Improving Board Engagement with Educational Quality Institutional Case Report Templates
|
|
- Ralph Cox
- 8 years ago
- Views:
Transcription
1 Improving Board Engagement with Educational Quality Institutional Case Report Templates Rhodes College Case Report 2013 Who We Are The institution, its mission and its board including composition and committee structure with particular attention to its committees and work focusing on student learning outcomes RHODES COLLEGE is a residential liberal arts college located in Memphis, Tennessee. Its origins are in the Clarksville (Tennessee) Academy, founded in The College has been through multiple name changes as well as a move from Clarksville to Memphis in The final name change, from Southwestern at Memphis to Rhodes, was made in Rhodes is a private, independent non-profit college; its Carnegie Classification is as a Baccalaureate College (Arts and Sciences). The college s mission statement reads in part as follows: Rhodes College aspires to graduate students with a lifelong passion for learning, a compassion for others, and the ability to translate academic study and personal concern into effective leadership and action in their communities and the world. Rhodes offers undergraduate degrees (B.A. & B.S.) in the following departments and interdisciplinary programs: Anthropology and Sociology, Art and Art History, Biochemistry and Molecular Biology, Biology, Chemistry, Commerce and Business, Economics, English, Environmental Studies and Sciences, Greek and Roman Studies, History, International Studies, Latin American Studies, Mathematics and Computer Science, Modern Languages and Literatures (Chinese, French, German, Russian, Spanish), Music, Neuroscience, Philosophy, Physics, Political Economy, Political Science, Psychology, Religious Studies, Theatre, and Urban Studies. The most popular undergraduate majors for students graduating in 2013 were: Commerce and Business (52), Biology (39), English (39), History (23), Psychology (21), Chemistry (20), and Economics (20). The above departments and programs also offer minors. In addition, there are interdisciplinary programs in the following areas that offer minors only: African-American Studies, Archaeology, Asian Studies, Film Studies, Gender and Sexuality Studies. Rhodes also offers a graduate (M.S.) degree in Accounting. In Rhodes had 207 Faculty members, of which 172 were full-time and 35 were part-time. Enrollment for was at 1927, with 1915 undergraduates (99% of whom were full-time) and 12 graduates (100% of whom were full-time). Rhodes College 1
2 The Rhodes College Board of Trustees (as reflected in Amended and Restated By-Laws of Rhodes College, effective January 19, 2007) The Rhodes College Board of Trustees consists of between 20 and 30 regular voting Trustees; there are also 3 non-voting Faculty Trustees and 3 non-voting Student Trustees. There are currently 29 regular voting Trustees on the Board. The Board has three Officers, which are the Chairman of the Board, the College President, and the Board Secretary. Trustees are elected for a 3-year term. They may serve up to 3 consecutive 3-year terms. At least 12 months must elapse before any Trustee may serve an additional 3-year term. Regular meetings of the Board are held at such time and place as the Board determines. Currently, the Board of Trustees meets three times a year (October, January, April) for a two-day session. Most meetings are held on the Rhodes campus. Committees of the Board are adopted by resolution (by a majority of the Trustees in office) on an annual basis. The current standing committees are: Committee on Trusteeship Committee on Student Learning (with academic oversight) Committee on Student Life Committee on Finance (including subcommittees on Investment and Building and Grounds) Committee on Audit The Committee on Student Learning is chaired by a regular voting Trustee and includes five other regular voting Trustees, one Faculty Trustee, and one Student Trustee. The Committee s meetings are also regularly attended by the Dean of the Faculty and one Associate Dean of Academic Affairs. The Dean of the Faculty sets the Committee s agenda in conjunction with the Committee Chair, who reports back to the full Board. In addition to the above committees, the Board has an Agenda Committee made up of the Chairman, the President (ex officio), and the chairs of all standing committees and sub-committees of the Board. This committee plans and guides Board processes and conducts, and develops agendas, formats, and schedules for meetings and other Board events. Between meetings of the Board, the Agenda Committee has supervision of the administration and property of the College except and unless specifically not empowered by the Board of Trustees to do so. In the absence of such limitations, the Agenda Committee has and exercises all the powers of the Board and the management of the business affairs of the College when the Board is not in session. Rhodes College 2
3 Our Starting Point Regarding Board Oversight of Student Learning (Summer 2012) Please describe your approach to board oversight of educational quality at the beginning of the project (Summer 2012) Our starting point in Summer 2012 was: 1. Board members expressed a general understanding of educational quality and the processes for ensuring that quality. Members were regularly presented with trend data and summaries of information related to high-impact practices, educational performance (e.g., GPA, retention, degree attainment), graduate success in entering graduate schools or acquiring employment, and rankings and ratings. 2. The process for learning these aspects of educational quality included (1) a packet of information in the board meeting preparation materials, including a balanced scorecard built to their specifications, (2) themes related to educational quality matters for every meeting, (3) Student Learning Committee reports and minutes, distributed to every trustee, (4) faculty and student presentations to the trustees at every meeting, and (5) orientation to educational quality for every board member upon joining the board. 3. Board members attitudes toward topics and issues in educational quality were exemplary. They stated their awareness of their responsibility for educational quality and accepted that responsibility, were eager to interact with faculty, staff, and students on matters of educational quality, and were careful to monitor the relationship between budgetary matters and educational quality. Moreover, trustees indicated a high level of satisfaction with educational assessment practices, efforts to improve learning, and program review policies and practices. 