June Master of Public Administration at Upper Iowa University

Size: px
Start display at page:

Download "June 2014. Master of Public Administration at Upper Iowa University"

Transcription

1 June 2014 Master of Public Administration at Upper Iowa University 1

2 Academic or Professional Master's Degrees: Does it Matter? Yes! The UIU MPA program combines both an academic and a professional focus. A professional master s degree focuses on developing job specific or career-oriented skills. The primary intent is the application of knowledge to professional practice within the field. The degree is most often used to advance a career or transition to a new career path. The academically-oriented master s degree is a frequently used stepping stone to a career in academia. Students pursuing this type of degree usually develop their research skills. The primary purpose is to contribute to the knowledge of the discipline. Many students will subsequently work on earning a doctorate in their chosen field. At UIU, academic research and professional practice are not mutually exclusive categories. Our program emphasizes the application of theory to practice. MPA students learn to use academic research and the tools of academic research to improve their managerial capacity. Thinking About Graduate School? Many college graduates view graduate school as the next logical step on the educational ladder. Is taking that step the right move for you? Your personal goals and commitments are an important consideration in deciding whether to pursue a graduate education. It is worth reviewing your short and long term career and professional goals. This will help you identify the type of occupations that you are likely to encounter along your career path. Knowing the occupations that might help you achieve your career goals will help you identify the educational requirements, skills, and knowledge to effectively compete for those positions. If a graduate program can help you acquire the competencies necessary to be more competitive in your occupational field then pursuing a graduate degree may be a good investment for you. What Are Your Career Goals? Earning a graduate degree has the potential to increase your earning power, advance your career, or help you transition to a new career. If you have not established a career path or are not sure how a graduate degree will help you achieve your career goals, then you may want to consider delaying your decision to start your graduate education. A good place to research careers or occupations is the Occupational Outlook Handbook published by the US Department of Labor (http://www.bls.gov/ooh/) or talk with the MPA Program Chair (or other UIU advisor) about whether the UIU MPA program is the right one for you. Graduate Education Our MPA degree is focused on developing the skills and knowledge necessary to manage and lead in the field of public administration. The course of study allows students to apply academic theories to the real challenges facing administrators in the public sector. Study centers on developing the analytical and evaluative skills necessary to effectively address complex issues while promoting and protecting core democratic values. This approach moves away from text-book-based solutions by placing a premium on the ability to collect, synthesize, and interpret data in order to create and implement creative solutions to current problems. The skills and knowledge that are developed in the graduate program are summarized in Table 1. In this table we also highlight the differences between undergraduate and graduate education in key knowledge areas. 2

3 Table 1: Undergraduate/Graduate Comparison by Knowledge Area Knowledge Bachelor s Student Master s Student 1. Explains the foundations, history, and major areas of study within public administration. 2. Defines the key concepts, terms, and theories used in public administration. 3. Conducts research that demonstrates mastery of the major s learning objectives for an undergraduate degree Specialized Knowledge: History, boundaries, theory, methodology, and terminology of public administration 1. Critically assesses the major contributions, theories, and research methodologies to ascertain the scope and breadth of public administration. 2. Independently and creatively integrates public administration theories and tools into a research project that offers potential new solutions to current problems/issues. 3. Critically evaluates, using an interdisciplinary frame, the viability, implications, and limits of current research. Broad Integrative Knowledge: The ability to form critical judgments that support democratic values and the public interest. Intellectual Skills Applied Learning: Prepared to assume effective leadership and managerial positions in an increasingly diverse society. Civic Learning 1. Explains how economic, political, and social forces that affect our understanding of the public good. 2. Defines democratic values using evidence from other academic disciplines. 1. Interpret and apply basic statistical concepts used in regression analysis. 2. Effectively uses oral and written communication to convey basic academic research to a diverse audience. 3. Identify strengths and weaknesses in a public policy proposal. 1. Demonstrates the ability to use theory to explain a practical problem/issue in a public organization. 2. Conducts theory-based research that informs how public administration meets the needs of a diverse population. Exhibits awareness, knowledge, and sensitivity to diverse perspectives and opinions. 1. Exhibits independence and critical thinking in evaluating how to promote and protect the public interest in an interconnected and interdependent world. 2. Understands and articulates a reasoned and logical explanation for how the incorporation of democratic values in managerial decision making improves the practice of public administration. 1. Critically analyze research findings to determine the generalizability of the results to different situations. 2. Effectively uses oral and written communication to convey technical, complex, and potentially controversial academic research to diverse audiences. 3. Integrate an interdisciplinary analytical strategy to the analysis of policy problems and program evaluation. Independently produces a body of work that demonstrates critical thinking, effective communication, and appreciate for the role of public management in the policy process, a respect for diversity, and the importance of upholding democratic values. Capable of critically examining competing claims in order to develop and defend a policy position that promotes democratic values and respects the needs of a diverse population. Graduate Education MPA Program Values A UIU MPA graduate education involves more than the acquisition of disciplinary knowledge although this is an important part of a graduate education. Our educational philosophy begins with the assumption that incoming students have a basic understanding of economics, finance, management, government, and statistics. On this foundation, we add course work in the field of public administration emphasizing analysis, evaluation, and application. Equally important, we strive to help our students gain an understanding and respect for the importance of practicing public administration in a way that is consistent with our program s public values (Table 2) and responsive and accountable to the citizenry. 3

