...Evaluations…………………………………………………………………13 Making Recommendations………………………………………………………………15 Format of Internship Program …………………………………………………………....16 Identifying Programming Staff…………………………………………………………..17 Budgets and Marketing…………………………………………………………………..18 Facilities………………………………………………………………………………….20 Appendices: Appendix A: Caffarella’s Interactive Model of Program Planning……………...22 Appendix B: Needs Assessment…………………………………………………23 Appendix C: Faculty Survey……………………………………………………..29 Appendix D: Student Survey…………………………………………………….30 Appendix E: List of Graduate Programs with Internship Components………….31 Appendix F: Internship Learning Agreement ……………………………………32 Appendix G: Possible Internship Sites for HALE Master’s Program…………...35 Appendix H: Sample Brochure…………………………………………………..36 Introduction The HALE master's program prepares individuals for entry-level leadership positions in postsecondary education, public agencies, and business settings. The program provides a broad understanding of educational systems from social, historical, cross-national, normative perspectives and an understanding of central issues in postsecondary teaching and learning, and a theoretical understanding of administration and leadership connected to practice. There are opportunities to develop and use skills needed in practice through practica...
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...worked through so that the policy and the implementation and the people who have that power understand those principles …So I think the case study models really useful. How would you deal with someone who had this story; you know, what would you do, and then work out what you'd do pragmatically versus where the policy fits from there.” (Senior Manager, University B, Academic Integrity Standards Project) Although they may be based on real life stories, they have been adapted and anonymised for the purposes of this project resource; pseudonyms are used in every instance. The case studies are designed to be used as triggers for discussion in group seminars and primarily target teaching staff, although they could be used for discussion with students or other academic integrity stakeholders. Support for this project/activity has been provided by the Australian Government Office for Learning and Teaching. The views in this project do not necessarily reflect the views of the Australian Government Office for Learning and Teaching. Case studies on academic integrity Table of Contents Prevention 3 Understanding of academic writing 4 Designing out plagiarism 6 Collusion versus collaboration 8 Falsification and plagiarism 10 Group work: Assessment at stake? 13 Falsified...
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...He ensured the member’s direct supervisor initiated the correct course of action. During multiple student evaluation boards, he has ensured the utilization of proper Work-Life programs to support our most junior members. Leveraging his positive relationships with the CPO Mess, Senior Chief Hughes volunteered to lead the Work-Life table during the last CCTI rites of passage event. During this time, he took it upon himself to expand the knowledge and understanding of multiple Work-Life programs to the benefit of 16 Chiefs and related junior officers. Communications Receiving the highest marks during all instructor evaluations, Senior Chief Hughes is a strong public speaker. Having completed two professional writing courses in the past year, he continues to hone his exceptional writing skills. As a result, Senior Chief Hughes regularly reviewed...
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...SOUTH UNIVERSITY (Centre of Excellence for Higher Education) JULY 2009 DEPARTMENT OF PUBLIC HEALTH AT A GLANCE Chairman, Department of Public Health Dr. GU Ahsan, PhD Teaching Staff FULL TIME : Professor – 1 Associate Professor – 1 Assistant Professor –1 Senior Lecturer – 1 Lecturers – 1 Junior Lecturers – 2 PART-TIME : Professor – 4 Associate Professor – 1 Assistant Professor –3 Senior Lecturer – 2 Lecturers – 2 Non-Teaching and Support Staff Program Officer Office Secretary Teaching: Graduate Assistants (TAs/ GAs) Office Support Service Staff (OSS) Masters of Public Health Program: Started in 2006 Students are mostly doctors and health planners (e.g., High and mid label Officials from DG Health, DG Family Planning and others), health managers, public health workers and researchers, etc. Number students enrolled till date: 550 Number of students graduated: 50 Introduction and Background of the Department of Public Health This is our intense gratification to introduce North South University (NSU), Dhaka, Bangladesh as “The Center of Excellence for Higher Education” which is committed to provide high quality education and training in public health and in various emerging and reemerging health issues. In addition NSU is providing education in Business, Computer Science, Biotechnology and Genetic Engineering, Microbiology, Economics, English and others which is highly recognized at home and abroad. Moreover, North South University is having academic collaboration...
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...| Office Location: | HH 3153 | Telephone: | 519-888-4567 extension 32570 | Email: | dcharters@uwaterloo.ca | Office Hours: | Wednesdays, 2:00pm – 4:00pm, by appointment, or email | Course Description: AFM 311 focuses on developing the qualities and transferable skills necessary for integration, continuous learning, and professional development. The course is oriented around the ethical and moral issues faced by accounting and finance professionals. Students are expected to have taken AFM 211 before taking AFM 311. As well, AFM 431 (a precursor course to this one) as well as PHIL 215/ARBUS 202 are anti-requisites to this course. If a student has taken one of those courses and hasn’t already spoken to Professor Charters (or someone else in the SAF) about this he/she should speak to the professor as soon as possible so an appropriate determination of how to proceed can occur. More can be said about the course than the calendar description included above. This is the primary ethics course designed for students in the AFM, Math/CPA, and BioTech/CPA programs. The focus of the course is the study of ethical and moral issues that arise in professional lives of accountants and financial managers It is assumed that all of you have some familiarity with the financial scandals of...
