...COCHISE COLLEGE Cochise College provides accessible educational opportunities that are responsive to a diverse population and lead to constructive citizenship, meaningful careers, and lifelong learning. Cochise College is committed to continuous improvement in order to provide the best possible service. A key part of this commitment involves assessing student learning outcomes. Assessment, which occurs apart from the regular grading of student work, is conducted by faculty using tests, research papers, projects, presentations or standardized examinations to discover how well students who have passed a course actually achieved the expected learning goals. Faculty members analyze the results so they can develop strategies to help improve student learning in future classes. Course # ART 107 Course Name: Survey of World Art: Prehistoric – Gothic Semester: Fall 2013 (1st 8 weeks) CRN: 40185 Course Procedure Sheet (Syllabus) Instructor Information: Instructor Name: Jeff Henley Email: henleyj@cochise.edu Course Information: Course Description: A survey presentation of the art and architecture of western civilizations through the Gothic era, including prehistoric cultures of the world. Prerequisites: RDG 122 or concurrent enrollment or exemption or permission of instructor Minimum Course Objectives: 1. Students will demonstrate a general knowledge of art and architecture of Western civilizations from prehistoric...
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...score below Asian children on tests of academic achievement, gave the most positive evaluations when asked about their children's schools and how their children were performing. If the children are doing well, such high levels of satisfaction would be justified. Experiential learning theory draws on the work of many 20th century scholars who have given experience a central role in their theories of human learning and development- notably John Dewey, Kurt Lewin, Jean Piaget, Williams James, Carl Jung, Paulo Freire, Carl Rogers and other- to develop a holistic model of the experiential learning process and a multi- linear model ( Kolb 1984). Maintaining high levels of satisfaction with poor performance creates a huge obstacle to the improvement of education. Before you can solve a problem, you have to admit that you have a problem. Why should children study hard if their parents already express high levels of satisfaction? Why should schools pursue reform with enthusiasm and resolve when they already meet generally high levels of public approval? Americans want a good life for their children. They want their children to be happy and well adjusted. But Americans have not realized that access to the good life and happiness in the future will be blocked if we fail to prepare our children for the competition they will face in a more competitive world. As Americans, we...
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...BERNARD M. BARUCH COLLEGE/CUNY ZICKLIN SCHOOL OF BUSINESS Department of Management Business Policy 5100 (Tuesday – Thursday – All Sections) Prof. David W. Falk Seminar in Business Policy Fall, 2015 Office: Vertical Campus, Room 9-250 I Phone: (646) 312-3676 Office Hours: Tuesdays, Thursdays -- 3:30PM - 4:00PM, and by Appointment E-mail addresses: DWFalk@Flash.net and David.Falk@baruch.cuny.edu Pager: (917) 853-3878 (leave a verbal message after the tone) Required Textbooks: 1) Parthasarthy, Raghavan & Booke, Alvin L.; Strategic Management: A Primer; Strategy Consulting Group: Ramsey, NJ; 2013. (SM) 2) Thompson, Arthur A. & Stappenbeck, Gregory J.; GLO-BUS On-Line Business Simulation; McGraw-Hill/Irwin: Burr Ridge, IL (accessed via: http://www.glo-bus.com). (GLO) 0 These texts are all required reading. 1 It is suggested that students familiarize themselves with the Participant’s Guide to the GLO-BUS On-Line Business Simulation immediately since approximately 25% of your final grade will be dependent on the grade earned for this team-based project. 2 Students will be required to keep in touch with current events via the business sections of major newspapers, journals, periodicals and the Internet. Your class participation will be measured largely through your ability to apply the theories and models of strategic management to current events found throughout these sources. Course Objectives:...