4. Trustees also expressed a desire to know more about the students in general, concerned to a minor degree that the students and faculty they met were not the norm but the exception. Their interest in the improvement of retention and degree attainment rates fueled this sentiment and the desire to meet more students and faculty members. Our goals and plans for the year were to: 1. Familiarize the board with the processes used to articulate, define, assess, and report the outcomes of specific student learning objectives, 2. Expose them to the norm of student achievement and educational quality, 3. Present to the trustees: (1) the foundations curriculum [i.e., general education curriculum], (2) a review of academic programs (e.g., majors and interdisciplinary programs), and (3) high impact practices (e.g., Fellowships, study abroad). For each of three major areas of student learning we planned to (1) explain and define the goals and/or expected outcomes, (2) demonstrate the variety of measurements designed and/or utilized, (3) explain the data collection procedures, (4) articulate the findings, (5) describe the dissemination of results to the campus community, and (6) explain how the results were used to effect changes. 4. Educate the board members given their lack of experience with the processes governing assessment. We planned to develop an approach for engaging the board in this area and assess its success. We anticipated a multi-method approach, in which we would survey board members concerning their interests on the various areas of student learning, their preferences for receiving information, and their satisfaction with the data presented. We knew that we might need to develop a more fine-grained understanding of their grasp and interest by conducting either a limited focus group or limited individual structured interviews with members of the Student Learning Committee of the Board. Rhodes College 3
4 Our Current Approach (Fall 2013) Please describe your approach to board oversight of educational quality at the conclusion of the project (Fall 2013) Board members receive all of the materials that they did in 2012, and they participate in all of the activities that they participated in Nothing of substance was removed from their materials or process. Added to their materials, however, are measures of academic progress to complement the general measures they received earlier. These measures are tied to the student lifecycle : The Student Lifecycle The student lifecycle is composed of four two-year phases: Pre-Rhodes Pre-Major Major Post-baccalaureate Each phase has milestones for the process during the period and the results of the period. The signs of success are negotiating the phase to the completion of all milestones and making the transition into the next phase. The indicators of each student negotiating the phase s milestones are documented transactions as the student completes courses on pace and with sufficient grades, pays bills, avoids debt, avoids conduct or Honor Code violations, and completes the culminating task or tasks. Above and beyond these minimal requirements are indicators of success such as participation in organizations, holding leadership positions, earning honors, fulfilling internship, fellowship, or study abroad requirements. Period Goals/Milestones Indicators Two years before Finish high school requirements, Confirmation of high school matriculation demonstrate understanding of Rhodes College and its expectations culminating in making a deposit and attending Open Rhodes transcript, diploma, enrollment deposit First two years of enrollment Second two years of enrollment Maintain satisfactory progress toward degree in terms of GPA, classes taken, hours earned, Foundation Requirements met, etc. culminating in declaration of major without conduct or honor violations Maintain satisfactory progress toward degree in terms of GPA, classes taken, hours earned, Major Requirements met, etc. culminating Earn Financial Aid SAP minimum requirements Complete four classes per term GPA at end of first year GPA at end of second year On track towards timely completion of the Foundation Requirements Avoid conduct violation Avoid Honor System violation Earn Financial Aid SAP minimum requirements Complete four classes per term GPA at end of third year Rhodes College 4
5 Two years after graduation in successful plan for graduate school or employment without conduct or honor violations Begin post-baccalaureate plan within 3 months of graduation GPA at end of fourth year Complete Foundation Requirements Avoid conduct violation Avoid Honor System violation Confirmation from alumnus/a of successful commencement of plan When we began this project, our trustees were most able to engage in issues of educational quality when the subject related to outcomes, especially persistence and graduation. The plan, as it stands now, is to attach discussions of educational quality to more frequent outcomes students achieve, especially on a term-by-term basis. For trustees, unless the students exhibit signs of distress that could reliably be associated with educational quality issues, there is little need for them to delve into the details of educational quality control. This perspective has been developed within board governance conversations in consultation with Dick Chait and other presidents, namely to keep trustee conversations at a strategic level and out of the managerial detail. Institutional assessment processes continue in the direction as planned, using a multi-method analysis. The benefits of this analysis are primarily related to process, namely the reflective discussions they promote, than the actual results. High Impact Educational Practices Per the plan, in addition to the finer measures of academic progress as indirect measures of educational quality, we are expanding the detail for high impact educational practices, as identified by George D. Kuh in High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, (Washington, D.C.: Association of American Colleges and Universities, 2008). These practices include writing-intensive courses, internships, undergraduate research, service learning and communitybased learning, diversity and global learning, learning communities, collaborative assignments and projects, and capstone courses and projects. Because of the empirical support for the value of these practices, the board will receive an accounting of the students involved in each practice and the overlap as well as the timing of involvement. The Common Table Board and faculty interactions continue at the same frequency and in the same ways as before with one important exception. Trustees requested that the college develop a means for them to become more knowledgeable about the strategic issues of the college and informed by more parties on campus. Faculty members requested through their Faculty Governance Committee more contact with trustees and greater involvement with strategic concerns. In July 2012, President Troutt initiated the President's Common Table in response to these requests. The President's Common Table includes three trustees, three faculty members, a staff member, and a student. It functions as a conduit between the trustees, who charge it with strategic questions and tasks, and the internal college community, which offers feedback through related cross-functional common tables. In , the President's Common Table generated nine additional common tables composed of faculty, staff, and student members to discuss strategic matters of educational quality in response to the Rhodes College 5
