Bridges Across Brooklyn: Community-Based Learning in the Brooklyn College General Education Curriculum
|
|
- Noreen York
- 8 years ago
- Views:
Transcription
1 Bridges Across Brooklyn: Community-Based Learning in the Brooklyn College General Education Curriculum A CUE Innovative Program Proposal Brooklyn College Roberta S. Matthews Center for Teaching in collaboration with the Dean of Undergraduate Studies Introduction As a key part of its on-going Bridges Across Brooklyn project, Brooklyn College proposes to enrich the general education curriculum by developing course materials that use the surrounding communities and the rest of New York City as a site for liberal learning. The project addresses the CUE funding priority to create integrative structures for general education, and update/reform general education curriculum and pedagogy. Its aim is to enhance student engagement in general education by developing community-based educational initiatives that immerse students in local landscapes and cultures as a context for the study of the liberal arts and sciences. National research on community-based education demonstrates that it boosts students achievement by engaging them in the study of the environmental, social, and economic landscapes of their own backyards (The Benefits of Place-Based Education: A Report from the Place-Based Education Evaluation Collaborative, Promise of Place.org, 2007). City University students, often the first in their families to go to college, come from non-traditional and diverse backgrounds, and their experiences of academic learning may well feel isolated and decontextualised from their lives and local environments. Gruenwald and Smith argue that education that draws on local experiences as a source of learning enables students to be inducted into the knowledge and patterns of behavior associated with responsible community engagement (Place-Based Education in the Global Age: Local Diversity, Erlbaum, 2008).
2 Place-based learning is largely project focused and tailored to local realities it creates a stage on which students, faculty and community members transform theory into practice. The borough of Brooklyn represents an ideal place for such contextualized learning; as New York City s largest and most populous borough, it is a city of immigrants where some 43% of its residents speak foreign languages at home and in the streets, and where religious, ethnic, racial and cultural diversity is a dominant feature. It is also a city of color with the nation s third largest African American population (1 million people) contributing a rich cultural heritage representative of New York s tumultuous history and contemporary landscape (quoted from Jocelyn Wills Syllabus to her course in Brooklyn History ). As such, Brooklyn and its community organizations provide singular opportunities for advancing the College s general education goals such as the ability to respect and value diversity, to learn about the cultures of the past, to think critically and creatively, to understand the workings of modern societies in an interdependent world, to understand and respect the natural universe, and to become informed and responsible citizens. Goals and Objectives The overall goal of the Bridges project is to create interdisciplinary, community-focused activities that will be a pedagogical resource for faculty teaching general education courses, and that will enhance student interest and learning, civic engagement, and problem solving abilities. The project will be a part of a College-wide initiative to promote and develop community-based and sustainability education. A recent faculty statement on community-based education, Why Place-Based Education Matters to the Future of Brooklyn College, expresses the importance of this initiative for the College: We are convinced that place-based, community-focused, sustainability education can maximize Brooklyn College s engagement, relevance to, and 2
3 prominence within the Borough, by employing Brooklyn and the metropolitan area as the integrating context of a liberal education. Goals To enhance student engagement and achievement by integrating a community-based learning model into the general education curriculum. To help faculty develop rigorous real-world projects that tap into the diverse community of the Borough of Brooklyn and to make these projects accessible and usable to other faculty through online portfolios and, in due course, through publication in venues for the scholarship of teaching and learning. To advance the third goal of the Brooklyn College Strategic Plan , to be a model citizen in the borough of Brooklyn, by using local history, culture, organizations and environment to cultivate partnerships that enhance the College s relationship with the community. Objectives and Outcomes Six instructors, under the guidance of an experienced faculty mentor, will participate in a twosemester seminar in which they will design and integrate community-based learning assignments, sustainability-focused assignments, into their general education courses and assess the learning outcomes; The general education assignments and activities will be posted in an online inventory of community-based and sustainability teaching resources on a Bridges Across Brooklyn website, and will be used as part of electronic teaching portfolios created by faculty to aid them in reflecting on their teaching. Through engagement with the community, students will reflect critically on the relationship between their liberal education and real-world experiences and problem-solving. The College will enhance existing relationships with community organizations, will raise its visibility by having students engaged in liberal education out in the borough, and will cultivate new partnerships. The project faculty will disseminate the results of their experience within the College and University community. After completion of the project, it is anticipated that one or more of the project fellows will publish his or her course project in a refereed journal in the scholarship of teaching and learning. 3
