...A Good College Course What is a college course that students can call good? Why do so many students always take some courses which they dislike? College courses are different from high school courses because they will pay more attention to understanding. Many college students do not like their college life because college courses are hard to take. I thought it was true until I started my college life. Perhaps a good college course should be interesting, easy, and utility. People can call good if a college course is interesting. In other words, the course should have some fun. First, a good college course might be an outdoor learning course. For example, a geography professor leads his students to the Lower Mainland and shows them the landforms. Thus, all of the students have fun being outdoors. Second, some movies and videos can be used for teaching. For instance, the professor of Asian Studies shows his students the history of the Gold Rush through a movie. Therefore, the students remember all the events and the year of each event easily. As a result, a good college course should not only be interesting but also be easy. A good college course should also be easy. This means students will get a good mark without too much study. First, a good college course should offer easy exams to students. For example, students who take English 101 are able to pass the exam as long as they get a C-. Therefore, ninety percent...
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...Ryker Chason Professor Webster English 1101 2 October 2015 Some people may find it hard to believe that there are actually enjoyable college courses. Not every course you take will be extremely difficult with a tough professor and an eternity of material. There are many courses in college that you may actually find enjoyable, you just have to weigh out all of the factors. There are many reasons some college courses are more enjoyable than others. Everyone wants that ideal professor. You know, the one who is super nice, always greeting you with a delightful smile and warm hello. After their first day of class you had this sense of ease, feeling like this semester would surely be a good one. The mood set in the classroom is always a welcoming and open feel. You can ask any question knowing that s/he will not put you down for asking a “dumb” question. You know that anytime you have concerns you can pop into their office or shoot over an email knowing your concerns will be taken care of. S/he is surely the professor to make for a smooth sailing semester. Nobody wants the monotone professor. Every day you go to class dreading and thinking “when will this be over?”. Make sure you do not wind up in this professor’s class. You need to do your research, find the enjoyable professor. The one who thoroughly explains all material and makes sure all students grasp the concepts. Anytime you can get a professor who goes deep into detail off all material, you are sure to understand...
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...After a semester in the Exploratory course I have been exposed to many different ideas and beliefs as to the purpose of college; some of those beliefs stuck with me while others have slipped away. This course’s intent is to help students find their stride and their passion I have not found this course to be the largest factor in finding my personal view on what a college education can be. I’ve found a combination of life experience and independence to be the largest factors when it has come to finding what a college experience can be. Looking at college now I don’t see it as the opportunity to simply learn the professional skills surrounding my specific field. Contrary to what numerous people have told me, time and time again as I grew up,...
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...The College of Professional Studies program is structured around a five week time frame for each course. Most students start out registered with Online Success in Professional Studies as the first class. This class is comparable to the College Orientation Experience class that most traditional freshman participate in. Research indicates that orientation classes have significantly increased retention (Fritz, M., 2002). The orientation class helps facilitate the transition to online learner for all new students by providing a course syllabus. The syllabus presents the student with important information about when discussion and complete assignments are due. Each course unit is broken down into sections to be completed by either Wednesday or Sunday except the read and attend portion. The read and attend section can be...
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...Factors Affecting the Choice of Courses in College By Cat Reynolds, eHow Contributor When students begin college, they're often intimidated by the rarified atmosphere of intellectual life, so their colleges walk them through course enrollment and see to it that they enroll in a variety of courses designed to give them a good start on academic life. After the first semester, however, students begin to make more informed and independent course choices, which may be based on requirements, practicalities, and personal bent. Other People Are Reading * Factors Affecting Career Choices Among Students * Factors Affecting a Student's Choice of Colleges * * * * Print this article 1. Is it Hard or Easy? * Many freshmen and sometimes sophomores and upper classmen often try to schedule courses that they have heard are easy. This may be a symptom of laziness, but it may also be fear. Sometimes taking a course that seems easy is a practical concern: When a student enrolls in challenging courses, she may offset the workload by enrolling in one "easy" course so that she can still carry a full-time credit load for financial aid purposes and allow enough time and intellectual space for more challenging courses. In fact, College Board, a student advisement organization, recommends this approach. Who's the Professor? * It's not unusual for students to try to get into a course because of the reputation of the professor teaching it. This may be because...