4 Table 2: UIU MPA Program Values Diversity: Projections by the U.S. Census suggests that the United States population is creating a more diverse country not only in terms of race and ethnicity but also by age, religious beliefs, and gender, all of which provide unique challenges to public administrators. Being dedicated to this goal obligates public administrators to respect the humanity of all people. Valuing diversity allows our students to take positions that take diversity into account to more effectively lead and administer public programs. Democracy: a. Inclusive, Effective, and Constructive Participation: Public administrators should strive to make public programs open and responsive to all stakeholders by promoting meaningful participation in the political process by which we identify the public interest and in the development and implementation of public policies and programs to promote the public interest. We should reduce disparities in that participation produced by educational, economic, and other political inequalities. b. Enlightened Understanding: Public administrators should promote stakeholders' understanding of political processes, public policies, and public programs by providing transparent, clear, accurate, and relevant information. Due Process: The UIU MPA program defines due process to include all processes that provide important checks (procedural and substantive) on the authority of elected officials and 2 Graduate Education Other Distinguishing Characteristics Time: A key difference between undergraduate and graduate education is the amount of time students must spend on their studies. Our 36 credit degree can be completed in approximately 2.5 years (assuming no foundational requirements and one course per term). This is a considerably shorter period of time than the traditional four year undergraduate degree. However, the amount of time spent on course related activities will be significantly more than what students may have experienced as undergraduates. As a general rule undergraduate students are expected to spend two hours per week studying for every academic credit. Following this rule means an undergraduate student will spend approximately six hours per week studying for a three credit course. In graduate school, the ratio is appreciably more. Upper Iowa University expects its graduate students to spend between Did you Know? hours per week studying for a three credit course. The course work hours provided above are meant as a guide only; The grade of B is the some students need much more time than others. minimum grade to be Class Format: Graduate courses tend to follow the seminar format. in good standing. In a seminar, the lecture or topic presentation is relatively short. Extensive discussions among students and with the faculty are the norm. Class discussions are centered on the major themes for the assigned topic. Students are expected to incorporate the assigned readings and other evidence or experiences into the discussion. The purpose of the seminar is to critically analyze and evaluate the topic 4

5 in more detail. Seminars provide an opportunity to clarify the understanding of concepts, ideas and theories, encourage the sharing of ideas and experiences between participants, and synthesize, interpret and explore the boundaries of what we know. Student Preparation: Maximizing the learning opportunities afforded by the graduate program is enhanced if students are prepared for class. That usually entails completing assigned readings, independent research, and some time spent thinking about the concepts and questions it raises. The responsibility is on the student to engage the material and not for the professor to teach it. Collaborative Interaction: The UIU MPA faculty works to create a transformative, interactive, and accountable learning environment that encourages our students to make the connection between our program mission and practical experience. It is through the collaborative interaction between faculty and students that an academically rigorous educational experience can foster a sense of discovery, the ability to think critically, and a clear sense of personal and professional integrity in our students. Graduate Reading Expectations: One of the defining characteristics of a graduate education is the heavy reading load. The reading in many undergraduate courses comes primarily from secondary sources such as textbooks, popular media publications such as newspaper and magazines, commentaries, encyclopedias, websites, etc. A secondary source is one that analyzes or interprets what somebody else has already produced. In graduate school, the reading will focus mainly on primary sources. These include academic books or journal articles reporting new research or findings and original documents. It is not uncommon to be expected to read approximately 150 pages of primary source literature each week. Learning how to read and understand academic literature is an important skill to be developed in graduate school. The Small Matter of Ambiguity What is not readily apparent is the ambiguity that permeates the graduate learning paradigm. Public administrators are often challenged to address wicked problems for which there is no single solution. Wicked problems are by definition (1) difficult to accurately define, (2) exhibit an interdependence and multi-causality, (3) are often a symptom of other problems, (4) defy simple, clear solutions, and (5) when addressed, may yield unforeseen and unintended consequences. Students in the MPA program learn to struggle with the vexing questions of which research methodology to employ, theory to apply, or normative value to promote. Graduate Writing Expectations: Graduate level writing requires the student to be able to analyze, evaluate, and synthesize the assigned materials. Literature reviews, journal article reviews, book reviews, and research papers are just some of the different types of writing expected of graduate students. It is not uncommon to be expected to produce numerous written assignments (often with a final paper between pages in length) during any given term. 5

6 Note: All course written work, unless expressly exempted by the professor, is expected to conform to APA Publication Manual standards. Graduate Presentations: Graduate students are sometimes asked to lead a seminar on a particular topic. They are expected to have read the material, identified key themes, developed appropriate questions, and to guide student discussion. Not a Traditional Program Upper Iowa University has eight-week terms and open enrollment. This means there are six terms in the academic year. Full time status requires taking one course in each of the first four terms of the academic year. With open enrollment, once students have been officially admitted into the program they can begin the next available term. Accelerated Program: The UIU MPA is an accelerated program offering eight week terms. Traditional MPA programs follow the sixteen week semester. The practical significance of the difference is in the workload. Because both programs offer three credit courses, we have to cover more material in a shorter amount of time. Students can expect a heavy reading and writing requirement on a regular basis making it more difficult to make up missed assignments. The non-traditional nature of our programs means prospective students should carefully evaluate how the UIU MPA program will fit into other personal and professional commitments. What to Expect in an Online MPA Course at UIU Students are offered an online tutorial that introduces them to the features of the online classroom. Located in each classroom are links to online tutoring resources. We encourage students to take the time to complete the tutorial, explore the resources available including the tutoring services, familiarize themselves with the library website, and ask questions of either program faculty or an academic advisor. Online courses are asynchronous, which affords students more convenience in scheduling when to attend class. However, that flexibility does not translate into less work or lower academic expectations. Most courses share similar features. Discussion threads, weekly reading assignments, and a research paper are staples in almost every course. Faculty members are required to uphold all university policies, follow the established course description and learning objectives, and adhere to all policies published in the syllabus. However, each faculty member is given considerable latitude in applying their expertise to their course, deciding on the content to be covered, and in establishing course related policies including the workload and grading. Do not be surprised to find variation between professors in terms of work load expectations, class specific policies (i.e. extra credit, absences, late work, etc.), and grading standards. 6