6 board. These matters included (1) the alignment of personnel, energy, and funding to reduce obstacles to students in obtaining the educational resources they require; (2) the process by which students make connections to other students, faculty members, and other internal and external community members; and, (3) the future of teaching and learning in light of new pedagogies, tools, and means of scholarly communication. The results from this process offered trustees insight into the competitive environment for students, the challenges and obstacles facing the college and its students, and the opportunities available for resolving these problems. In short, the process accomplished much of the aims of the project we intended to submit for the Teagle study without overtaxing trustee time or attention span. Additionally, the process drew 75 more people into the conversations than would have been involved otherwise. Board processes for oversight of educational quality continue much as they were before, but they have better information drawn from more frequent samples and improved discussion opportunities while adhering to the perspective they have endeavored to establish at board meetings. Board-level student learning metrics Institutional assessment processes Ways and frequency in which the board and faculty interact (if they interact) Board processes for the oversight of educational quality How you got there The steps you took to increase board engagement with student learning outcomes assessment and educational quality and with what effect. We assessed the board members interest in educational quality assessment, and, as indicated above, they did express an interest, especially in terms of the entire student body. Our approach was to educate them in those processes and reassure them of the earnestness, professionalism, and comprehensiveness of our quality control processes. What we discovered was that the trustees trust the college and the accreditors, distrust their ability to comprehend the entirety of the process, and prefer a much higher level index or barometer of student success in order to determine whether there is any need for concern. This preference is similar to their preferences for other college reports, as well, including financial reports. Lessons from experience Please share the most salient lessons from your experience about how to further board oversight of educational quality What two or three things most facilitated your progress? What advice would you offer to others based on your experience? Instituting the Common Table and addressing discussion to matters of strategy made the biggest difference to board interest in and oversight of educational quality. The common Table gave them access to a broader cross-section of the campus and created a different kind of discussion in which staff, faculty, and students close to the detail of the college could view their concerns through a trustee lens and board members far from the detail could view their concerns through the perspective of the internal community. Most importantly, meeting the trustees needs in a way that acknowledged their limitations as well as their gifts and strengths; attending to their process and culture (i.e., Chait, Waller, etc.) and not Rhodes College 6
7 to ours; and respecting the difference in jobs and not trying to assimilate them nor trying to assimilate to them. Also making a big difference was attending to the importance of high impact educational practice as a differentiator for the college, given its urban location and tradition of experiential learning opportunities. The trustees could grasp quickly and easily the statistics related to these practices. The college could illustrate them in graphic form as well as in narrative and presentation. The trustees could also engage in conversation if presented with high-level indicators, as they had with retention and graduation rates before. What two or three things slowed progress? What lessons do you draw regarding pitfalls and sticky points? What advice would you offer to others based on your experience? The obstacles that slowed progress were entirely human and predominately cultural. The trustees have spent years refining their focus to high-level, non-operational information and discussions, and the mismatch of effort expended internally and the lack of expertise and time externally created problems. The college could easily overwhelm the trustees with information, especially new information. Recognizing the need for us to make the accommodations internally to the content, mode and manner of presentation, and pace of information made these obstacles less imposing. Additionally, we would offer the following advice based on our experience: Collaboration among diverse stakeholders is critical to a positive overall outcome; the role of Information Services/Institutional Research partners is especially essential Assess Board interest and expectations regarding educational quality matters and be responsive to Board interest/expectations Coordinate educational quality indicators to President s messaging and Institutional vision/mission Consider how national educational trends/high impact practices/best practices, etc. connect with Institutional markers of educational quality For further information contact: Name: Anita Davis Title: Associate Dean of Academic Affairs adavis@rhodes.edu Phone number: Address: Rhode College, 2000 N. Parkway, Memphis, TN Assistant s Name: Judy Pierce Assistant s contact information: ; piercej@rhodes.edu Rhodes College 7
Improving Board Engagement with Educational Quality. Institutional Case Report Templates
Improving Board Engagement with Educational Quality Institutional Case Report Templates As part of this AGB project, we will be compiling a set of case reports based on the experiences of the participants.
More informationImproving Board Engagement with Educational Quality
Improving Board Engagement with Educational Quality Institutional Case Report Templates As part of this AGB project, we will be compiling a set of case reports based on the experiences of the participants.
More informationCollege 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 informationBY- LAWS OF THE SCHOOL OF EDUCATION, TEACHING & HEALTH
BY- LAWS OF THE SCHOOL OF EDUCATION, TEACHING & HEALTH Article I. General Membership... 3 Section 1.01 Section 1.03 Section 1.04 Section 1.05 Voting members of the Education, Teaching & Health Council
More informationCollege of Arts and Sciences http://www.slu.edu/x12557.xml
College of Arts and Sciences http://www.slu.edu/x12557.xml Michael D. Barber, S.J. Interim Dean Reinhard G. Andress, Ph.D. Associate Dean for Graduate Education Stephen J. Dina, Ph.D. Associate Dean for
More informationCOLLEGE OF ARTS AND SCIENCES
COLLEGE OF ARTS AND SCIENCES 77 COLLEGE OF ARTS AND SCIENCES 217 VARNER HALL (248) 370-2140 Fax: (248) 370-4280 Dean: David J. Downing Office of the Dean: William A. Macauley, associate dean; Mary A. Papazian,
More informationImproving Board Engagement with Educational Quality
Improving Board Engagement with Educational Quality Institutional Case Report Templates As part of this AGB project, we will be compiling a set of case reports based on the experiences of the participants.