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...There Should Not Be Any Required Courses In College There are many arguments to support the abolishment of core classes in college. One reason is a financial one: a great bulk of tuition money that the students pay to college is for their courses. It is not right to have the college take this money and make the student's decisions for them. The students should have the right to make this decision on their own. This does not only make for unwisely spent funds, but also unhappy students who are therfore not going appreciate a forced class. Secondly, college is where a person goes to discover him/herself. This is one of the many goals of the college system, and that discovery process is hindered by unneeded, mandatory classes. Students should be able to try many different classes to discover what interests them the most, not to be fed knowledge that they very well might know already (and is perhaps of no interest to them). If required courses were eliminated, it would free up much time that students could then use to pursue their own interests. College exists to help people become unique individuals, not to put every person into the same standard mold. Thirdly, college selection systems are designed to admit most students on the basis of what they know already (after all, the purpose of high school is to prepare you for college). If the selection system was actually accurate or efficient, they would have chosen students who already knew the material that was required...
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...PROGRAM REQUIREMENTS SUMMARY CREDIT SUMMARY REQUIRED APPLIED DEFICIENT Maximum Lower Division Credits 75.0 69.0 0.0 Minimum Upper Division Credits 45.0 51.0 0.0 120.0 120.0 0.0 CREDIT TOTALS SECTION 3: REQUIRED COURSE OF STUDY GRADE REQUIRED APPLIED DEFICIENT Required Course of Study 63.0 63.0 0.0 Introductory Course 3.0 3.0 0.0 3.0 3.0 0.0 3.0 3.0 0.0 3.0 3.0 0.0 3.0 3.0 0.0 GEN/200 FOUNDATIONS FOR GENERAL EDUCATION AND PROFESSIONAL SUCCESS (LD) (3.0 credits) C Communications BCOM/275 BUSINESS COMMUNICATIONS AND CRITICAL THINKING (LD) (3.0 credits) D Business Information Systems BIS/220 INTRODUCTION TO COMPUTER APPLICATIONS AND SYSTEMS (LD) (3.0 credits) C Management I MGT/230 MANAGEMENT THEORY AND PRACTICE (LD) (3.0 credits) B+ Accounting I AC 201 PRINCIPLES OF ACCOUNTING I (LD) (3.0 credits) B NOTE Page 1 of 4 This audit provides an official summary of your applied and deficient credits as of the run date and time listed above, but is subject to change. Please review the courses, credits and other degree information provided. Please note that the specific courses in Section 3, 4, and 5 may be printed under slightly different headings than those contained in your Enrollment Agreement/Disclosure Agreement. If you have any questions or feel there is a discrepancy with your record, please contact your Academic Counselor...
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...Criteria 8:05 – 8:35 Course Presentation (Batch 1- First 4 courses) 8:35 – 8:40 Intermission Number (HH Slick) 8:40 – 9:10 Course Presentation (Batch 2- Next 4 courses) 9:10 – 10:15 Question and Answer Portion 10:15 – 10:30 Awarding of Certificates/Tokens to Judges & Minor Awards 10:30 – 10:35 Closing Remarks 10:35 – 10:50 Awarding of Major Awards 10:50 onwards Party Time Freshies Frolic Timeline Late Start Part I. 7:00 – 7:05 Doxology 7:05 – 7:10 Philippine National Anthem 7:10 – 7:15 Introduction of Hosts 7:15 – 7:20 Opening Remarks 7:20 – 7:25 Production Number (Runggis) 7:25 – 7:30 Introduction of Judges 7:30 – 7:40 Production number (Mr. and Ms. Frolic) 7:40 – 8:25 Dinner Part II. 8:25 – 8:30 Reading of Criteria 8:30 – 9:00 Course Presentation (Batch 1- First 4 courses) 9:00 – 9:05 Intermission Number (HH Slick) 9:05 – 9:35 Course Presentation (Batch 2- Next 4 courses) 9:35 – 10:35 Question and Answer Portion 10:35 – 10:55 Awarding of Certificates/Tokens to Judges & Minor Awards 10:55 – 11:00 Closing Remarks 11:00 – 11:10 Awarding of Major Awards 11:10 onwards Party Time Freshies Frolic 2015 Flow of Events Part 1 I. Doxology ------------------------------------------------------------------ Dina (3 mins) II. Philippine National Anthem (2 mins) III. Introduction of Hosts (Lorie, Gabs, Alfonso) (10 mins) (Welcoming of Freshies, Roll-call of Courses, etc.) IV. Opening Remarks...