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...21878 Organisational Dialogue: Theory and Practice 21878 Autumn 2013 Z I D A-G roup UNIVERSITY OF TECHNOLOGY, SYDNEY Reviewing and Assessing H E L PS Communication C hannels Organisational Dialogue: Theory and Practice 21878 Autumn 2013 Prepared for: Higher Education Language Presentation Support (HELPS) Presented by: Aditya Sriraja Chintalapati Mary Gadelrab Ramneek Sharma Xueshan Wu Yulia Kulagina Submission Date: 6th of May 2013 Z I D A-G roup 11586942 11540349 11614094 11550264 11569605 1 21878 Organisational Dialogue: Theory and Practice 21878 Autumn 2013 Z I D A-G roup T ABLE 1. 2. 3. OF C O N T E N TS E xecutive Summary .......................................................................................................... 3 Introduction ...................................................................................................................... 4 Methodology, F indings and A nalysis .............................................................................. 6 3.1. 3.2. ................................................................... 6 Findings of the case study ........................................................................................... 7 3.2.1. 3.2.2. 3.2.3. 3.2.4. 3.2.5. 3.2.6. 3.3. 3.4. 3.5. 4. 5. Leadership communication .................................................................................. 7 Mode of communication ...............................
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...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 University any student at any time, if it is deemed by the University to be in the best interest of the University, the University community, or the student to do so. The provisions of this publication are subject...
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...international actors operate in a number of contemporary policy areas. As it serves as an introduction to the discipline of IR, it starts with some of the basic concepts in it: e.g. war and peace; the role of the state, etc. This is complemented by introducing the role of International (governmental) Organizations (IOs) such as the UN, WTO, NATO, the EU, OSCE, CoE; and International Non-Governmental Organizations (INGOs), such as Amnesty International; Greenpeace; Medicins Sans Frontieres; etc. The course also introduces the role of the individual and self-organized groups of individuals that claim actorness in IR (advocacy groups; epistemic communities, policy networks; guerrillas; pirates; terrorist groups, etc.). In covering these issues, students are acquainted with some of the main theoretical debates in IR (e.g. Neo-Realism; Neo-Liberal Institutionalism; Social Constructivism; etc.). The lectures provide the general framework for discussing the role of the abovementioned actors in a number of policy areas and contemporary problems facing the international community. The tutorials go in further detail regarding the actors’ involvement in policy areas such as: security, democratization and human rights, environmental issues, international trade, terrorism and organised crime, humanitarian intervention, internet governance, state sovereignty, 'failed...
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...PERCEPTIONS OF RURAL COMMUNITY COLLEGE STUDENTS OF THE TRANSFER PROCESS TO A FOUR-YEAR INSTITUTION: AN EXPLORATORY STUDY by ELIZABETH E. SACKSTEDER LACLAIR A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Education in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2010 Copyright Elizabeth E. Sacksteder LaClair 2010 ALL RIGHTS RESERVED ABSTRACT Utilizing the current literature base on rural community colleges, transfer student adjustment, academic advising and articulation issues, the purpose of this research study was to ascertain the adjustment issues and experiences of rural community college students who have the intent to transfer to a four-year baccalaureate degree granting institution. The perceptions these rural community college students have regarding the transfer process are the focus of the study. Students from ten rural community colleges, who participated in the Alabama College Transfer Advising Corps, a project of The University of Alabama and funded by the Jack Kent Cooke Foundation were used in the study. The survey instrument used in this study is a variation of Laanan Transfer Student Questionnaire (L-TSQ). Survey questions were reframed such that those regarding university experiences and the students’ potential transfer to a four-year college/university were treated as reflections on the meditational transition, or transition that has not...
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...legal community to: o Master key laws and current challenges in your practice area of interest; o Strengthen core skills needed to demonstrate your commitment to qualification for a career in your desired field; and o Create advocates invested in your professional success by actively pursuing intentional relationships. October 2011 Prepare your best legal resume, utilizing the guidance and resources provided in this Manual. Prepare your “baseline” cover letter for legal positions utilizing the guidance and resources provided in this Manual. Attend Foundations of Professional Development presentation to which you are assigned by LARW section. o Receive and review your copy of the Class of 2014 Career Planning Manual. o Receive and review the eight-session, required curriculum for all firstyears. o Receive and review the list of summer opportunities accepted by members of the Class of 2013 as first-years. o Receive and review the abbreviated professional biographies of the Career Center’s dedicated advisors. Attend Writing Successfully: Resume & Cover Letter workshop to which you are assigned by LARW section. o Receive the password to access the Career Center’s online PDRC. o Sign-up for your initial meeting with a member of the Career Center team. Refine your resume and baseline cover letter as needed and provide copies to your career...