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...Qualitative Findings Regarding Pedagogical Experiments In Business Classes Performed In Two Colleges To Improve Critical Thinking Skills Of The Participating Students Frank DeSimone, Department of Business Administration, Wagner College, Staten Island, NY John Buzza, Center for Entrepreneurship, Monmouth University, Long Branch, NJ ABSTRACT The motivation for this paper comes from need, need for our students to learn not only subject matter through traditional methods in a classroom, but foundational learning through experiences obtained directly in the workplace. The terminology used today for this student experience is referred to as experiential learning. This experiential learning comes in two forms, either (1) learning by yourself or (2) through experiential education (learning through programs established by others). You can kindly refer to learning by yourself as “nature’s way of learning” as it occurs as a direct participation in the life cycle. However experiential education can be defined more succinctly as a structured approach, using experiences and the direction of others to create the learning curve. The issue at hand is simple - does participatory (experiential) education create critical thinkers among our students and make them more aware of and able to more easily solve the problem(s) at hand? Our diligence has focused on two distinctly different courses in two different semesters (fall 2011 and spring 2012) in two different business disciplines (business marketing...
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...Communication Program Assessment Report Narrative: The communication faculty at Georgia Perimeter College (GPC) is committed to the mission of the college which includes strengthening student success, fostering a culture of teamwork, and enhancing the economic, social, and cultural vitality of the communities the college serves. Faculty commitment to the mission includes assessing the Communication Program of Study and individual communication courses. The Communication Program of Study includes a survey course in human communication (COMM 1100), a public speaking course (COMM 1201), a business and professional communication course (COMM 2300), an interpersonal communication course (COMM 2105) and an intercultural communication course (COMM 2900). To expand access and enrollment capacity, the communication courses are offered in a variety of course formats, i.e., face-to-face, online, and as a hybrid course. They are also designed for Honors students, learning communities, and with service learning components. All of the communication course offerings at Georgia Perimeter College, regardless of focus and format, are designed to meet the requirements for an Associate of Arts Degree with a concentration in Communication, and for transfer into baccalaureate programs in Speech Communication. Communication Program Goals I. Students will produce well organized communication that exhibits logical thinking and organization, use appropriate style for audience, and meet conventional standards...
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...study skills are necessary for a college student to excel academically. The student must develop these skills in order to retain information learned in the present for their future benefit. Study skills can be a combination of several techniques, including time management, note-taking, self-testing, and test-wiseness, to name a few. There is no one best way to study, therefore, techniques can be tailored to the needs of the student to achieve the most optimal result. However, diagnostic testing is also available to assist students in assessing their weaknesses in their learning behaviors and study habits. Research has shown that effective study skills lead to improved academic performance. The habits that students develop during their college years will remain with them long after graduation and will be reflected in their performance in the workforce. This paper will provide insight into the different techniques that improve study skills, and in turn, improve academic performance. The Merriam – Webster Dictionary defines the word study as "the application of the mental faculties to the acquisition of knowledge, which can be in a particular field or to a specific subject." The dictionary then defines skill as "the ability to use one's knowledge effectively and readily in execution or performance." A rather general combination of the two terms would yield, "learning and motivational strategies considered essential in being successful in college" (Tuckman, 2003 page). A more in...
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...student feedback and leadership a report on the 2006 leadership for excellence in learning and teaching project (le67) developing Multi-level leadership in the use of student feedback to enhance student learning and teaching practice http://emedia.rmit.edu.au/altclgp/ 2009 Project Leader Professor James Barber – Deputy Vice-Chancellor (Academic) Project Manager Associate Professor Sandra Jones – Director Learning & Teaching Unit Project Officer Brenda Novak ISBN 978-1-921426-36-0 Student Feedback and Leadership A Report on the 2006 Leadership for Excellence in Learning and Teaching Project (LE67): Developing Multi-Level Leadership in the Use of Student Feedback to Enhance Student Learning and Teaching Practice 2009 Project Leader Professor James Barber - Deputy Vice-Chancellor (Academic) Project Manager Associate Professor Sandra Jones – Director Learning & Teaching Unit Project Officer Brenda Novak Report written by: Associate Professor Sandra Jones and Brenda Novak. Case studies written by: Dr Mali Abdollahian, Ian McBean, Geoff Outhred, Dr Kate Westberg. Photographs - Copyright © 2009 RMIT University Photographers Margund Sallowsky and Kate Ebbot unless otherwise stated. ISBN 978-1-921426-36-0 Support for this project has been provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this report do not necessarily reflect...
