH-M10 guidance: an interview with John Kadavil

Bioanalysis ◽  
2019 ◽  
Vol 11 (22) ◽  
pp. 2027-2028
Author(s):  
John Kadavil
Keyword(s):  
Bachelor's Degree ◽  
Public Consultation ◽  
Baltimore County ◽  
University Of Maryland ◽  
Scientific Investigations ◽  
School Of Medicine ◽  
The Us ◽  
Good Laboratory ◽  
Us Fda ◽  
The University

Biography Dr Kadavil received his bachelor's degree in biochemistry from the University of Maryland, Baltimore County. He then received his PhD in molecular pharmacology and experimental therapeutics from the University of Maryland, Baltimore, School of Medicine. Following his PhD, he joined the US FDA as a pharmacologist. He first worked in the Office of Scientific Investigations – Division of Bioequivalence & Good Laboratory Practice under the Office of Compliance at CDER. During his 8 years at the Office of Scientific Investigations, he conducted foreign and domestic bioanalytical and clinical inspections for bioequivalence, bioavailability, pharmacokinetic and GLP studies. In 2011, he joined the Division of Human Food Safety at CVM as a pharmacologist, where he conducted reviews of residue chemistry studies and directed method trials. In 2014, he returned to CDER to become the team lead for the Collaboration, Risk Evaluation and Surveillance Team under the Office of Study Integrity and Surveillance. In September 2018, he became the Deputy Director for the Division of Generic Drug Bioequivalence Evaluation in Office of Study Integrity and Surveillance. This interview was conducted by Sankeetha Nadarajah, Managing Commissioning Editor of Bioanalysis, at the AAPS ICH-M10 Public Consultation Workshop (MD, USA).

scholarly journals Social Responsibility and Civic Readiness as Critical Higher Education Outcomes

2019 ◽  
Vol 30 (4) ◽  
pp. 9-16
Author(s):  
Robert L. Caret
Keyword(s):  
Higher Education ◽  
Workforce Development ◽  
Advanced Degree ◽  
Baltimore County ◽  
Formal Organization ◽  
San Jose ◽  
University Of Maryland ◽  
Metropolitan University ◽  
San Jose State University ◽  
The University

Throughout my 25 years in higher education leadership, overseeing two campuses and two university systems, I have maintained a strong connection to the Coalition of Urban and Metropolitan Universities (CUMU), both philosophically and in practical terms. Early on in my tenure as president of San Jose State University, I established the overarching goal of making San Jose State the Metropolitan University of Silicon Valley. Complementing the institution’s geographic location, size, and mission, all of which positioned it ideally for this role, I also saw a student population, a community role, and an ethos of service that spoke to the institution’s responsibility as an urban citizen. This same perspective was part and parcel of my approach at Towson University (TU). As president, I actively created a vision and an identity for the institution, focusing on its role as the Metropolitan University of Maryland. I established external partnerships with focuses on education, economic and workforce development, arts and culture, and social change. As president of the 5-campus University of Massachusetts System (UMass) I oversaw two CUMU member institutions, UMass Lowell and UMass Boston. The University System of Maryland (USM), where I currently serve as chancellor, is itself a CUMU member, as are several of its component institutions, with Towson and the University of Maryland, Baltimore County (UMBC) “founding members” of CUMU as a formal organization. Throughout these years, I also had a very direct connection to CUMU, serving on several committees, on the Board of Directors, as a vice president, and, from 2006-2011, as CUMU president. With this background, I know first-hand the distinctive perspective and unique tools that our comprehensive institutions can use to address social challenges and bring about meaningful change. In addition, I also recognize the special obligation our comprehensive metropolitan and urban universities have to be active and engaged in the communities they serve. These are the primary, 4-year, “access” institutions, not just in terms of the sheer numbers of students they educate, but also in terms of the composition of those students, serving as a vital higher education pathway for women, underrepresented minorities, and first-generation college students. Beyond that, our comprehensive universities stand as bridges, with numerous graduates going on to advanced degree programs at research universities.

scholarly journals Addressing empathy in intercultural virtual exchange: a preliminary framework

2020 ◽  
pp. 117-126
Author(s):  
Irina Golubeva ◽  
Ivett Guntersdorfer
Keyword(s):  
United States ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Online Teaching ◽  
Meta Analysis ◽  
The United States ◽  
Point Of View ◽  
Baltimore County ◽  
University Of Maryland ◽  
The University

Empathy is widely perceived and understood as an unquestioned component of Intercultural Competence (IC). The authors see the ability to empathise with others and to see their point of view as an important condition for developing an ethnorelative viewpoint, and therefore consider it important to incorporate activities into the intercultural communication curriculum that addresses the affective side of IC (Calloway-Thomas, Arasaratnam-Smith, & Deardorff, 2017; Guntersdorfer & Golubeva, 2018). In their paper, the authors discuss the importance of meta-cognitive tasks by creating opportunities for students where they can describe, share, and evaluate emotions. Based on the recommendations made by O’Dowd (2016), Byram, Golubeva, Hui, and Wagner (2017) about designing and implementing virtual exchanges (VEs), the authors present a preliminary framework, i.e. a sequence of self-reflective meta-analysis tasks that they developed for the intercultural VE between students at Ludwig-Maximilians University (LMU) in Germany and their peers at the University of Maryland Baltimore County (UMBC) in the United States. This framework can be adapted to a variety of online teaching contexts.

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