4 Description of the Project The project will involve six faculty in a year-long seminar designed to help them develop community-based learning projects for general education courses that they teach. The seminar will be sponsored by the Dean of Undergraduate Studies, who is also Chair of the Provost s Task Force on Bridges Across Brooklyn, in conjunction with the Roberta S. Matthews Center for Teaching, and will utilize the resources of the Center for the Study of Brooklyn. The seminar will be led by an experienced faculty mentor who will guide the faculty (called Center for Teaching Fellows) in creating community-based instruction and assignments that are rigorous and engrossing for general education courses. The workshop will meet five times in the fall and five times in the spring. In the first semester, faculty will become familiar with scholarship on community-based education and with existing community partnerships, and will design assignments designed to engage students academically while opening windows to the world and promoting genuine citizenship ( Documenting and Assessing Place-Based Learning: Example Portfolios, ). In the second semester, seminar participants will use their newly developed or newly refined place-based concepts to move learning from the classroom to the borough and back, introducing their students to research and field work that links them to Brooklyn community partners. In the second semester faculty will also assess the effectiveness of the new curricular models for improving student learning and for promoting critical reflection on the relationship between liberal education and real-world problemsolving. To help them do this, the faculty fellows will develop electronic teaching portfolios that provide detailed descriptions and examples of their community-based learning models together with evidence of student outcomes. The activities for community-based learning developed in the seminar will be made available to other general education faculty on a Bridges to Brooklyn College website, currently under development, and on the Center for Teaching website. 4
5 Campus Context The Bridges Across Brooklyn project in the Center for Teaching will be building on a considerable body of innovative work that has already taken place at the college. A recent survey undertaken by faculty participants in seminars exploring the theory and practice of community-based and sustainability education, sponsored by the Dean of Undergraduate Studies, identified at least 100 BC faculty who said they make use of place-based assignments in disciplinary courses. Outcomes of the two seminars include a Provost s Bridges Across Brooklyn Task Force, participation in developing the Brooklyn College Sustainability Plan, a Bridges Across Brooklyn website featuring stories about place-based and sustainability education and student experiences, an inventory of assignments and ideas for integrating placebased and sustainability teaching across the curriculum, and faculty collaboration and development opportunities. Current courses with Brooklyn themes include a history course that integrates walking tours of Greenwood Cemetery and Red Hook ( a case study of the geography of inequality ), a course in religion that focuses on a mosque in a Pakistani Muslim community, a music course in which students go on listening tours through Brooklyn, a composition course in which students research the impact of congressional investigations of Brooklyn faculty in the 1940 s, and three linked courses (geology, sociology and English) that focus on the ecosystem of the Gowanus Canal. Jocelyn Wills, of the history department, explains that she takes her students to the streets because she sees how much they get out of the experience: We can trust them to take on really challenging research projects because doing so locally gives them an opportunity to take ownership of their education. The Center for Teaching Bridges Across Brooklyn project will extend community- and sustainability- based education into the Core and other general education courses. 5
6 Implementation Strategies and Logistics The general education Bridges Across Brooklyn seminar will run under the auspices of the Center for Teaching and in collaboration with the Dean of Undergraduate Studies and the Bridges Across Brooklyn Provost s Task Force. In August 2009, the Center for Teaching will distribute an application for the project and, by the end of September, will select from the applicants six faculty fellows who regularly teach general education courses. The project supervisors will also identify and recruit a faculty mentor experienced in place-based teaching and learning. Dr. Michael Anderson, Director of Outcomes Assessment, will help the faculty fellows design outcomes assessment plans, and Nicholas Irons, from the Office of Academic Information Technology, will help the fellows prepare their assignments and their teaching portfolio materials for web publication. In the first few meetings of the seminar, guided by the faculty mentor, fellows will become familiar with the research on place-based education and the college s inventory of Brooklyn and New York partnerships; they will have opportunities to go on site visits and will have informal conversations with faculty in the disciplines experienced in place-based and sustainability education. They will themselves leave the campus and investigate some aspect of the local environment, experiencing community-based learning from a personal perspective. In the second half of the fall meetings, faculty fellows will design and workshop core and other general education community-based modules that take anywhere from a week or two to a full semester and will create assessment plans. In spring 2010, the fellows will implement the new units and will meet regularly to discuss the impact of the assignments on student learning, reasons for mid-course corrections, and the progress of relations with their community partners. At the same time, they will be preparing electronic teaching portfolios that will include 6
7 instructional materials, samples of student work, evidence of community involvement and reflections on the project. Assessment and Methods Brooklyn s Core Curriculum was revised in 2003, and at that time a process of formal outcomes assessment was established. Using this process, instructors link the particular goals of each course to the Core s common goals, by asking the questions, What do I want my students to learn? and What can students do at the end of the semester to demonstrate their knowledge and skills. The instructors are asked to structure their courses not just so that the information is delivered but so that the student is changed by it (The Core Curriculum, Brooklyn College, 2007). As a primary step in evaluating the community-based learning initiatives developed for general education courses in the Bridges program, faculty will state their learning objectives and will also detail how students can demonstrate what they ve learned. Typical ways in which students demonstrate such skills in courses are through active participation, essay and report writing, problem solving, test taking, and group work. Samples of such student work will be reserved by the faculty fellows, in order to help them assess whether their students have learned an area of knowledge to which the course is committed. The project, with the assistance of the BC Outcomes Assessment Director, will also look at more quantitative measures of student success, including student grades in the courses in comparison to core courses without placebased instruction. follows: Outcomes of the Center for Teaching Bridges Across Brooklyn will be assessed as Outcome 1: Six instructors, under the guidance of an experienced faculty mentor, will participate in a two-semester seminar in which they will design and integrate community-based learning assignments, sustainability-focused assignments, into their general education courses and assess the learning outcomes. 7