7 Almost every course will utilize course discussion and require class participation. The exact requirements will differ between faculty members. Below are some examples policies from existing courses. Discussion Threads: Almost every course will require some kind of class discussion activity. It will usually require you to answer a set of discussion questions (DQs) each week. Each faculty member will have specific guidelines. For example, one professor requires that a post should be about words and should draw on the weekly assigned readings, lecture notes, and outside reading as appropriate. You may include work-related information. Student Participation: Faculty has the authority to determine what level of participation is required and how they will assess that participation. Here is one example of a participation policy: Participate a minimum of 3 days a week in several different discussions and contribute at least two substantive discussion messages on each of those 3 days. This participation is a required part of your grade. Participation consists of posts you send above and beyond graded assignments and DQ answers. Please note that both quantity and quality are important considerations when it comes to participation. A message which says, "I agree with your assessment. You did a great job for example, would not constitute participation because it does not add anything of substance to the discussion. Adding something of substance would consist of new ideas, your work-related perspectives, pointed follow-up questions, responses to discussion questions, comments on the course materials, adding a relevant website etc. Even though the MPA courses are online, students will find what goes on in an online course to be quite similar to what happens in the traditional physical classroom. The free exchange of ideas, analysis, and evaluation is at the core of graduate education. We treat each other online the same as we treat each other in person with respect and dignity. And just as you addressed your undergraduate teacher as professor or, if they had a doctorate, doctor, you will do the same in the online classroom. That said, however, there is one major difference between an online course and the traditional on-campus classroom: communication. In person we have the benefit of seeing how are message is being received. That is more difficult online. It is very important we choose all our words with care and convey the appropriate tone in all electronic correspondence. Doing so will help create and maintain an environment of mutual respect and professionalism. A Comment About Academic Research Why should you have to learn how to do academic research? We recognize that many of you may never have to use a statistical software program like SPSS at work or create academic-like research reports. However, we do believe that many you will be asked to interpret research reports and/or discuss them with colleagues and/or clients. While we do not expect you to be statisticians or mathematicians, we do want you to understand the fundamentals of quantitative analysis. Learning how to leverage the use of each stage of the research process takes time. However, knowing how to effectively use systematic inquiry in any decision making process is an incredibly important management tool. We encourage you not to view the research methods courses as one-and-done courses. Use them instead as a way to improve your management and leadership skills. 7

8 Using the Library We believe that knowing how to conduct academic research is another skill that will set you apart from MPA graduates from other programs. There is another equally important reason for our research methods sequence. Research methods are based on the scientific method of inquiry. This type of inquiry can improve critical thinking and management decision making skills. In abbreviated form, the scientific method of inquiry follows certain logical steps: 1. Sense a problem 2. Review the nature of the problem 3. Define the question 4. Collect and analyze data 5. Evaluate the results These are the same steps, basically, we follow when thinking critically and when making management decisions: Steps in Critical Thinking: 1. Identify the problem 2. Determine the type of information needed. 3. Critique assumptions and review context. 4. State your position 5. Explain implications and consequences. Steps in Management Decision Making: 1. Define the problem 2. Identify the options 3. Gather information 4. Make the decision 5. Evaluate the decision The common link between each of the three is the idea that systematic inquiry leads to better answers to our challenges as public administrators and citizens. Thanks for considering our UIU MPA program. If you think that the UIU MPA online program would be a good match for you but you have not yet applied for admission, why not do it now? Applying online is easy and free (www.uiu.edu/mpa). Jerry Poppe, Ph.D. Master of Public Administration Program Chair Upper Iowa University 620 S 76th St., Suite 100, Milwaukee, WI (414) or Knowing how to effectively use the library as an educational tool is a basic skill all UIU graduate students are expected to master. At first blush, the idea that graduate students will be using a library might seem dated. The information superhighway has made searching for information second nature for many. Smartphones, tablets, and other mobile devices give us access to information 24/7 regardless of location. How can a library even be relevant in this environment? 1. Requirement to complete assignments: Many of your assignments will require you to use the library. Some required course readings can only be found in academic sources housed in library databases. 2. Completeness: Not everything is on the Internet. The information that is on the web can be hard to locate and time consuming. 3. Critical thinking: Searching a library database can help us evolve our thinking about a topic including its scope and focus. A search will give us instant access to related articles. This makes it easier for us to evaluate whether our current search is 8 efficient or needs to be modified.

9 Notes 9

Mission, Values, Goals, and Competencies

Mission, Values, Goals, and Competencies Mission, Values, Goals, and Competencies UIU MPA Program Definition and Summary of program mission, values, goals, and competencies. U p p e r I o w a U n i v e r s i t y M a s t e r o f P u b l i c A

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program.