More informationA. Bachelor of Arts Degree
A. Bachelor of Arts Degree The University offers a Major or Honours programme within the Bachelor of Arts Degree. Both programmes have the following basic requirements: 1. Successful completion of 120
More informationSOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN ADMINISTRATION, PLANNING AND POLICY PRACTICE
VCU 1 SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN ADMINISTRATION, PLANNING AND POLICY PRACTICE Program accreditation Council on Social Work Education Program goal The VCU School of Social Work
More informationBylaws of the Information Technology Committee
1 Bylaws of the Information Technology Committee Membership Faculty members shall be elected by their undergraduate schools through Faculty Senate nominations made during the Spring semester. Two weeks
More informationOrganization and Bylaws College of Education and Human Development
Organization and Bylaws College of Education and Human Development I. Mission The College of Education and Human Development (EHD) has a special mission within the University of fostering healthy human
More informationCSULA ANNUAL PROGRAM REVIEW ASSESSMENT REPORTS 2008-2009
CSULA ANNUAL PROGRAM REVIEW ASSESSMENT REPORTS 2008-2009 September 2010 CSULA Academic Affairs TABLE OF CONTENTS I. Introduction II. Methodology and Rubric III. Overall IV. Results by College V. Summary
More informationCollege of Liberal Arts. Dr. Christina Murphy, Dean Dr. Samuel L. Dameron, Associate Dean www.marshall.edu/cola cola@marshall.edu
College of Liberal Arts Dr. Christina Murphy, Dean Dr. Samuel L. Dameron, Associate Dean www.marshall.edu/cola cola@marshall.edu MISSION OF THE COLLEGE The College of Liberal Arts is committed to excellence
More information2015-2016 Transfer Student Academic Advising Guide
2015-2016 Transfer Student Academic Advising Guide 1 2015-2016 Transfer Student Academic Guide The Center for Academic Success and Advising (CASA) What to expect at orientation At orientation you will:
More informationStudents must have completed or be currently enrolled in courses that fulfill all program requirements at the time of petition.
FOUR-YEAR CONCURRENT DEGREE PROGRAM LEADING TO A BACCALAUREATE AND A MASTER S DEGREE This program allows exceptionally capable students to combine their last year or two of undergraduate study with graduate
More informationProfessional Programs in the Arts Degree Requirements for Students Fulfilling the REVISED General Education Curriculum
Your Responsibility as a Student Professional Programs in the Arts Degree Requirements for Students Fulfilling the REVISED General Education Curriculum The following lists semester courses. For quarter
More informationUniversity of Toledo Catalog 2013 2014 COLLEGE OF ADULT AND LIFELONG LEARNING Rocket Hall 1300/Dean s Office Rocket Hall 1060, Main Campus
COLLEGE OF ADULT AND LIFELONG LEARNING Rocket Hall 1300/Dean s Office Rocket Hall 1060, Main Campus Administration Dennis Lettman, Dean 419.530.3072 dennis.lettman@utoledo.edu Beth Gerasimiak, Senior Director
More informationCollege of Arts and Sciences General Education Requirements for the Professional Programs in the Arts Semester Curriculum
Prerequisites You are responsible for fulfilling all prerequisites to courses in which you enroll. Failure to satisfactorily complete prerequisites may delay graduation. College of s and Sciences General
More informationBachelor of Science Degree Requirements for Students Fulfilling the REVISED General Education Curriculum
General College Requirements Bachelor of Science Degree Requirements for Students Fulfilling the REVISED General Education Curriculum Note: see the Middle Childhood Education (MCE) curriculum sheet for
More informationA Joint Admissions Agreement Between Suffolk County Community College and Stony Brook University. Purpose of This Agreement
A Joint Admissions Agreement Between Suffolk County Community College and Stony Brook University Purpose of This Agreement The purpose of this agreement is to outline the procedure for a Joint Admissions
More informationSOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN CLINICAL PRACTICE
VCU 1 SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN CLINICAL PRACTICE Program accreditation Council on Social Work Education Program goal The VCU School of Social Work offers a graduate professional
More informationFaculty of Social Sciences By-laws
Faculty of Social Sciences By-laws I GENERAL In this document Faculty means the Faculty of Social Sciences; any reference to Departments shall also apply to the Schools and the Programs within the Faculty,
More informationEDUCATION ACT (CAP. 327)
Legal Notice 11 of 2005 Malta Government Gazette No. 17,712 25 January 2005 Amended by: Legal Notice 112 of 2008 Malta Government Gazette No. 18,222 4 April 2008 Legal Notice 290 of 2009 Malta Government
More informationGeneral Education Requirements for the Bachelor of Science Degree Semester Curriculum
General College Requirements General Education Requirements for the Bachelor of Science Degree Semester Curriculum Summer Term 2012 The following degree requirements apply if you began your career as a
More informationHealthy People 2020 and Education For Health Successful Practices in Undergraduate Public Health Programs
University of Massachusetts Amherst Amherst, MA Undergraduate Degree in Public Health Sciences Bachelor in Science & 4 Plus 1 BS/MPH http://www.umass.edu/sphhs/public_health/academics/undergraduate/index.html
More informationEDUCATION ACT (CAP. 327)