8 The Center for Teaching will keep a record of readings assigned, sites visited, course modules created and implemented, obstacles encountered, and suggestions for structural or curricular change to accommodate high-impact learning experiences in general education. Student learning related to general education goals addressed by the course will be assessed directly using community-based assignments. The seminar will submit a report to the Provost s Bridges Across Brooklyn Task Force detailing the specific projects undertaken, a summary of the effectiveness of the place-based experience for student learning, the structural obstacles encountered, and suggestions for moving forward. Outcome 2: The general education assignments and activities will be posted in an online inventory of community-based teaching resources on a Bridges Across Brooklyn website, and will become part of electronic teaching portfolios created by faculty to aid them in reflecting on their community-based assignments in relation to student learning. The faculty mentor will report to the Director of the Center for Teaching that all assignments have been entered into the inventory by June 20, The electronic teaching portfolios created by the faculty will be posted on the Center for Teaching website by the end of June, so that reflections on community-based assignments and student outcomes will be widely available to other faculty who teach general education courses. Outcome 3: Through engagement with the community in the context of general education courses, students will reflect critically on the relationship between their liberal education and real-world experiences and problem-solving. Students will be encouraged to develop such projects as research reports, photographs and video tapes of their field work, analytic and descriptive notes, on-line class commentaries, reflection papers on their experiences, and these will be used to assess students critical reflection on liberal education and their community-based experience. Outcome 4: The College will enhance existing relationships with community organizations, will raise its visibility by having students engaged in liberal education out in the borough, and will cultivate new partnerships 8
9 The fellows will report to the Director of the Center for Teaching on community partnerships they have built as a result of the seminar; the Director will report these outcomes to the Bridges Across Brooklyn Task Force. Outcome 5: Fellows will disseminate the results of their experience within the College and University community. After completion of the project, it is anticipated that one or more of the project fellows will publish his or her course project in a refereed journal in the scholarship of teaching and learning. Fellows will propose a panel for the spring 2010 CUNY General Education Conference. They will also submit panel proposals to the Brooklyn College Faculty Day and/or the annual Core Conference. Any publications that ensue in the scholarship of teaching and learning will cite the seminar and the grant and will be reported to the Center for Teaching. Prospective Number of Students and/or Faculty The project will involve six Center for Teaching faculty fellows and their six general education courses in spring At an average class size of 25, the total number of students involved is anticipated to be around 150. Insofar as participants will publish their general education placebased modules on the Bridges Across Brooklyn website, the number of students and faculty effected by the project will multiply over several semesters. Community-based and sustainability education emerge from the College s goals to be a model citizen in the borough of Brooklyn and to ensure that its students are profoundly engaged in liberal education that is contextualized in place. This project thus participates in a strategic goal of the institution. In addition, this project s goal to integrate place-based learning into the general education curriculum, along with the continuing work of the Provost s Bridges Across Brooklyn Task Force and other key related initiatives, will ensure that community-based learning will remain an important educational resource for learning at the college. 9
10 Program Budget Six Faculty Fellows will each be provided with one course of reassigned time or equivalent compensation for the year to attend the ten-session seminar, and to develop and evaluate new instructional materials. The faculty fellows will also be allocated up to $150 expenses for community-based trips and projects. A Faculty Mentor will lead seminar discussions about place-based learning and will mentor the fellows in place-based assignments and assessment. The Faculty Mentor will receive one course reduction for the year. A part-time Website Designer will assist the project faculty in developing accessible and well-defined electronic teaching portfolios for the Center for Teaching website. A part-time Administrative Assistant will help with communication and coordination of the components of the program. The Administrative Assistant will report to Dr. Danny Kopec, Director of the Center for Teaching, and will assist with such matters as scheduling rooms, making arrangements for off-site trips, copying reading selections, taking notes at the seminar meetings, etc. The implementation of place-based learning in courses will have costs in terms of project and admissions costs to sites in Brooklyn and around New York City. There will also be costs in terms of Materials, Supplies, and Copying. Budget Item Costs Six (one course release or $21,000 $3500)/ fellow Faculty one course release $3,500 time or $3500 Website design $2,000 College Assistant: 5 hrs / week / 30 weeks per academic $13 / hr. $1,950 Materials, supplies, and project $2500 allowances Total $30,950 10
PHYSICAL THERAPY PROGRAM STANDARDS FACULTY OF PHYSICAL THERAPY PROGRAM Revised 05/18/2016
PHYSICAL THERAPY PROGRAM STANDARDS FACULTY OF PHYSICAL THERAPY PROGRAM Revised 05/18/2016 The intent of this document is to provide clear guidelines for the evaluation of Physical Therapy faculty for reappointment,
More informationThe additional Political Science Program Standards, where relevant, appear in italics.
1 Political Science Program Standards Aligned with College Standards 5.00 COLLEGE STANDARDS FOR FACULTY EVALUATION The additional Political Science Program Standards, where relevant, appear in italics.