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program. Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program Background The Departments of Higher Education and Early Education and

More information

Broad and Integrative Knowledge. Applied and Collaborative Learning. Civic and Global Learning

Broad and Integrative Knowledge. Applied and Collaborative Learning. Civic and Global Learning 1 2 3 4 5 Specialized Knowledge Broad and Integrative Knowledge Intellectual Skills Applied and Collaborative Learning Civic and Global Learning The Degree Qualifications Profile (DQP) provides a baseline

More information

MA in Sociology. Assessment Plan*

MA in Sociology. Assessment Plan* MA in Sociology Assessment Plan* Submitted by The Graduate Assessment Committee: November, 2008 Sharon K. Araji, Chair Submitted to The Dean of the College of Liberal Arts and Sciences UC Denver * The

More information

Commission on Peer Review and Accreditation

Commission on Peer Review and Accreditation Commission on Peer Review and Accreditation Network of Schools of Public Policy, Affairs, and Administration ACCREDITATION STANDARDS For Master s degree programs Adopted October 16, 2009 at the NASPAA

More information

IC Performance Standards

IC Performance Standards IC Performance Standards Final Version 1 23 April 2009 1 TABLE OF CONTENTS BACKGROUND... 3 OCCUPATIONAL STRUCTURE... 4 PERFORMANCE ELEMENT CONTENT MODELS... 7 Professional and Technician/Administrative

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

Graduation Requirements

Graduation Requirements Graduation Requirements PROGRAMS OF INSTRUCTION The Lone Star College System offers courses and programs to suit the needs of individual students. In keeping with the mission of a community college, the

More information

A Guide to Learning Outcomes, Degree Level Expectations and the Quality Assurance Process in Ontario

A Guide to Learning Outcomes, Degree Level Expectations and the Quality Assurance Process in Ontario A Guide to Learning Outcomes, Degree Level Expectations and the Quality Assurance Process in Ontario A Guide to Learning Outcomes, Degree Level Expectations and the Quality Assurance Process in Ontario

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

Curriculum Proposal Training Assessment Forms Center for Teaching and Learning

Curriculum Proposal Training Assessment Forms Center for Teaching and Learning Curriculum Proposal Training Assessment Forms Center for Teaching and Learning Monica Varner, Ph.D. Director of Assessment and Institutional Effectiveness and Center for Teaching and Learning Associate

More information

METROPOLITAN COLLEGE. Goals and Student Assessment Outcomes Measures. Graduate Degree Programs

METROPOLITAN COLLEGE. Goals and Student Assessment Outcomes Measures. Graduate Degree Programs METROPOLITAN COLLEGE Goals and Student Assessment Outcomes Measures for Graduate Degree Programs TABLE OF CONTENTS Overview... 3 Degrees Master of Arts in Human Resource Management. 4-10 Human Resource

More information

Doctor of Education Program Handbook

Doctor of Education Program Handbook Doctor of Education Program Handbook Student Copy Revised Summer 2013 1 Introduction The Johns Hopkins University (JHU) School of Education (SOE) attracts the most innovative and progressive scholars without

More information

College of Education. Rehabilitation Counseling

College of Education. Rehabilitation Counseling * 515 MEDICAL AND PSYCHOSOCIAL ASPECTS OF DISABILITIES I. (3) This course is designed to prepare rehabilitation and mental health counselors, social works and students in related fields with a working

More information

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

http://www.csus.edu/gradstudies/futurestudents/graduateadmissions/index.html),

http://www.csus.edu/gradstudies/futurestudents/graduateadmissions/index.html), Sept. 25, 2014. To Whom It May Concern, Thank you very much for your interest in our graduate program. The online application for fall 2015 will start online on Oct. 1, 2014. The priority deadline for

More information

College of Arts and Sciences

College of Arts and Sciences Stetson University College of Arts and Sciences From its founding in 883, the College of Arts and Sciences has offered an energetic and imaginative approach to education in the liberal arts and sciences.

More information

BA Psychology (2014 2015)

BA Psychology (2014 2015) BA Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

Bachelor Program in Analytical Finance, 180 credits

Bachelor Program in Analytical Finance, 180 credits Program Curriculum Page 1 of 7 Program code: RMV20 Bachelor Program in Analytical Finance, 180 credits This is a translation of the original program study plan in Swedish, which was approved by the Faculty

More information

Ph.D. PROGRAM GUIDELINES

Ph.D. PROGRAM GUIDELINES Ph.D. PROGRAM GUIDELINES Marketing Department December 8 th, 2014 Kellogg s Marketing Department is regarded as one of the premiere marketing programs in the world and is renowned for its groundbreaking

More information

MEDICINE, DOCTOR OF (M.D.)/ PUBLIC HEALTH, MASTER OF (M.P.H.) [COMBINED]

MEDICINE, DOCTOR OF (M.D.)/ PUBLIC HEALTH, MASTER OF (M.P.H.) [COMBINED] VCU 1 MEDICINE, DOCTOR OF (M.D.)/ PUBLIC HEALTH, MASTER OF (M.P.H.) [COMBINED] Program accreditation Liaison Committee on Medical Education (M.D.) Council on Education for Public Health (M.P.H.) Program

More information

Virginia Tech Department of Accounting and Information Systems Ph.D. Program GENERAL INFORMATION

Virginia Tech Department of Accounting and Information Systems Ph.D. Program GENERAL INFORMATION Virginia Tech Department of Accounting and Information Systems Ph.D. Program GENERAL INFORMATION Virginia Tech's Doctoral Program in Accounting and Information Systems is a Ph.D. degree in Business Administration

More information

Illinois Professional Teaching Standards

Illinois Professional Teaching Standards Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining

More information

MASTER OF EDUCATION 1. MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu

MASTER OF EDUCATION 1. MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu MASTER OF EDUCATION 1 MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu MISSION AND OBJECTIVES The Teacher Education programs offered by Marist College are integrally linked

More information

2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015)

2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015) 2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015) College-wide Goal 1: Intellectual Engagement PG1 Students will demonstrate the ability to think critically and

More information

Curriculum for Doctoral Studies in. Political Science

Curriculum for Doctoral Studies in. Political Science Faculty of Social and Life Sciences Curriculum for Doctoral Studies in Political Science Approved by the Faculty Board of Social and Life Sciences on 4 June 2008 (Reg.no. FAK3 2008/131) and is valid from

More information

Graduate Program Goals Statements School of Social Work College of Education and Human Development

Graduate Program Goals Statements School of Social Work College of Education and Human Development Graduate Program Goals Statements School of Social Work College of Education and Human Development December 12, 2014 Program Youth Development Leadership (MEd) Master of Social Work (MSW) Doctorate in

More information

The General Education Program at Sweet Briar College

The General Education Program at Sweet Briar College The General Education Program at Sweet Briar College Introduction The purpose of the General Education Program at Sweet Briar College is to provide all students with a common pattern of skills, experiences

More information

Graduate Handbook EDUCATIONAL PSYCHOLOGY

Graduate Handbook EDUCATIONAL PSYCHOLOGY Graduate Handbook EDUCATIONAL PSYCHOLOGY IFCE /Simpson Hall Phone 505-277-4535 MSC05 3040 Fax 505-277-8361 1 University of New Mexico E-Mail edpsy@unm.edu Albuquerque, NM 87131-1246 Program Website: http://coe.unm.edu/departments/ifce/educational-psychology.html

More information

The School of Education & Human Services The University of Michigan Flint Standards and Criteria for Promotion and Tenure

The School of Education & Human Services The University of Michigan Flint Standards and Criteria for Promotion and Tenure The School of Education & Human Services The University of Michigan Flint Standards and Criteria for Promotion and Tenure Introduction The primary mission of the University of Michigan Flint is to be the

More information

Department of Political Science. College of Social Science. Undergraduate Bachelor s Degree in Political Science

Department of Political Science. College of Social Science. Undergraduate Bachelor s Degree in Political Science Student Outcomes Assessment Plan (SOAP) I. Mission Statement Department of Political Science College of Social Science Undergraduate Bachelor s Degree in Political Science The Department of Political Science

More information

MA Psychology (2013-2014)

MA Psychology (2013-2014) MA Psychology (2013-2014) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public university providing

More information

Earning the MPA degree from Upper Iowa University

Earning the MPA degree from Upper Iowa University U P P E R I O W A U N I V R S I T Y MPA Newsletter Volume 5, Issue 1 Summer 2014 Introducing a 36 Credit Program Earning the MPA degree from Upper Iowa University has required the successful completion

More information

Upon completion of the Minor in Education Studies, students would be able to: Gain knowledge of the Education System in Singapore and internationally

Upon completion of the Minor in Education Studies, students would be able to: Gain knowledge of the Education System in Singapore and internationally 1 MINOR IN EDUCATION STUDIES Rationale The purpose of this minor is to provide NTU students with the opportunity to gain exposure to key developments in education and training as future professionals in

More information

College/University _University of Detroit Mercy Code: CD

College/University _University of Detroit Mercy Code: CD College/University _University of Detroit Mercy Code: CD Source of Guidelines/Standards: Michigan State Board of Education, Jan 2002 Program/Subject Area: Political Science Note: Michigan Test for Teacher

More information

DOCTOR OF EDUCATION (ED.D.) DEGREE EDUCATIONAL TECHNOLOGY LEADERSHIP PROGRAM OVERVIEW. Program Objectives

DOCTOR OF EDUCATION (ED.D.) DEGREE EDUCATIONAL TECHNOLOGY LEADERSHIP PROGRAM OVERVIEW. Program Objectives DOCTOR OF EDUCATION (ED.D.) DEGREE IN EDUCATIONAL TECHNOLOGY LEADERSHIP PROGRAM OVERVIEW The Ed.D. in Educational Technology Leadership is designed to develop educational technology leaders and innovators

More information

COLLEGE OF VISUAL ARTS AND DESIGN Department of Art Education and Art History DOCTORAL PROGRAM IN ART EDUCATION PROCEDURES MANUAL

COLLEGE OF VISUAL ARTS AND DESIGN Department of Art Education and Art History DOCTORAL PROGRAM IN ART EDUCATION PROCEDURES MANUAL COLLEGE OF VISUAL ARTS AND DESIGN Department of Art Education and Art History DOCTORAL PROGRAM IN ART EDUCATION PROCEDURES MANUAL Revised 3/2008 HEJC MANUAL FOR DOCTORAL STUDENTS IN ART EDUCATION The information

More information

Specialist in Education (Ed.S.) Degree in Educational Leadership

Specialist in Education (Ed.S.) Degree in Educational Leadership Specialist in Education (Ed.S.) Degree in Educational Leadership WELCOME EDUCATIONAL LEADERSHIP AND CULTURAL FOUNDATIONS ELC Agenda Faculty Introductions The ELC Department Who are we? What are we about?