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...OFFICIAL CATALOG This Catalog contains information, policies, procedures, regulations and requirements that were correct at the time of publication and are subject to the terms and conditions of the Enrollment Agreement entered into between the Student and ECPI University. In keeping with the educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer of admission and to dismiss from the...
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...2012 Catalog Volume 20 Issue 1 March 5, 2012 – December 31, 2012 This Catalog contains information, policies, procedures, regulations and requirements that were correct at the time of publication and are subject to the terms and conditions of the Enrollment Agreement entered into between the Student and ECPI University. In keeping with the educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer...
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... and methods of studying individuals and groups. The course exposes students to measurement issues (e.g., reliability and validity) and approaches (e.g., self-report measures, behavioral observation and coding). Students will practice evaluating the design and measurement of research articles and reporting their own research. Course Objectives 1. To understand and implement a variety of research designs. 2. To understand and implement a variety of measurement techniques. 3. To practice critical evaluation of research articles. 4. To facilitate the independent conduction and report of research. 2 Grading Assignment Due Date Points Paper 1: Article review Jan. 18 30 Paper 2: Article review Feb. 8 40 Exam 1 TBA 75 Paper 3: Article review March 1 40 Exam 2 March 29 75 Paper 4: Research proposal DRAFT April 19 -- Paper 4: Research proposal April 30 75 Class Participation -- 65 400 The final scale employed will be...
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...copyrighted by the College Board. They may not be posted on the Internet or on any other public document sharing site. The materials in these files are intended for PERSONAL USE ONLY. Violations of this policy may be subject to legal action including, but not limited to, payment for each guide that is disseminated unlawfully and associated damages. V isit our website at w ww.collegeboard.org/clep f or the most up-to-date information. © 2011 The College Board. College Board, CLEP, College-Level Examination Program, SAT and the acorn logo are registered trademarks of the College Board. inspiring minds is a trademark owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. Introduction This is the only official guide to the 33 College-Level Examination Program® (CLEP®) exams. CLEP exams are administered on computer test centers across the country. This Guide has been written mainly for adults who are making plans to enroll in college, but it contains information of interest to others as well. College-bound high school students, current college students, military personnel, professionals seeking certification and persons of all ages who have learned or wish to learn college-level material outside the college classroom will find the Guide helpful as they strive to accomplish their goals. CLEP is based on the premise that some individuals enrolling in college have already...
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...Quality Management Journal, 6(2), 9-21 (1999). HOW TO IMPROVE TEACHING QUALITY Richard M. Felder Department of Chemical Engineering North Carolina State University Rebecca Brent College of Engineering North Carolina State University An announcement goes out to the faculty that from now on the university will operate as a total quality management campus. All academic, business, and service functions will be assessed regularly, and quality teams will plan ways to improve them. A campus quality director and a steering team are named, with the director reporting to the Provost. All university departments appoint quality coordinators, who attend a one-day workshop on quality management principles and return to their departments to facilitate faculty and/or staff meetings at which quality improvement is discussed. Many faculty members are irate. They argue that TQM was developed by and for industry to improve profits, industry and the university are totally different, and talking of students as "customers" is offensive and makes no sense. They make it clear that they will have nothing to do with this scheme and will view any attempt to compel them to participate as a violation of their academic freedom. What happens then is…practically nothing. Some changes are made in business and service departments, some curricula are revised, and a few instructors make changes in what they do in their classrooms but most go on teaching the way they have always taught. After two or three...