More informationINTERDISCIPLINARY GRADUATE CERTIFICATE IN UNIVERSITY TEACHING Course Options
INTERDISCIPLINARY GRADUATE CERTIFICATE IN UNIVERSITY TEACHING Course Options A total of nine credits must be completed in at least three of four areas: Teaching Strategies, Student Learning/Assessment
More informationAdjunct Faculty Orientation and Professional Development Custom Research Brief
UNIVERSITY LEADERSHIP COUNCIL Adjunct Faculty Orientation and Professional Development Custom Research Brief RESEARCH ASSOCIATE Laura Nickelhoff TABLE OF CONTENTS I. Research Methodology II. Executive
More informationCHAPTER TEN: HONORS PROGRAMS, INTERDISCIPLINARY STUDIES, AND DEGREE PROGRAMS FOR NON-TRADITIONAL STUDENTS
CHAPTER TEN: HONORS PROGRAMS, INTERDISCIPLINARY STUDIES, AND DEGREE PROGRAMS FOR NON-TRADITIONAL STUDENTS I. Overview In addition to the Core Curriculum and departmental curricula, Brooklyn College fulfills
More informationTowson University Strategic Academic Plan 2010-2016
Towson University Strategic Academic Plan 2010-2016 University Summary Mission Statement Towson University, as the state s comprehensive Metropolitan University, offers a broad range of undergraduate and
More informationSTRATEGIC PLAN for the SCHOOL OF COMMUNICATION 2012-2015
STRATEGIC PLAN for the SCHOOL OF COMMUNICATION 2012-2015 The global information revolution has entailed new responsibilities for institutions of higher education, and this is perhaps especially true for
More informationINTERDISCIPLINARY GRADUATE CERTIFICATE IN UNIVERSITY TEACHING Course Options
INTERDISCIPLINARY GRADUATE CERTIFICATE IN UNIVERSITY TEACHING Course Options A total of 9 credits must be completed in at least three of four areas; Teaching Strategies, Student Learning/Assessment of
More information2016 Study of the United States Institutes (SUSI) CALL FOR NOMINATIONS
2016 Study of the United States Institutes (SUSI) CALL FOR NOMINATIONS I. PROGRAM OVERVIEW Study of the U.S. Institutes for Scholars are intensive post-graduate level academic programs with integrated
More informationStrategic Plan 2011. The College of Arts and Sciences. Vision. www.art-sci.udel.edu/ Leading the Way in Academics, Research and Public Engagement
Strategic Plan 2011 and Sciences Leading the Way in Academics, Research and Public Engagement www.art-sci.udel.edu/ Vision The and Sciences at the University of Delaware will be nationally recognized for
More informationDelta Courses. *The College Classroom. The College Classroom: International Students, International Faculty. Diversity in the College Classroom
COURSE CATALOG Contents Introduction... 3 Delta Courses... 4 The College Classroom... 4 The College Classroom: International Students, International Faculty... 4 Diversity in the College Classroom... 4
More informationM. CRITERIA FOR FACULTY EVALUATION
faculty evaluation/1 M. CRITERIA FOR FACULTY EVALUATION 1. General Criteria: The professional lives of college faculty members traditionally have been characterized by expectations in the broad categories
More informationDiscuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT
Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT Provide the following contextual information: 1. Description of any state or institutional policies that may influence the application
More informationGRADUATE SCHOOL IN RELIGIOUS STUDIES (OR RELATED HUMANITIES/SOCIAL SCIENCE FIELD) FREQUENTLY ASKED QUESTIONS
GRADUATE SCHOOL IN RELIGIOUS STUDIES (OR RELATED HUMANITIES/SOCIAL SCIENCE FIELD) FREQUENTLY ASKED QUESTIONS Prepared by the Department of Religious Studies, University of Tennessee, Knoxville Deciding
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 informationStrategic Plan 2012 2020
Department of Economics College of Arts and Sciences Texas Tech University Strategic Plan 2012 2020 Mission The Department of Economics is dedicated to excellence in teaching, research, and service. The
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 informationSocial Work Program Standards Aligned with College Standards
1 Social Work Program Standards Aligned with College Standards 5.00 COLLEGE STANDARDS FOR FACULTY EVALUATION Note additional information on Program Standards in italics where relevant. The faculty of the
More informationMETROPOLITAN 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 informationDEFIANCE COLLEGE Business Department Strategic Plan 2013-2016. Mission Statement
DEFIANCE COLLEGE Strategic Plan 2013-2016 The at Defiance is part of the Division of Business, Education, and Social Work. The department includes majors in Business Administration and Accounting; minors
More informationEngineering 398/English 398 Professional Communication for Engineers Program Overview, Fall 2008
Engineering 398/English 398 Professional Communication for Engineers Program Overview, Fall 2008 English 398 Curricular Timeline Pre-2006 English 398N (3 Credits): Professional Communication for Engineers
More informationAssessment of Student Learning Plan (ASLP): ART Program
ART Department: Assessment Plans for All ART Programs Assessment of Student Learning Plan (ASLP): ART Program A. College, Department/Program, Date College CAHS Department/Program ART Date May 15, 2015
More informationMaster of Arts. Program in English
Master of Arts Program in English Indiana University East Department of English Program Contact: Edwina Helton, Director of Graduate Programs in English edhelton@iue.edu Master of Arts in English The Master
More informationSCHOOL OF COMMUNICATION TENURE AND PROMOTION CRITERIA, GUIDELINES FOR CREATIVE, PROFESSIONAL, SCHOLARLY ACHIEVEMENT
SCHOOL OF COMMUNICATION TENURE AND PROMOTION CRITERIA, GUIDELINES FOR CREATIVE, PROFESSIONAL, SCHOLARLY ACHIEVEMENT INTRODUCTION: PURPOSE OF THIS DOCUMENT Because the School of Communication requires both
More informationBUSINESS ADMINISTRATION
BUSINESS ADMINISTRATION Department Chairperson - Ms. Kimberly Asonevich Mount Aloysius College offers a flexible and contemporary program in Business Administration leading to a Bachelor of Science degree
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 informationCriminal Justice Program Standards Aligned with College Standards
1 Criminal Justice Program Standards Aligned with College Standards 5.00 COLLEGE STANDARDS FOR FACULTY EVALUATION The additional Criminal Justice Program Standards, where relevant, appear in italics. This
More informationThe Graduate School:
The Graduate School: A Model to Enhance Quantity and Quality in PhD Production Maresi Nerad South African PhD Panel Report October 2009 South Africa s universities are confronted with two major challenges.