Legal Notice 11 of 2005 Malta Government Gazette No. 17,712 25 January 2005 Amended by: Legal Notice 112 of 2008 Malta Government Gazette No. 18,222 4 April 2008 Legal Notice 290 of 2009 Malta Government
More informationBachelor of Science Degree Requirements for Students Fulfilling the REVISED General Education Curriculum
Goal Bachelor of Science Degree Requirements for Students Fulfilling the REVISED General Education Curriculum The following lists semester courses. For quarter courses, use the approved quarter version;
More informationDEGREE REQUIREMENTS FOR SOCIOLOGY MAJORS COURSE TRACKING SHEET. (A summary of the degree requirements for Sociology majors is attached)
DEGREE REQUIREMENTS FOR SOCIOLOGY MAJORS COURSE TRACKING SHEET (A summary of the degree requirements for Sociology majors is attached) I. Sociology (30 Hours) 1051 2707 2708 4086 Core Sociology Electives
More informationAssuring Quality in Three-Year Undergraduate Degree Programs
Assuring Quality in Three-Year Undergraduate Degree Programs Hartwick College Mike Tannenbaum, CAO George Elsbeck, CFO Manchester College Glenn Sharfman, CAO Jack Gochenaur, CFO The CAO-CFO Partnership
More informationDear Colleagues: A member of the University of Maine System
Dear Colleagues: Over the last five weeks the deans and I have had long sessions discussing the difficult decisions necessary to close the budget deficit and put our academic programs on a sustainable
More informationA. Teacher Education Committee
A. Teacher Education Committee Teacher Education Committee Mandate The Teacher Education Committee shall function as the principal agent of the college in the planning and coordination of the graduate
More informationEASTMAN SCHOOL OF MUSIC University of Rochester. THE HUMANITIES AND SCIENCES REQUIREMENT for the Bachelor of Music (BM) Degree Program
EASTMAN SCHOOL OF MUSIC University of Rochester THE HUMANITIES AND SCIENCES REQUIREMENT for the Bachelor of Music (BM) Degree Program POLICIES AND PROCEDURES The Eastman School expects all of its students
More informationGeneral Education Requirements for the Bachelor of Science Degree Semester Curriculum
Goal General Education Requirements for the Bachelor of Science Degree Semester Curriculum Summer Term 2015 The following degree requirements apply if you began your career as a regularly enrolled college
More informationFairfield university. Fairfield, Connecticut
Fairfield university Fairfield, Connecticut International Undergraduate Student Fact Book Fairfield University The moment you arrive at Fairfield University everything feels different. Our 200-acre idyllic
More informationSimultaneous Degrees Application Packet
Simultaneous Degrees Application Packet Your application must be reviewed and approved by the major advisers in both colleges or schools, who will verify that your proposed program satisfies all college/school
More informationGuidelines for Preparing New Graduate Program Proposals
Guidelines for Preparing New Graduate Program Proposals The New Programs and Program Review Committee of the Graduate Council recommends that the originators of proposals for new graduate programs follow
More informationPROGRAMS. Real. Amazing. Academic Programs. Majors and Degrees. Minor Programs. University Governance 262-595-2384 UW-PARKSIDE 2015-17 CATALOG
PROGRAMS UW-PARKSIDE 2015-17 CATALOG University Governance 262-595-2384 Academic Programs UW-Parkside offers approximately 37 undergraduate academic majors as well as a number of pre-professional programs;
More information2. Primary Goals of the Program
Master of Arts in Archaeology and Biblical Studies 1. Purpose of the Degree The purpose of the degree of Master of Arts in Archaeology and Biblical Studies is to offer graduate level degree offering advanced
More informationCASE WESTERN RESERVE UNIVERSITY FRANCES PAYNE BOLTON SCHOOL OF NURSING BYLAWS OF THE FACULTY ARTICLE I PURPOSE OF THE BYLAWS
1978 79 1979 80 1980 81 1981 82 1982 83 1985 86 amended 5/92 approved by faculty senate 5/92 amended 1/95 approved by faculty senate 4/95 corrections to the 11/02 amendments 12/12/02 approved by faculty
More informationWASHBURN UNIVERSITY SCHOOL OF NURSING. Program Comparisons: Prelicensure BSN and RN-BSN Undergraduate Degrees
WASHBURN UNIVERSITY SCHOOL OF NURSING Program Comparisons: Prelicensure BSN and RN-BSN Undergraduate Degrees Introduction The Washburn University School of Nursing offers two tracks for the Bachelor of
More informationBachelor of Business Administration (BBA) Degree Completion Program
Bachelor of Business Administration (BBA) Degree Completion Program Note that the intended audience for the BBA degree completion program is the graduate of an AA or AS with a liberal arts and/or science
More information100 Graduate Faculty Handbook
100 Graduate Faculty Handbook 101 Introduction Graduate education is an integral component of Armstrong Atlantic State University (herein Armstrong). Armstrong s graduate programs provide graduate education
More informationElementary and Early Childhood Education
Elementary and Early Childhood Education-1 Elementary and Early Childhood Education Faculty: Beyers, Chair; Ammentorp, Burroughs, Carroll, Conte, Dell Angelo, Eberly, Heddy, Hinitz, Hornberger, Joshi,
More informationUndergraduate Catalog
Undergraduate Catalog Contents This is the Introduction, Degree Program/Majors Directory, General Information, and Policies sections of the 2002-2004 Undergraduate Catalog for the University of Minnesota,
More informationARTICULATION AGREEMENT
ARTICULATION AGREEMENT A. Sending and Receiving Institutions Sending College: Bronx Community College of the City University of New York Department: Social Sciences Program: Liberal Arts and Sciences,
More informationNATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes
NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes In keeping with the social teachings and values of the Roman Catholic Church,
More informationUW Colleges Senate Bylaws
Established 11/12/94 Revised 3/18/95 Revised 1/11/96 Revised 5/4/96 Revised 3/8/97 Revised 4/23/99 Revised 3/14/03 Revised 5/02/03 Revised 1/21/04 Revised 5/7/04 Revised 4/29/05 Revised 10/19/07 Revised
More informationHealthy People 2020 and Education For Health Successful Practices in Undergraduate Public Health Programs
Westminster College Salt Lake City, UT Baccalaureate in Public Health Program, School of Nursing and Health Sciences Undergraduate Bachelor of Science (BS) and Minor in Public Health http://www.westminstercollege.edu/publichealth
More informationCollege of Arts and Sciences
2014-2015 Creighton University Catalog 1 College of Arts and Sciences Goals of a Liberal Education Creighton University s College of Arts and Sciences offers a liberal education whose primary goal is encouraging
More informationTENNESSEE STATE BOARD OF EDUCATION
TENNESSEE STATE BOARD OF EDUCATION HIGH SCHOOL POLICY 2.103 ELEMENTS OF SCHOOL-WIDE REFORM The following policy will be effective beginning with the ninth grade class entering high school during the 2009-2010
More informationDepartment of Environmental Science, Policy, and Geography Bylaws. Article I. The Department of Environmental Science, Policy and Geography
Department of Environmental Science, Policy, and Geography Bylaws Passed: 1 December 2006 Revised: February, 2007; February, 2008; April, 2008; August, 2008; October 8th, 2009; The Department of Environmental
More informationMCMASTER UNIVERSITY FACULTY OF HEALTH SCIENCES BY-LAWS
MCMASTER UNIVERSITY FACULTY OF HEALTH SCIENCES BY-LAWS I (i) THE FACULTY OF HEALTH SCIENCES Members of the Faculty: (a) Voting Members Ex Officio: Full-time Faculty Staff Student Dean and Vice-President
More informationMarine Science (MS) - Marine Conservation
UNIVERSITY OF SOUTH ALABAMA MARINE SCIENCE (MS) - MARINE CONSERVATION 1 Marine Science (MS) - Marine Conservation Degree Requirements Master Of Science (M.S.) In Marine Conservation And Resource Management
More informationUndecided? You re not alone You wil excel at a major that you enjoy studying. Your college major puts FEW restrictions on your career choices.
Choosing a Major Undecided? You re not alone Being uncertain about your major is a common phenomenon. There are many things you can do to ease the process of choosing a major, and the Career Center is
More information2015-2016 Articulation Manual
2015-2016 Articulation Manual Ringling College of Art and Design For more information please visit: www.ringling.edu Mission Ringling College of Art and Design recognizes that artists and designers play
More informationHood College Academic Program Review Schedule 2011-2012. Review Date Status Department Programs Under Review. Economics and Management.
Hood College Academic Program Review Schedule 2011-2012 2011-2012 April 2012 Economics and Management Economics (BA) Management (BA) Business Administration (MBA 6 concentrations) Business Administration
More informationDEFINITION OF INDUSTRIAL TECHNOLOGY TYPICAL ELEMENTS THE INDUSTRIAL TECHNOLOGY GRADUATE MANUFACTURING TECHNOLOGY CONCENTRATIONS
183 DEFINITION OF INDUSTRIAL TECHNOLOGY Industrial Technology is a profession, which requires such education and experience as is necessary to understand and apply technological and managerial sciences
More informationR470, General Education, Common Course Numbering, Lower-Division Pre- Major Requirements, Transfer of Credits, and Credit by Examination
R470, General Education, Common Course Numbering, Lower-Division Pre- Major Requirements, Transfer of Credits, and Credit by Examination R470-1. Purpose: To assure reciprocity and consistency in the structure
More informationAcademic Program Review. Guidelines and Procedures
Academic Program Review Guidelines and Procedures Office of the Provost June, 2012 Contents Introduction page 3 Overview of the Review Process page 5 Step One: Identification of Key Issues page 6 Step
More informationThe University of Vermont: Degrees Awarded by Degree Program, 2007-8
Degree Programs: Bachelor's Degrees Degree College or School # 2007-08 Degrees AIS: Asian Studies BA College of Arts and Sciences 10 AIS: European Studies BA College of Arts and Sciences 3 AIS: Latin America
More informationGraduate Admissions Requirements Chart for the Spring 2013, Summer 2013, and Fall 2013 terms
Graduate Admissions Requirements Chart for the Spring 2013, Summer 2013, and Fall 2013 terms NOTE: Unless otherwise noted, all programs require: Bachelor s degree from an accredited college or university;
More informationCollege of Arts and Sciences. General Education Requirements for the Bachelor of Arts Degree Semester Curriculum
Natural and Mathematical Sciences BA Majors 2 College of Arts and Sciences General Education Requirements for the Bachelor of Arts Degree Semester Curriculum (also applies to Bachelor of Arts in Journalism)
More informationCALIFORNIA STATE UNIVERSITY, EAST BAY
CALIFORNIA STATE UNIVERSITY, EAST BAY WELCOME TO THE SAN FRANCISCO BAY AREA! INTERNATIONAL PROGRAMS Welcome to San Francisco Bay Area California State University, East Bay is located in the beautiful and
More informationapproval of the University Court, has the power to make regulations on any matters in order to give effect to these instruments.