More information

Faculty of Nursing. Master s Project Manual. For Faculty Supervisors and Students

Faculty of Nursing. Master s Project Manual. For Faculty Supervisors and Students 1 Faculty of Nursing Master s Project Manual For Faculty Supervisors and Students January 2014 2 Table of Contents Overview of the Revised MN Streams in Relation to Project 3 The Importance of Projects

More information

2. Educational Policy and Accreditation Standards

2. Educational Policy and Accreditation Standards 2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by

More information

Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009

Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Delivery On site/on line/ hybrid Required Materials Texts: Steffy, B. E., Wolfe,

More information

Departmental Goals and Objectives Department of History and Political Science. History Program

Departmental Goals and Objectives Department of History and Political Science. History Program Departmental Goals and Objectives Department of History and Political Science History Program GOALS Majors will possess basic foundation knowledge. Majors will be critical thinkers. Majors will be effective

More information

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department

More information

Master of Arts in Criminal Justice

Master of Arts in Criminal Justice Mission The mission of the Curry College Master of Arts in (MACJ) program is to provide students with the intellectual and pragmatic skills needed to become effective leaders, reflective practitioners,

More information

Tennessee Board of Regents. Proposal for the Establishment of a Lower Division General Education Core

Tennessee Board of Regents. Proposal for the Establishment of a Lower Division General Education Core Tennessee Board of Regents Proposal for the Establishment of a Lower Division General Education Core Created by: The Ad Hoc Committee charged to Establish a Lower Division General Education Core Curriculum

More information

PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES

PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES 1 PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES 2 PREAMBLE VINCENTIAN SPIRIT AND URBAN MISSION Given that the School of Education subscribes to the Vincentian spirit and urban

More information

Doctoral Degree Programs in Special Education

Doctoral Degree Programs in Special Education Doctoral Degree Programs in Special Education University of Florida College of Education School of Special Education, School Psychology, & Early Childhood Studies P.O. Box 117050 / 1403 Norman Hall Gainesville,

More information

DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY UNDERGRADUATE STUDENT HANDBOOK

DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY UNDERGRADUATE STUDENT HANDBOOK DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY UNDERGRADUATE STUDENT HANDBOOK C.W. POST CAMPUS DEPARTMENT OF NURSING UNDERGRADUATE STUDENT HANDBOOK TABLE OF CONTENTS MISSION STATEMENT FOR

More information

The Relationship between the Doctoral Plan of Study and the Department s Mission and Program Objectives

The Relationship between the Doctoral Plan of Study and the Department s Mission and Program Objectives The Relationship between the Doctoral Plan of Study and the Department s Mission and Program Objectives The Mission of the EAF Department The mission of the Department of Educational Administration and

More information

UMD Department of Mechanical and Industrial Engineering

UMD Department of Mechanical and Industrial Engineering UMD Department of Mechanical and Industrial Engineering Indices and Standards for Tenure and Promotion to Professor as Required by Section 7.12 of the Board of Regents Policy on Faculty Tenure (June 10,

More information

The Owens Community College Honors Program:

The Owens Community College Honors Program: Owens Community College Honors Program Student Handbook 2013-2014 Table of Contents Mission 3 Vision 3 Student Learning Outcomes 3 Honors Scholars FAQs 4 The Honors Program Curriculum 7 Requirements for

More information

Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University

Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University The purpose of the doctoral program in Educational Leadership is to

More information

M.S. in Criminal Justice Program Assessment Plan October 2007

M.S. in Criminal Justice Program Assessment Plan October 2007 1 M.S. in Criminal Justice Program Assessment Plan October 2007 Mission Statement of the Division of Criminology, Criminal Justice and Social Policy: The Division of Criminology, Criminal Justice and Social

More information

University of Northern Iowa College of Business Administration Master of Business Administration Learning Assurance Program Last updated April 2009

University of Northern Iowa College of Business Administration Master of Business Administration Learning Assurance Program Last updated April 2009 University of Northern Iowa College of Business Administration Master of Business Administration Learning Assurance Program Last updated April 2009 1. Philosophy and Program Goals The MBA program s Learning

More information

Master of Arts in Criminal Justice

Master of Arts in Criminal Justice Mission The mission of the Curry College Master of Arts in (MACJ) program is to provide students with the intellectual and pragmatic skills needed to become effective leaders, reflective practitioners,

More information

University of Minnesota 2011 13 Catalog. Degree Completion

University of Minnesota 2011 13 Catalog. Degree Completion University of Minnesota 2011 13 Catalog Degree Completion Bachelor of Arts Degree... 60 Degree Requirements... 60 Specific Provisions... 61 General Education Requirements... 61 Major or Area of Concentration...

More information

School of Public Health. Academic Certificate Student Handbook 2012-2013

School of Public Health. Academic Certificate Student Handbook 2012-2013 School of Public Health Academic Certificate Student Handbook 2012-2013 Revised August 2012 Page 2 TABLE OF CONTENTS ACADEMIC CERTIFICATE PROGRAM OVERVIEW... 3 BASIC COMMUNITY PUBLIC HEALTH PRACTICE...

More information

MARKETING (MKT) University of Miami Academic Bulletin 1

MARKETING (MKT) University of Miami Academic Bulletin 1 University of Miami Academic Bulletin 1 MARKETING (MKT) MKT 201. Foundations of Marketing. 3 Credit Hours. Understanding and satisfying consumer need through product planning, pricing, promotion, and distribution.