More informationDoctor of Architecture and Master of Architecture
Michael Speaks, Ph.D., is Dean of the. David Biagi, M.Arch., is Director of the School of Architecture. Ann Whiteside-Dickson, M.S., is Director of the. The strives to be a leading force in the world of
More informationUniversity of Wisconsin System Academic Information Series #1.3 Office for Academic and Student Affairs. UW System Administration Policy ACIS 1.
University of Wisconsin System Academic Information Series #1.3 Office for Academic and Student Affairs (ACIS-1.3) UW System Administration Policy ACIS 1.3 May 2015 Related Regent Policies RPD 4-4 Minimum
More informationGRADUATE PROGRAM CURRICULUM
GRADUATE PROGRAM CURRICULUM COLLEGE OF EDUCATION & HUMAN SERVICES Dr. Hank Weddington, Dean Dr. Kim Matthews, Chair SCHOOL OF EDUCATION CERTIFICATE IN COMMUNITY COLLEGE ADMINISTRATION OFFERED IN ASHEVILLE
More informationAcademic Planning Council In-depth Program Review [Form B]
Academic Planning Council In-depth Program Review [Form B] Form B is due on or before October 15. Please supply the following information Program Department Geography Geography Current Academic Year 2014-2015
More informationThe University of Arizona
The University of Arizona FORMAT AND GUIDELINES FOR GRADUATE CERTIFICATE APPROVAL Directions: 1. Provide information regarding the proposed graduate certificate in the format requested on the attached
More informationASU 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 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 informationREVISED RESOLUTION ON THE ROLE OF COMMUNICATION IN GENERAL EDUCATION ADOPTED BY THE NCA LEGISLATIVE ASSEMBLY NOVEMBER 17, 2012
REVISED RESOLUTION ON THE ROLE OF COMMUNICATION IN GENERAL EDUCATION ADOPTED BY THE NCA LEGISLATIVE ASSEMBLY NOVEMBER 17, 2012 AUTHORS Cheri J. Simonds Jacquelyn Buckrop Mark Redmond Deborah Hefferin Quianthy
More informationST. JOHN FISHER COLLEGE. Academic Plan. Academic Planning Committee 1/14/2015
ST. JOHN FISHER COLLEGE Academic Plan SJFC Plan to College Academic Goals and Strategic Initiatives Academic Planning Committee 1/14/2015 Academic Plan Committee: Randall Krieg, Provost, Co-Chair Daryl
More informationStudy program. Bachelor of Northern Studies 180 ECTS
Study program Bachelor of Northern Studies 180 ECTS Study year 2014/15 Approved by Dean of Faculty of Finnmark Date 9.12.2013 Bachelor of Northern Studies Study points/ects : 180 Full- or part-time: Optional
More informationOFFICE OF INTERNATIONAL PROGRAMS
OFFICE OF INTERNATIONAL PROGRAMS December 10, 2015 Dear Colleague, I would like to invite you to submit a proposal to teach a BC summer program abroad during the summer of 2017. Summer programs abroad
More informationEXECUTIVE SUMMARY. Information Literacy Program of the A.C. Buehler Library at Elmhmst College, Elmhurst, Illinois
ACRL Best Practices in Information Literacy Invitational Conference Application, 2002 Program and Institution: EXECUTIVE SUMMARY Information Literacy Program of the A.C. Buehler Library at Elmhmst College,
More informationLewis College of Business LEWIS COLLEGE OF BUSINESS VISION STATEMENT LEWIS COLLEGE OF BUSINESS MISSION STATEMENT
Lewis College of Business LEWIS COLLEGE OF BUSINESS VISION STATEMENT The Marshall University Elizabeth McDowell Lewis College of Business (LCOB) will be recognized as an exceptional educational value and
More informationASSOCIATION FOR GENERAL AND LIBERAL STUDIES 2008 AGLS Awards for Improving General Education: Effective Program Processes
Section #3: Application Summary Include a summary of the award application, identifying the award category (C1 or A1). Please begin the narrative with a brief description of your institution and the time
More informationBOARD OF REGENTS EDUCATION AND STUDENT AFFAIRS COMMITTEE 7 STATE OF IOWA DECEMBER 3, 2014
STATE OF IOWA DECEMBER 3, 2014 REQUEST FOR NEW PROGRAM AT THE UNIVERSITY OF IOWA: MASTER OF STUDIES IN LAW Contact: Diana Gonzalez Action Requested: Consider approval of the request by the University of
More informationパンフレット Okinawa International University (Key phrases) Peace and Coexistence / Individuality and Creativity / Autonomy and Development
Okinawa International University (Key phrases) Peace and Coexistence / Individuality and Creativity / Autonomy and Development Adopted by MEXT *, as FY2005 Support Program for Distinctive University Education