Undergraduate Senate Regulations 2014-15 1. COURT RESOLUTIONS The University has the power to confer degrees under the various Court Ordinances and Resolutions detailed below. The full text of each can
More informationEdgar L. Dyer, Executive Vice President/Chief Operating Officer For David A. DeCenzo, President
Coastal Carolina University Conway, South Carolina Proposal to the South Carolina Commission on Higher Education to establish a Bachelor of Arts in Integrated Humanities October 15, 2013 Program Contact
More informationGraduate Catalog 2012-2013 Degree Requirements / 7. Degree Requirements
Graduate Catalog 2012-2013 Degree Requirements / 7 Degree Requirements The following section describes Graduate School regulations unique to the master s and the doctoral degrees. For Graduate School procedures
More information(applicable to full-time undergraduate credit-unit based programmes)
THE CHINESE UNIVERSITY OF HONG KONG Double Major s (applicable to full-time undergraduate credit-unit based programmes) The Senate of CUHK approved in its fourth meeting (2004-05) held on 8 June 2005 the
More informationUndergraduate Degree Map for Completion in Four Years
Page 1 of 8 Undergraduate Degree Map for Completion in Four Years College: College of Social & Behavioral Sciences Department: Ethnic Studies Name of Program: ETHNIC STUDIES Degree Designation: BS Emphasis/Concentration:
More informationSCHOOL OF GRADUATE STUDIES
Part 14 SCHOOL OF 1. INTRODUCTION......................... 291 2. M.A., M.Sc., M.Ed., or M.Sc. (Mgt.) AFTER AN APPROVED MASTER S DEGREE............. 291 3. MASTER OF ARTS (M.A.) OR MASTER OF SCIENCE (M.Sc.)
More informationDEPARTMENT PLAN. The Department of Counseling, Educational, and Developmental Psychology. College of Education and Human Development
10/23/03 DEPARTMENT PLAN The Department of Counseling, Educational, and Developmental Psychology College of Education and Human Development Eastern Washington University Cheney ω Spokane Washington Formally
More informationDEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP)
Approved by Academic Affairs May 2010 DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP) I. DEPARTMENT OF MARKETING RTP POLICY A. Preamble B.
More informationMaster of Library and Information Science (MLIS)
St. Catherine University 1 Master of Library and Information Science (MLIS) Mission The Master of Library and Information Science (MLIS) program at St. Catherine educates students in the principles, practices
More informationInformation. West shore community college Academic. Degree and Certificate Requirements
Degree and Certificate Requirements Statement of General Education A general education is applicable to all students, no matter what their career and personal ambitions may be. It is the process by which
More informationAMEND BYLAWS OF WOLCOTT, WOOD AND TAYLOR, INC., CHICAGO
WWT 1 Board Meeting September 14, 2012 AMEND BYLAWS OF WOLCOTT, WOOD AND TAYLOR, INC., CHICAGO Action: Funding: Amend the Bylaws of Wolcott, Wood and Taylor, Inc. (WWT), to Change Composition of the Board
More informationFACULTY OF THE COLLEGE OF LETTERS AND SCIENCE BYLAWS
FACULTY OF THE COLLEGE OF LETTERS AND SCIENCE BYLAWS PART I. FUNCTIONS 1. The Faculty of the College of Letters and Science (Davis) shall conduct the government of that college through its elected College
More informationInternational Students, 68 admission of, 75 tuition rate schedule for 47 Intramural and Recreational Activities, 66
Academic Records, release of, 92 Standing, 85 Accommodations, Living, for students, 66 Accounting and Information Systems Division of, 122 Accounting, course descriptions, 123 Master of Professional Accounting
More informationPROGRAM INDEX. Degree/Program Requirements 1 2015-2016 CATALOG. UndergraduateMajor
Degree/ Requirements Name or Major, Distance Undergraduate Minor, or Accounting B.S. (http:// business-public-affairs/accounting/ accounting-bs) Accounting Minor (http:// business-public-affairs/accounting/
More informationDraft Policy on Graduate Education
Draft Policy on Graduate Education Preface/Introduction Over the past two decades, the number and types of graduate programs have increased dramatically. In particular, the development of clinical master
More information2.9 BACHELOR S DEGREES IN PUBLIC HEALTH. IF THE SCHOOL OFFERS BACCALAUREATE PUBLIC HEALTH DEGREES, THEY SHALL INCLUDE THE FOLLOWING ELEMENTS:
2.9 BACHELOR S DEGREES IN PUBLIC HEALTH. IF THE SCHOOL OFFERS BACCALAUREATE PUBLIC HEALTH DEGREES, THEY SHALL INCLUDE THE FOLLOWING ELEMENTS: 1. REQUIRED COURSEWORK IN PUBLIC HEALTH CORE KNOWLEDGE: STUDENTS
More informationKECK SCHOOL OF MEDICINE GOVERNANCE DOCUMENT June 20, 2011
I. EXECUTIVE AUTHORITY KECK SCHOOL OF MEDICINE GOVERNANCE DOCUMENT June 20, 2011 As a non-profit public benefit corporation, the University of Southern California (USC) is governed by the Board of Trustees.