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...Course Syllabus ------------------------------------------------- CM 107:College Composition I TABLE OF CONTENTS Ctrl & Click on a link below to view that section in the Syllabus. Course Calendar | Grading Criteria/Course Evaluation | Policies | Course Description | Instructor’s Grading Criteria/Timetable | Projects | Course Information | Instructor and Seminar Information | Rubrics | Course Materials | Kaplan University Grading Scale | Seminars | Course Outcomes | Netiquette | Tutoring | Discussion Boards | | | COURSE INFORMATION TOP Term: 1204B Dates: October 17th-December 24th Course Number/Section: CM 107-28 Course Title: CM 107- College Composition I Credit Hours: 5 Prerequisites: Any Academic Strategies course or any Eight Skills of the Effective Student Course. It is strongly recommended that you complete the Campus Tour, available on your Student Homepage. This essential tutorial discusses hardware and software requirements as well as presenting an overview of learning with the eCollege platform. INSTRUCTOR AND SEMINAR INFORMATION TOP Instructor Name and Credentials: Erica Wright Kaplan Email Address: ewright@kaplan.edu Office Hours (ET): By appointment Google Chat™ will be used to communicate with the instructors during office hours. Please review the Google Chat Quick Start Guide for an overview of the system. Course/Seminar Day and Time (ET): Wednesdays from 10pm-11pm...
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...Course Syllabus ------------------------------------------------- CM 107:College Composition I TABLE OF CONTENTS Ctrl & Click on a link below to view that section in the Syllabus. Course Calendar | Grading Criteria/Course Evaluation | Policies | Course Description | Instructor’s Grading Criteria/Timetable | Projects | Course Information | Instructor and Seminar Information | Rubrics | Course Materials | Kaplan University Grading Scale | Seminars | Course Outcomes | Netiquette | Tutoring | Discussion Boards | | | COURSE INFORMATION TOP Term: 1204B Dates: October 17th-December 24th Course Number/Section: CM 107-28 Course Title: CM 107- College Composition I Credit Hours: 5 Prerequisites: Any Academic Strategies course or any Eight Skills of the Effective Student Course. It is strongly recommended that you complete the Campus Tour, available on your Student Homepage. This essential tutorial discusses hardware and software requirements as well as presenting an overview of learning with the eCollege platform. INSTRUCTOR AND SEMINAR INFORMATION TOP Instructor Name and Credentials: Erica Wright Kaplan Email Address: ewright@kaplan.edu Office Hours (ET): By appointment Google Chat™ will be used to communicate with the instructors during office hours. Please review the Google Chat Quick Start Guide for an overview of the system. Course/Seminar Day and Time (ET): Wednesdays from 10pm-11pm...
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...your questions. COURSE DESCRIPTION This course examines the treatment of legal themes in literature, music, film and other visual arts as part of a broader consideration of the relationship between the humanities and the law. Students will explore the ways that the humanities utilize different perspectives and aesthetic styles in the discussion of such legal themes as morality, justice, equality and authority. COURSE GOALS At the conclusion of the course, students will be able to: Articulate the contribution made by law and the humanities as a field of study. Articulate the ways that imaginative portrayals of law often convey concerns about the process and practice of law with greater persuasive force than factual texts. Identify recurring themes that are investigated in law and the humanities, such as the difference between legal and moral codes, the role of custom in establishing legal norms, the role of punishment, the imperfect functioning of the legal process, unfairness in the criminal justice system, bias against minorities and the poor. Understand the relevance of “artistic” and philosophic considerations of justice in the context of contemporary issues. REQUIRED RESOURCES The course readings will be available through various resources. For the course readings please search the following websites and databases which are available through a Berkeley Library LibGuide (http://berkeleycollege.libguides.com/hum360) . Please see Course...