More informationThe Undergraduate Core Curriculum (General Education) Outcomes and Assessment. Newcomb-Tulane College
The Undergraduate Core Curriculum (General Education) Outcomes and Assessment Newcomb-Tulane College Mission Statement The core curriculum and its general education requirements provide a common academic
More informationGraduate Handbook. for. Master of Arts in Music. Music Education Concentration
Graduate Handbook for Master of Arts in Music Music Education Concentration Introduction The Master of Arts in Music, Music Education Concentration provides a hybrid course of study that will be taught
More informationDivision of Undergraduate Education 2009-2014 Strategic Plan Mission
Mission The mission of the Division of Undergraduate Education is to promote academic excellence through collaboration with colleges and support units across the University. The mission is realized through
More informationREVISED &APPROVED NOVEMBER 19, 2001 GRADUATE FACULTY COUNCIL DOC. NO. 868 TABLED OCTOBER 15, 2001
REVISED &APPROVED NOVEMBER 19, 2001 GRADUATE FACULTY COUNCIL DOC. NO. 868 TABLED OCTOBER 15, 2001 RECOMMENDATION OF THE GRADUATE CURRICULUM COMMITTEE AND THE FACULTY OF THE SCHOOL OF EDUCATION AND THE
More information2016 STUDY OF THE U.S. INSTITUTES FOR UNIVERSITY FACULTY AND SCHOLARS
2016 STUDY OF THE U.S. INSTITUTES FOR UNIVERSITY FACULTY AND SCHOLARS The Embassy of the United States of America in Mexico is pleased to announce the U.S. Studies Institutes for scholars offered by the
More informationSPEECH PATHOLOGY AND AUDIOLOGY PROGRAM. Communication Arts and Sciences Department Calvin College STRATEGIC PLAN 2014-2019
SPEECH PATHOLOGY AND AUDIOLOGY PROGRAM Communication Arts and Sciences Department Calvin College STRATEGIC PLAN 2014-2019 Mission of the Speech Pathology and Audiology Program The mission of the Speech
More informationTask Force on Undergraduate Education Across the University. What the University Should Do Fall 2010
Task Force on Undergraduate Education Across the University What the University Should Do Fall 2010 In the interest of promoting higher education in the most important sense at Washington University, a
More informationAdmissions. Campus Visits and Admission Application
Admissions Campus Visits and Admission Application Several opportunities are available for prospective students to gain a personal view of life on the Hannibal-LaGrange University campus. Tours, entertainment,
More informationCollege of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11
Introduction: The Clinical Faculty College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11 In accordance with University guidelines most professional programs
More informationTexas A&M University Graduate and Professional Student Council Aggies Commit to Graduate and Professional Student Educational Experiences Fellowship
Texas A&M University Graduate and Professional Student Council Aggies Commit to Graduate and Professional Student Educational Experiences Fellowship Updated November 25, 2014 Table of Contents I. Award
More informationHUMAN RESOURCE MANAGEMENT AND DEVELOPMENT
NEW YORK UNIVERSITY SCHOOL OF CONTINUING AND PROFESSIONAL STUDIES MASTER OF SCIENCE IN HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT DIVISION OF PROGRAMS IN BUSINESS MASTER OF SCIENCE IN HUMAN RESOURCE MANAGEMENT
More informationGRADUATE PROGRAM REVIEW POLICY. Texas Southern University
GRADUATE PROGRAM REVIEW POLICY Texas Southern University The Purposes of Graduate Program Review Graduate program review at Texas Southern University exists to ensure that programs are functioning at the
More informationNorth Central Michigan College Master Course Syllabus
PART 1: Course Name: Practicum/Seminar Course Number: ECE 282 Credit Hrs. 7 Lecture Hrs. 3 Lab Hrs. 0 Clinical Hrs. 12hrs/week (192hrs) Variable Hrs. 0 Total Hours of Instruction: 48 Total Contact Hours:
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 information3. ADMINISTRATIVE ASSIGNMENTS
Texas A&M University-San Antonio 12.03.99.O1.01 Faculty Workload Approved: May, 2012 Next Scheduled Review: May, 2013 Procedure Statement This Procedure is established to provide guidelines regarding the
More informationmaster of science in Technology Management
master of science in Technology Management This ONE YEAR masters program exemplifies the merging of business and technology and provides you with critical business management skills for future success.