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...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 University any student at any time, if it is deemed by the University to be in the best interest of the University, the University community, or the student to do so. The provisions of this publication ...
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... WELCOME TO THE JOB SEARCH PROCESS Although the Internet has revolutionized the job search process, finding employment in your niche requires a broader, more proactive approach. The most successful job hunters use these essential strategies: • a clear focus on the job desired • a targeted resume that demonstrates experience and skills • a “big tent” search that taps multiple resources • a willingness to network and initiate contact with employers • a dogged persistence in realizing your goal All of the following resources will help you conduct your comprehensive, successful job search. ACCESS THE RESOURCES OF CAREER SERVICES & COOPERATIVE EDUCATION Employers contact us daily looking for talent, and organizations regularly invite our students to industry-specific job fairs and career expos. Here’s how to take advantage: www.suffolk.experience.com—our online platform for job postings: full-time listings, paid co-ops, and unpaid internships. This site also gives you access to VAULT, a comprehensive online career library. To establish an account and register, contact our office for the password. Facebook—Friend our office (www.facebook.com/sucareers) and get regular updates on important career events and useful career tips from sources like the National Association of Colleges & Employers, The Wall Street Journal, and The New York Times. www.suffolk.edu/careers—Our home...
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..........10 2. Consult with District Attorney Woodall and the SBI .......................................10 3. Request Input from the Public..............................................................................11 4. Secure Access to FERPA Information ................................................................11 5. Distribute Broad Document Preservation Directive .........................................11 Collection and Review of Electronic Documents ...........................................................11 Personal Interviews ..............................................................................................................12 Review of Student Transcripts and Academic Records ..................................................13 Review of Student...
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...University 7111 South Crest Parkway Southaven, MS 38671 Belhaven University – LeFleur 4780 I-55 North Suite 125 Jackson, MS 39211 Belhaven University 15115 Park Row Suite 175 Houston, TX 77084 Belhaven University Online 1500 Peachtree St. Box 279 Jackson, MS 39202 Belhaven University 1790 Kirby Parkway Suite 100 Memphis, TN 38138 Belhaven University 4151 Ashford Dunwoody Rd. Suite 130 Atlanta, GA 30319 Belhaven University 5200 Vineland Rd. Suite 100 Orlando, FL 32811 Traditional Admission Adult and Graduate Studies Admission – Jackson Atlanta Chattanooga Desoto Houston Memphis Orlando Alumni Relations/Development Belhaven Fax Business Office Campus Operations Integrated Marketing Registrar Student Life Security Student Financial Planning Student Development Online Admission Online Student Services (601) 968-5940 or (800) 960-5940 (601) 968-5988 or Fax (601) 352-7640 (404) 425-5590 or Fax (404) 425-5869 (423) 265-7784 or Fax (423) 265-2703 (622) 469-5387 (281) 579-9977 or Fax (281) 579-0275 (901) 896-0184 or Fax (901) 888-0771 (407) 804-1424 or Fax (407) 367-3333 (601) 968-5980 (601) 968-9998 (601) 968-5901 (601) 968-5904 (601) 968-5930 (601) 968-5922 (601) 968-5969 (601) 968-5900 (601) 968-5933 (601) 968-5932 (601) 965-7043 (601) 968-8947 Website http://www.belhaven.edu http://atlanta.belhaven.edu http://chattanooga.belhaven.edu http://houston.belhaven.edu http://jackson.belhaven.edu http://memphis.belhaven.edu http://orlando.belhaven.edu http://online.belhaven.edu Visitors...
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...1 STUDENT HANDBOOK INTRODUCTION FOR STUDENTS This HANDBOOK was written to give you information about Lincoln Academy so that you can gain as much as possible from your years at L.A. Please read it carefully and share your questions with any of us on the faculty. We will be happy to help you. I am a school administrator who believes in empowering faculty, staff and students to make the school environment more effective, efficient and productive. Trustees, parents and community members all play a role in the life of the school but, most importantly, Lincoln Academy exists for its students. We all need to be responsive to your needs for an exceptional education and it is my pledge to you that I will work with and for you to make your educational experience at LA the best that it possibly can be. I want to encourage you to use me and my office and staff as a resource for you. If you find a rule or regulation that you question, please use every possible avenue to question that rule. If we have no legitimate reason for that rule or policy, then I will assist you in making changes in that rule or policy. Remember, however, that policies are the responsibility of the governing board and we all must follow a legal process to change those. I will continue to make Lincoln Academy the best private ...
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