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...field of guidance and counseling. The main objective of which is to intensify the holistic welfare of the FEU students. Furthermore, this digest features the scholarly work of the adept and experienced team of the UCCO focusing on the counselor-based programs and action plans. With this, the team is delighted to share with you this annual digest as a response to the emerging needs and for the sustenance of the value of excellence of the Institution. POINTS OF INTEREST Page 2 UCCO’s SWOT Analysis, Nature of Counseling and Special Cases: Basis for a Comprehensive FEU-UCCO Guidance Program A Five Year Cross-Sectional Survey of FEU Institutional Exit Interviews An Evaluation on the Needs Assessment as Basis for Revision of ACE Modules College Adjustment Level of F r e s hm e n I nt e r na t i o na l Students Profile of FEU Students under the Selective Retention Policy Learning Style Profile of Freshmen Students of FEUMakati Psychological and Adjustment Problems Among Freshmen Architecture Students Results of the Module Evaluation on Leadership and Self-Empowerment Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Warmest regards, Dr. Sheila Marie G. Hocson, UCCO Director UCCO provides an opportunity for students to understand themselves better, identify their abilities and maximize their potentials to the fullest. Dr. Sheila Marie G. Hocson, PhD, RGC UCCO’s SWOT Analysis, Nature of Counseling and Special Cases: Basis for a Comprehensive FEU-UCCO Guidance Program...
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...ALLIED AMERICAN UNIVERSITY Personalized. Flexible. Dedicated. Online Programs – Individual Support – Open Enrollment – Ease of Transfer Credits UNIVERSITY CATALOG 2013 Seventh Edition 22952 Alcalde Drive, Laguna Hills, CA 92653 Phone: (888) 384-0849 ∼ Fax: (949) 707-2978 7:00 A.M. – 5:00 P.M. (Monday – Friday) Email: info@allied.edu Website: www.allied.edu KEY STAFF AND FACULTY Charlotte Hislop, Ph.D. Candidate, President/CEO Bonny Nickle, Ed.D., Provost Eric Sharkey, M.Ed., Director of Education Bill Luton, Ph.D., Director of Assessment and Dean of Business Carlo Tannoury, Ph.D. Candidate, Dean of Computer Information Systems Patricia Drown, Ph.D., Dean of Criminal Justice and General Studies C.J. Bishop, M.B.A., Institutional Research Frank Vazquez, Operations Director Parrish Nicholls, J.D., Director of Compliance Lindsay Oglesby, Admissions Director Abby Dolan, B.A., Registrar Sasha Heard, M.B.A., Student Services Manager Barbara Jobin, B.S.B.A., Career Center Manager Hugo Aguilar, B.A., Chief Financial Officer Richard Madrigal, B.A., Financial Aid Officer As a prospective student at Allied American University, you are encouraged to review this catalog prior to signing an enrollment agreement. You are also encouraged to review the student performance fact sheet which must be provided to you prior to signing an enrollment agreement. This catalog is not a contract between the student, AAU, or any party or parties. Reasonable effort was made at the time this document...
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...approximately 75.9 million as of the fall of 2010. The current trend is showing that the number of students attending school will continue to increase at a rate of approximately 6% per year through the year 2019 (Digest of Education Statistics 2010). According to an article that went over the best industries to start a business, the tutoring and exam preparation industry was rank seventh as it relates to the fastest-growing industries that are hospitable to small business. It was also indicated that the year-over-year growth rate of this industry was measured to be at 7% (Lagorio-Chafkin 2010). However, there is an opportunity that has not clearly been taken advantage of to its fullest potential within the tutoring industry. As of the fall of 2010, there were approximately 20.6 million people who are enrolled in college with the trend demonstrating an increasing rate of students attending at 14% (Digest of Education Statistics 2010). There are a large number of students who are attending college at the undergraduate level that are struggling to pass classes successfully. In addition, there are a number of adults who are attending college who are struggling to pass a wide variety of classes as well. The above are the critical issues that are members of today’s society are facing as they attend...
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