More informationGraduate 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 informationInterdisciplinary Studies Program
Interdisciplinary Studies Program MAJOR: University Major (BA or BS) MINORS: American Culture Studies University Minor Women and Gender Studies Some degree programs or subject areas/topics may be more
More informationAcademic Affairs Annual Report: 2014-2015
Academic Affairs Annual Report: 2014-2015 Nazareth College will prepare all students for life and work; we will support the success of a diversity of students; and we will be known as a community of teacher-
More informationCalifornia State Polytechnic University, Pomona University Strategic Plan 2011 2015
California State Polytechnic University, Pomona University Strategic Plan 2011 2015 Introduction On the threshold of its 75 th anniversary, California State Polytechnic University, Pomona, is positioned
More information2016 STUDY OF THE U.S. INSTITUTES FOR SECONDARY SCHOOL EDUCATORS
2016 STUDY OF THE U.S. INSTITUTES FOR SECONDARY SCHOOL EDUCATORS The Embassy of the United States of America in Mexico is pleased to announce the Study of United States Institutes offered by the Department
More informationIESHA JACKSON. FELLOWSHIPS AND AWARDS National Center for Institutional Diversity Exemplary Diversity Scholar University of Michigan April 2015
IESHA JACKSON Arizona State University iesha.jackson@asu.edu PO Box 876103 Office: (480) 965-8378 Tempe, AZ 85287-6103 Cell: (480) 283-3201 EDUCATION Doctor of Education in Curriculum and Teaching, New
More informationPlease email this completed form as an attachment to d-oaa@jan.ucc.nau.edu.
Annual Report on Degree Program Assessment of Student Learning University Assessment Committee Office of Academic Assessment Purpose: The purpose of the Annual Report on Degree Program Assessment of Student
More informationLEAP Wisconsin Assessment UW Institutional Case Studies
LEAP Wisconsin Assessment UW Institutional Case Studies UW Institution: Authors: University of Wisconsin Colleges Gregory P. Lampe The University of Wisconsin Colleges Bachelor of Applied Arts and Sciences
More informationUniversity of Kentucky 2004-2005 Undergraduate Bulletin 1
317 INTRODUCTION TO INSTRUCTIONAL MEDIA. (1) An introductory instructional media experience including basic production and utilization techniques for media materials and operation of commonly used educational
More informationIn section 10.a, the Faculty Manual specifies:
DEPARTMENT of ART Departmental criteria to be applied in personnel actions involving reappointment, promotion, and tenure, in supplement to the minimum standards described in the university's faculty manual,
More informationPamplin College of Business Strategic Plan 2014-2019
Pamplin College of Business Strategic Plan 2014-2019 Adopted: 5-13-2014 Revised: 7-3-2014 1. Introduction Pamplin is a nationally recognized, integral part of Virginia Tech the premier research university
More informationMASTER OF MUSIC or MASTER OF ARTS THE GRADUATE DEGREES
PURSUING A MUSIC EDUCATION MASTERS DEGREE THROUGH SUMMER STUDY MASTER OF MUSIC or MASTER OF ARTS The decision to pursue a graduate degree is one of the most important and exciting steps you will make in
More informationProgram Personnel Standards Approval Form. Disciplrne: Nursing. ','J1* )lplll. RTP Committeehair Date i
Program Personnel Standards Approval Form Disciplrne: Nursing ','J1* )lplll RTP Committeehair Date i Introduction Relationship of Discipline Standards to CSU Channel Islands Program Standards To understand
More informationMission/Vision/Strategic Plan Audiology and Speech-Language Sciences 2011-2016
1 Mission/Vision/Strategic Plan Audiology and Speech-Language Sciences 2011-2016 UNC Mission Statement The University of Northern Colorado shall be a comprehensive baccalaureate and specialized graduate
More informationProvide open houses each year for all currently enrolled students. Existing Effort
The University of Tennessee Diversity Plan College/Dept. College of Business Administration Goal One: Create and sustain a welcoming, supportive and inclusive campus climate. Responsible Objectives Strategy/Tactics
More informationConcurrent Credit Program
PROGRAM GUIDE Concurrent Credit Program Arkansas State University Arkansas State University Concurrent Credit Program 870-680-8365 gyates@astate.edu 1 CONTENTS A-STATE CONCURRENT PROGRAM CONCURRENT COURSES
More informationMEDGAR EVERS COLLEGE of The City University of New York GUIDELINES FOR THE FACULTY REGARDING REAPPOINTMENT, PROMOTION, AND TENURE
MEDGAR EVERS COLLEGE of The City University of New York GUIDELINES FOR THE FACULTY REGARDING REAPPOINTMENT, PROMOTION, AND TENURE Approved by College Council, October 16, 2000 Reviewed by Office of Academic
More informationTVCC Distance Learning Faculty Handbook. Distance Learning. Faculty Handbook. 1 P age
Distance Learning Faculty Handbook 1 P age Contents Distance Learning at Trinity Valley Community College... 3 Mission Statement... 3 Definition (EBB Legal 19 TAC 4.103(9))-... 3 TVCC Distance Learning
More informationCollege of Human Environmental Sciences Strategic Plan for 2012-2015