More informationUNIVERSITY OF VIRGINIA SCHOOL OF NURSING FACULTY ORGANIZATION BY-LAWS
UNIVERSITY OF VIRGINIA SCHOOL OF NURSING FACULTY ORGANIZATION BY-LAWS ARTICLE I Name The name of this organization shall be: The University of Virginia School of Nursing Faculty Organization. ARTICLE II
More informationThe Johns Hopkins University School of Nursing FACULTY BYLAWS
The Johns Hopkins University School of Nursing FACULTY BYLAWS Article I. Preamble The Bylaws of the Faculty of the Johns Hopkins University School of Nursing shall be utilized to facilitate the governance
More informationElementary and Early Childhood Education
Elementary and Early Childhood Education-1 Elementary and Early Childhood Education Faculty: Kern, Chair; Ammentorp, Beyers, Burroughs, Carroll, Conte, Dell Angelo, Eberly, Galen, Heddy, Hinitz, Hornberger,
More informationUniversity 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 informationUNIVERSITY OF TORONTO FACULTY OF APPLIED SCIENCE AND ENGINEERING MANUAL FOR THE UNDERGRADUATE CURRICULUM COMMITTEE
UNIVERSITY OF TORONTO FACULTY OF APPLIED SCIENCE AND ENGINEERING MANUAL FOR THE UNDERGRADUATE CURRICULUM COMMITTEE Approved April 26, 2012 1 TABLE OF CONTENTS 1. MEMBERSHIPS AND TERM OF OFFICE 1.1 Membership
More informationIndex 646 INDEX. Academic advising, 70
646 INDEX Index Academic advising, 70 (see also individual academic units and programs) calendar, 7 conduct policy, 100 forgiveness, 104 honors, 100 options, 378 policies, other, 99 probation and dismissal,
More information218 Brister Hall Memphis, Tennessee 38152 901-678-2716 www.memphis.edu/univcoll/
218 Brister Hall Memphis, Tennessee 38152 901-678-2716 www.memphis.edu/univcoll/ TN ecampus Bachelor of Professional Studies Major: Professional Studies Concentration: International Organizational Leadership
More informationDOCTORAL DEGREES ADMISSION REQUIREMENTS
DOCTORAL DEGREES Ball State University offers programs leading to the doctor of philosophy degree (PhD), the doctor of education degree (EdD), the doctor of arts degree (DA), and the doctor of audiology
More informationBYLAWS OF THE GRADUATE COLLEGE UNIVERSITY OF ILLINOIS AT CHICAGO. Article I: Name and Object.
BYLAWS OF THE GRADUATE COLLEGE UNIVERSITY OF ILLINOIS AT CHICAGO Approved May 12, 1988, Amended May 10, 1989, Amended May 20, 1991, Amended April 16, 1992, Amended April 12, 1993, Amended April 11, 1994,
More informationGRADUATE PROGRAMS IN EDUCATIONAL PSYCHOLOGY STUDENT HANDBOOK (REVISED 02/2009)
GRADUATE PROGRAMS IN EDUCATIONAL PSYCHOLOGY STUDENT HANDBOOK (REVISED 02/2009) Division of Educational Psychology School of Education University of Colorado Denver Campus Box 106 PO Box 173364 Denver,
More informationBARBARA R. ALLEN, Dean
1 THE COLLEGE OF GENERAL STUDIES BARBARA R. ALLEN, Dean THE COLLEGE of GENERAL STUDIES offers a baccalaureate and associate degree in General Studies for students who desire a plan of study not found in
More informationUNDERGRADUATE DEGREES
48-Undergraduate Degrees Chapter 4 UNDERGRADUATE DEGREES 49-Undergraduate Degrees University education at its best transforms students through daily participation in active learning under the supervision
More informationHow To Get A Masters Degree In The United States
The University of Texas Rio Grande Valley: Admissions criteria for graduate programs 13.0301.00 Doctor of Education in Curriculum and Instruction 1. Earned master s degree from a regionally accredited
More informationCOLLEGE OF WILLIAM AND MARY ANTHROPOLOGY GRADUATE PROGRAM PROCEDURES
1 COLLEGE OF WILLIAM AND MARY ANTHROPOLOGY GRADUATE PROGRAM PROCEDURES TABLE OF CONTENTS PROGRAM OVERVIEW 2 ADMINISTRATIVE STRUCTURE. 2 ADMISSION TO THE PROGRAM 3 Page MASTER OF ARTS 1. Introduction. 4
More informationThe University of Texas at Austin
Academic Year Fall 2012 - Summer 2013 05/31/2013 BIOCHEMISTRY Masters 260202 05/31/2013 BIOCHEMISTRY Doctorate 260202 05/31/2013 CHEMISTRY Masters 400501 05/31/2013 CHEMISTRY Doctorate 400501 05/31/2013
More informationMARSHALL UNIVERSITY HONORS COLLEGE POLICY HANDBOOK
MARSHALL UNIVERSITY HONORS COLLEGE POLICY HANDBOOK PURPOSE This handbook offers basic information about the procedures and practices of the Honors College at Marshall University. The information presented
More informationCOLLEGE OF ADULT AND LIFELONG LEARNING. Assessment Plan 2012-2013. Academic Units
COLLEGE OF ADULT AND LIFELONG LEARNING I. CALL Mission Statement: Assessment Plan 2012-2013 Academic Units The College of Adult and Lifelong Learning (CALL) provides access, career and life coaching, degree
More informationGuide. Degrees, Programs and Majors
Guide Degrees, Programs and Majors Degrees, Programs and Majors Africana Studies, B.A. Anthropology, Ph.D. /contact/email Anthropology, B.A. Applied and Computational Mathematics, M.S., Certificate Applied
More informationHow To Run An Nhshl Graduate Group
Graduate Group in Nursing Science & Health-Care Leadership Bylaws Administrative Home: Betty Irene Moore School of Nursing Approved by Graduate Council: May 6, 2009 ARTICLE I. OBJECTIVE The Nursing Science
More informationGlobal pathways progression degrees
Global pathways progression degrees 2 Global Pathways Progression degrees Global Pathways Find the right degree for you Our impressive selection of bachelor s and master s degrees ensures there is a Global
More information