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...COURSE SYLLABUS Introduction to Psychology, PSY 2012, Spring 2012 Section U01 |Professor: Maria Shpurik, Ph.D. |Class time and room: Tuesday/Thursday | | |11 a.m. – 12:15 p.m., Room SIPA 125 | |Office Hours: Tuesday/Thursday |Office Phone: (305) 348-3466 | |12:30-1:30 p.m. and 3:30-4:00 p.m. | | |Office: DM 281A |E-mail: Use Moodle course mail ONLY! | | |FIU e-mail: shpurikm@fiu.edu | |Teaching Assistant (TA): Jesse Slappey |TA Email: Use Moodle course mail ONLY! | |PSY 2012 Training and Development Center: Room DM 284, phone: 305-348-6892 | |Office hours: Mondays 10 a.m. - 2 p.m. (TA Ben) | |Tuesdays 3.30 - 6.30 p.m. (TA Ben) | |Wednesdays...
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...the continued success of our employees and our organization. These changes are effective April 27, 2016. Education Program * EBG will offer basic, intermediate, and advanced courses in reading, writing, and math. * Managers will evaluate employees and may recommend that employees take one or more of these courses. * Employees can choose to take a course(s) without their manager’s recommendation. * Course will be available during work hours. * Paid for the time spent in class. * Books are included with course. * Progress in these courses will be included in performance evaluations. Tuition Reimbursement * Tuition reimbursement maximum annual limit is 5000.00 instead of 3000.00. * Employees will be reimbursed for books, tuition, and fees. * All full-time employees will be eligible. * Employees are eligible to work paid half days on the days classes meet, with approval from management. * Employees must receive at least a B in the course under special conditions to receive reimbursement. Under normal conditions employees must receive a minimum of a C to receive reimbursement. EBG will provide a list of available and recommended courses at all local colleges and universities to help employees who have not been able to find appropriate courses. Please contact me with any questions concerning the education plan or tuition...
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...ome tough choices that we need to make. More so, if we are about to begin a new chapter of our lives, like, getting married, moving out, or deciding on which college course to take. A quarter of our lives are spent deciding on the perfect course but with all the time that we had, why is it that we still doubt the career path that we have taken? Passion. When a student finally decides to follow his own passion and not that of his parents, course crisis would start to arise. It is in man’s nature to have freedom of self-expression and so in the midst of finishing a degree, he decided to change courses, one that is more his own. True Calling. Most of us pick our courses because of influences. We are still very indecisive at this stage and would take whatever solution is presented to us. What if we finally discover what we are truly meant for? What if we realize that we should be doing something on another field. What then? Do we still continue? Just study again? Maybe this moment of thought will just go away by itself? I don’t think so. Job Market. Let’s be honest. Money is probably the most influential driving force why we choose our courses. What if right when we are in the middle of finishing our studies there’s a sudden change in opportunities. Take Nursing for example, itâ €™s the hottest trend in college education but we are hearing recent news that there is an oversupply of nurses in the country. Would you shift to a more in-demand education or try to wait it out and...
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...College Credit Through Advanced Standing Produced by the Office of Academic Services This manual is accurate as of the date of publication. As new information becomes available, it will be posted to the online version, available through the Academic Services web site, www.nvcc.edu/aboutnova/directories--offices/administrative-offices/academic/index.html. Revised June 2012 Table of Contents INTRODUCTION ........................................................................................................... 3 PURPOSE .................................................................................................................................3 TYPES OF ADVANCED STANDING ...................................................................................................3 GENERAL PROCEDURES ...............................................................................................................4 EVALUATION RESPONSIBILITIES .....................................................................................................5 SECTION 1—CREDITS FROM POST-SECONDARY INSTITUTIONS ........................................ 7 GENERAL CONDITIONS ................................................................................................................7 GENERAL EDUCATION TRANSFER CREDIT FOR STUDENTS WITH PREVIOUS DEGREES ..................................9 EVALUATION OF INTERNATIONAL TRANSCRIPTS .....................................................................
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