College of Human Environmental Sciences Strategic Plan for 2012-2015 Revised Fall 2013 Mission: The College will be a well-recognized leader in preparing students to impact the lives of individuals and
More informationThe UCSC Master of Arts in Education and Teacher Credential Program Philosophy of the Master of Arts in Education/ Teacher Credential Program
" The UCSC Master of Arts in Education and Teacher Credential Program prepares teachers for California's underserved students. Through a combination of coursework, classroom placements and research projects,
More informationAPR comments on any/all of the six specific components of the self-study (if applicable)
Academic Program Review SUMMARY* Department under review:_music Date self-study received in Dean s office: May 2013 Date of external consultant s review: May 26, 2010 (report), July 3, 2012 (NASM accreditation
More informationGRADUATE PROGRAM IN THEOLOGY MASTER OF ARTS IN CATHOLIC THEOLOGY
GRADUATE PROGRAM IN THEOLOGY MASTER OF ARTS IN CATHOLIC THEOLOGY The Theology Program at Our Lady of Holy Cross College offers a Master of Arts in Catholic Theology (MACT). This degree is designed to be
More informationProgram: Organizational Leadership. Department: Psychology. College: Arts & Sciences. Year: 2014-2015
Program: Organizational Leadership Department: Psychology College: Arts & Sciences Year: 2014-2015 Primary Faculty: Stacie Holloway 513-556-0176 Stacie.Furst-Holloway@uc.edu Faculty : Donna Chrobot Mason
More informationAcademic Affairs Working Plan 2014-17
1 Division of Academic Affairs Academic Affairs Working Plan 2014-17 Strategic planning in Academic Affairs is guided by the five goals of the SJSU Strategic Plan: Vision 2017 and the planning previously
More informationDepartment of Management and Human Resources PhD Program
Department of Management and Human Resources PhD Program The primary goal of the PhD program is to develop top-class researchers in the field of management, with specializations in the areas of entrepreneurship,
More informationThe University of Georgia The Graduate School Annual Report 2006
The University of Georgia The Graduate School Annual Report 2006 Highlighted Achievements The Interdisciplinary Toxicology Program came under the auspices of the Graduate School this year and is comprised
More informationGraduate Faculty Committee Doc. No. 1016A Approved April 28, 2008
Graduate Faculty Committee Doc. No. 1016A Approved April 28, 2008 TWO-YEAR FOLLOW-UP REPORT AND RECOMMENDATIONS OF THE SUBCOMMITTEE ON GRADUATE PROGRAM REVIEWS FOR THE REVIEW OF THE MASTER OF ARCHITECTURE
More informationVIRGINIA UNION UNIVERSITY
VIRGINIA UNION UNIVERSITY CENTER FOR INTERNATIONAL STUDIES HANDBOOK of PROGRAMS and FOCUS AREAS David Adewuyi, Ph.D. Director International Studies Program 1 VIRGINIA UNION UNIVERSITY CENTER FOR INTERNATIONAL
More information2014-2015 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 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 informationAssociate of Arts Degree in General Studies
1 Associate of Arts Degree in General Studies PROGRAM OUTCOMES AND COURSE DESCRIPTIONS PROGRAM OUTCOMES Oral and Written Communication - o Write and present research-based information in a clear and concise
More informationApply to Become a EducationUSA Academy Host Campus
Apply Now to Become a 2016 EducationUSA Academy Host Campus Interested in inspiring high school students from around the world to pursue undergraduate studies in the U.S.? Ready to enhance your campus
More informationConsortium for Faculty Diversity at Liberal Arts Colleges. Fellowship Program G U I D E L I N E S O N M E N T O R I N G
Consortium for Faculty Diversity at Liberal Arts Colleges Fellowship Program G U I D E L I N E S O N M E N T O R I N G The Consortium for Faculty Diversity at Liberal Arts Colleges (CFD) Program The Consortium
More informationProgramme specification: MA International Journalism. University of the Arts London (UAL)
Programme specification: MA International Journalism Awarding body University of the Arts London (UAL) Teaching institution London College of Communication (LCC) Final award MA International Journalism
More informationBUFFALO STATE COLLEGE
BUFFALO STATE COLLEGE DIRECTORY OF POLICY STATEMENTS Policy Number: I:04:01 Date: Updated February 2009 Subject: Alternate Methods of Earning College Credit Advanced Placement Examinations Credit may be
More informationGraphic Design. College of Design. Undergraduate Information
College of Design Graphic Design Undergraduate Information The Study of Graphic Design Graphic design is a professional field of study based on the foundations of visual communication. The study of graphic
More informationGraduate 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 informationREGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd)
215 REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to the effect that the work
More informationMERCY COLLEGE SCHOOL BUILDING LEADERSHIP PROGRAM 2014 2016
MERCY COLLEGE SCHOOL BUILDING LEADERSHIP PROGRAM 2014 2016 (AUSTRIA) Schedule and Program: The program includes 2 fall semesters, 2 spring semesters, and 1 summer, depending upon students educational background
More information