More information

Curriculum and Module Handbook. Master s Degree Programme. in Information Systems (Master of Science in Information Systems) 1 September 2015

Curriculum and Module Handbook. Master s Degree Programme. in Information Systems (Master of Science in Information Systems) 1 September 2015 Curriculum and Module Handbook Master s Degree Programme in Information Systems (Master of Science in Information Systems) 2015 1 September 2015 1 Curriculum developed by: Dr Oliver Müller, Assistant Professor,

More information

GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL

GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL Rationale: Professional development takes many forms, including such activities as workshops, courses, conferences,

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Evaluation of degree programs. Self-Evaluation Framework

Evaluation of degree programs. Self-Evaluation Framework Evaluation of degree programs Self-Evaluation Framework COVER, December 2009 FOREWORD UNIL's approach to quality emphasizes procedures based on reflection that encourage the faculties and units concerned

More information

NDNU GRADUATE LEVEL INSTITUTIONAL LEARNING OUTCOMES

NDNU GRADUATE LEVEL INSTITUTIONAL LEARNING OUTCOMES S WORKING DRAFT FOR PILOT ACROSS GRADUATE PROGRAMS Approved by GASCC; Revised by the Assessment Council, Spring 2013 April 2 nd, 2013 Notre Dame de Namur University Note: Most rubrics adapted from AAC&U

More information

Section 2: Program Summary Economics (CA): Secondary Major and Minor

Section 2: Program Summary Economics (CA): Secondary Major and Minor Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of Mercy

More information

Teaching Writing in the Community College Implications for English Faculty and Community Colleges

Teaching Writing in the Community College Implications for English Faculty and Community Colleges Teaching Writing in the Community College Implications for English Faculty and Community Colleges Purpose Statement English departments and faculty in community colleges traditionally have been dedicated

More information

Agenda Items I.1.a.(1) and I.1.a.(2)

Agenda Items I.1.a.(1) and I.1.a.(2) June, 2015 Agenda Items I.1.a.(1) and I.1.a.(2) REQUEST FOR AUTHORIZATION TO IMPLEMENT A DOCTORATE OF EDUCATION DEGREE IN STUDENT AFFAIRS ADMINISTRATION AND LEADERSHIP AT UW-LA CROSSE PREAPARED BY UW-LA

More information

Appendix A. Educational Policy and Accreditation Standards

Appendix A. Educational Policy and Accreditation Standards Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice

More information

Business and Public Administration Outcomes Assessment Plan; April 1, 2011 Page 1

Business and Public Administration Outcomes Assessment Plan; April 1, 2011 Page 1 Business Administration Program Outcomes Assessment Plan Bachelor of Business Administration Associate of Applied Science Business Associate of Business April 1, 2011 Contact Name: Dr. Kathy DiLorenzo

More information

Department of Bioengineering. Master s Student Handbook. Graduate Group in Bioengineering University of Pennsylvania

Department of Bioengineering. Master s Student Handbook. Graduate Group in Bioengineering University of Pennsylvania Department of Bioengineering Master s Student Handbook Graduate Group in Bioengineering University of Pennsylvania INTRODUCTION... 2 UNIVERSITY OF PENNSYLVANIA... 3 BIOENGINEERING OVERVIEW... 3 GOAL AND

More information

DOCTORAL STUDENT HANDBOOK Revised December 2010

DOCTORAL STUDENT HANDBOOK Revised December 2010 DOCTORAL STUDENT HANDBOOK Revised December 2010 This Doctoral Program Handbook presents the policies of the School of Public Administration at the University of Nebraska at Omaha regarding the Doctor of

More information

PROGRAM PUBLIC INFORMATION

PROGRAM PUBLIC INFORMATION Department of Civil Engineering & Construction Management College Of Engineering and Computer Science California State University-Northridge Northridge, Ca Construction Management Program PROGRAM PUBLIC

More information

Area of focus: ADMISSIONS INFORMATION PACKET

Area of focus: ADMISSIONS INFORMATION PACKET Master of Public Health (MPH) PROGRAM Area of focus: Community Health Education ADMISSIONS INFORMATION PACKET Department of Health Science & Human Ecology 5500 University Parkway San Bernardino, CA 92407

More information

BS Environmental Science (2013-2014)

BS Environmental Science (2013-2014) BS Environmental Science (2013-2014) Program Information Point of Contact Brian M. Morgan (brian.morgan@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public

More information

DOCTORAL DEGREE IN EDUCATION. Ed.D. Leadership in Schooling

DOCTORAL DEGREE IN EDUCATION. Ed.D. Leadership in Schooling DOCTORAL DEGREE IN EDUCATION Ed.D. Leadership in Schooling ADMITTING FOR SUMMER 2016 ONWARDS Ed.D. Leadership in Schooling 42 credits 3-4 years Leadership in Schooling Faculty Michaela Colombo, Associate

More information

Indiana Statewide Transfer General Education Core

Indiana Statewide Transfer General Education Core Indiana Statewide Transfer General Education Core Preamble In 2012 the Indiana legislature enacted Senate Enrolled Act 182, thereby establishing the requirements for a Statewide Transfer General Education

More information

Eligibility Procedures and Accreditation Standards for Accounting Accreditation. Innovation Impact Engagement

Eligibility Procedures and Accreditation Standards for Accounting Accreditation. Innovation Impact Engagement Exposure Draft Accounting Accreditation Standards (November 15, 2012) FOR AACSB MEMBER REVIEW NOT FOR PUBLIC DISTRIBUTION Eligibility Procedures and Accreditation Standards for Accounting Accreditation

More information

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

More information

Council for Accelerated Programs

Council for Accelerated Programs CAP - Page 1 Model for Good Practice in Accelerated Programs in Higher Education Council for Accelerated Programs In this day of multiple delivery methods, the use of time alone to document achievement

More information

EDUC 469: Middle School Teaching Skills Lab

EDUC 469: Middle School Teaching Skills Lab EDUC 469: Middle School Teaching Skills Lab Description: Program Course Information: UNC-CH School of Education Conceptual Framework: EDUC 469 is a required course in the Middle Grades Program professional

More information

Educational Policy and Accreditation Standards

Educational Policy and Accreditation Standards Educational Policy and Accreditation Standards Copyright 2001, Council on Social Work Education, Inc. All rights reserved. Sections renumbered December 2001, released April 2002, corrected May 2002, July

More information

Department of Sociology and Social Work

Department of Sociology and Social Work Department of Sociology and Social Work 143 Department of Sociology and Social Work Chair: James L. Williams, Professor Location: CFO 305 Phone: 940-898-2052 Fax: 940-898-2067 E-mail:jwilliams2@mail.twu.edu

More information

University Curriculum Philosophy, Principles and Framework. Operational Definitions. Revised January 25, 2013

University Curriculum Philosophy, Principles and Framework. Operational Definitions. Revised January 25, 2013 University Curriculum Philosophy, Principles and Framework Operational Definitions Revised January 25, 2013 Curriculum The Davenport University curriculum is a holistic degree program of learning that

More information

Is the General Education program purpose congruent with the overall mission of the institution?

Is the General Education program purpose congruent with the overall mission of the institution? Where do we start? MODELS OF GENERAL EDUCATION The best General Education Program is not based simply on choosing specific goals or finding the perfect model. The best program is one that is aligned with

More information

Recommended Standards for Distance Education NCPSA, ver. 2.2

Recommended Standards for Distance Education NCPSA, ver. 2.2 Recommended Standards for Distance Education NCPSA, ver. 2.2 NCPSA Standards for IT and Distance Learning Described herein are six broad based standards and specific indicators of best practices for teaching

More information

Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education

Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education A Task Force Report for the Association of Mathematics Teacher Educators Forward This report, in some ways,

More information

SIUE Mass Communications Graduate Program Guide & Handbook. Designed To Educate & Assist Our Prospective & Current Masters Candidates

SIUE Mass Communications Graduate Program Guide & Handbook. Designed To Educate & Assist Our Prospective & Current Masters Candidates SIUE Mass Communications Graduate Program Guide & Handbook Designed To Educate & Assist Our Prospective & Current Masters Candidates Copyright SIUE Mass Communications Department 2010 Table of Contents

More information

DEPARTMENT OF MATHEMATICS AND STATISTICS GRADUATE STUDENT HANDBOOK. April 2015

DEPARTMENT OF MATHEMATICS AND STATISTICS GRADUATE STUDENT HANDBOOK. April 2015 DEPARTMENT OF MATHEMATICS AND STATISTICS GRADUATE STUDENT HANDBOOK April 2015 Postal address: Department of Mathematics and Statistics, Washington State University, Pullman, WA 99164-3113 Voice: 509-335-8645

More information

COLLEGE OF BUSINESS ASSURANCE OF LEARNING GOALS. Undergraduate Programs

COLLEGE OF BUSINESS ASSURANCE OF LEARNING GOALS. Undergraduate Programs COLLEGE OF BUSINESS ASSURANCE OF LEARNING GOALS Undergraduate Programs In order to act according to our core values, uphold our mission, and achieve our vision, the College of Business must provide educational

More information

National Commission for Academic Accreditation & Assessment. Handbook for Quality Assurance and Accreditation in Saudi Arabia PART 1

National Commission for Academic Accreditation & Assessment. Handbook for Quality Assurance and Accreditation in Saudi Arabia PART 1 National Commission for Academic Accreditation & Assessment Handbook for Quality Assurance and Accreditation in Saudi Arabia PART 1 THE SYSTEM FOR QUALITY ASSURANCE AND ACCREDITATION Ver. 2.0 THE SYSTEM

More information

2014-2015 Program and Admission Information

2014-2015 Program and Admission Information Ph.D. Program in Higher Education Administration Bowling Green State University 2014-2015 Program and Admission Information Review of applications begins December 15, 2014 On-campus interviews will be

More information

Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3, 2011, May 7, 2013

Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3, 2011, May 7, 2013 RYERSON UNIVERSITY POLICY OF SENATE PERIODIC PROGRAM REVIEW OF GRADUATE AND UNDERGRADUATE PROGRAMS Policy Number 126 Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3,

More information

Interdisciplinary Studies Doctorate. Graduate Student Handbook

Interdisciplinary Studies Doctorate. Graduate Student Handbook Interdisciplinary Studies Doctorate Graduate Student Handbook Graduate College April 2015 Introduction The Interdisciplinary Studies Doctorate at Western Michigan University is a unique degree that offers

More information

DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY

DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY VCU 1 DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY Colleen Thoma, Ph.D. Professor and chair The mission of the Department of Special Education and Disability Policy is to prepare skilled, effective

More information

The likelihood that students will

The likelihood that students will Rethinking College Readiness High schools need to graduate greater numbers of young people prepared for college and careers. But how should readiness be defined? DAVID T. CONLEY The likelihood that students

More information

Graduate Program Review Process Summary

Graduate Program Review Process Summary Graduate Program Review Process Summary Prepared By: Nathan Risling B.Comm, M.P.A. Coordinator, Graduate Program Review College of Graduate Studies & Research Ph: (306) 966-1606 nathan.risling@usask.ca

More information