ACADEMIC POLICY AND PLANNING COMMITTEE REQUEST FOR AHC GENERAL EDUCATION CONSIDERATION
|
|
- Chad Jerome Parker
- 6 years ago
- Views:
Transcription
1 ACADEMIC POLICY AND PLANNING COMMITTEE REQUEST FOR AHC GENERAL EDUCATION CONSIDERATION Allan Hancock College General Education Philosophy General education is a pattern of courses designed to develop in students a breadth of knowledge and allow students to gain a command of subject areas and methods of inquiry that characterize the liberally educated person. Through general education, students expand their understanding of the physical world and the complex interrelationships of individuals and groups within their social environments; understand the modes of inquiry of the major disciplines; deepen appreciation of their artistic and cultural heritage; become aware of other cultures and times; strengthen their ability to communicate, reason, and critically evaluate information both orally and in writing; acquire a positive attitude toward learning, and develop self-understanding. As a result, they are better able to recognize, understand, and act upon the complex personal, social, scientific, and political issues which confront them. Intended Student Outcomes After successfully completing the general education curriculum at Allan Hancock College, students will demonstrate ability to: think logically and critically use problem solving and quantitative reasoning solving mathematical problems understand the role and limitations of science in society understand social interaction by learning how to interact with individuals and within groups with integrity and with awareness of others opinions understand ethical issues and to make sound decisions and judgments respond to artistic and creative expression or to communicate through the visual and performing arts communicate effectively and analytically in writing, listening and speaking read and comprehend at the collegiate level recognize a need and then acquire, evaluate, interpret, organize, and ethically communicate information from a variety of collegiate-level resources develop responsibility for individual actions and respect for diverse people and cultures. Students are permitted to use up to six (6) units to satisfy both GE and major requirements thus receiving subject credit in the major and having to select 18 or 15 units of general education from the five GE categories. Guiding Principles for General Education Courses Level: The course level is beyond the minimal public high school level subject matter requirements in our service district. Scope: The course exposes the student to a wide range of principles, perspectives, and knowledge of the discipline. "Discipline" defined as the major headings listed in the "Course of Study" section of the college catalog. Integrity: The course is a whole unto itself and not primarily part of a sequence of courses. A student does not need courses that precede or follow this one to gain a general education experience.
2 Generality: The course provides a generalizing, rather than specializing experience within the subject matter of the discipline and seeks to provide broad connections to related areas of knowledge within and without the discipline. Critical Thinking: The course prepares students to make comparative and critical evaluations of the principles, perspectives, and knowledge within the discipline. Continuing Study: The course provides a broad base of knowledge or technique from which the student can continue learning in the discipline. Cultural Diversity: The course demonstrates sensitivity to cultural diversity, and includes: a. exposure of students to a diversity of cultural perspectives and examples where they relate to the subject matter; b. utilization of resource materials, which draw upon and portray cultural diversity when appropriate to course content.
3 ALLAN HANCOCK COLLEGE GENERAL EDUCATION WORKSHEET Courses proposed for Allan Hancock College General Education must first meet all of the following criteria to be approved for consideration for category definition review. CRITERIA Level: The course level is beyond the minimal public high school level subject matter requirements in our service district. Scope: The course exposes the student to a wide range of principles, perspectives, and knowledge of the discipline. "Discipline" defined as the major headings listed in the "Course of Study" section of the college catalog. Integrity: The course is a whole unto itself and not primarily part of a sequence of courses. A student does not need courses that precede or follow this one to gain a general education experience. Generality: The course provides a generalizing, rather than specializing experience within the subject matter of the discipline and seeks to provide broad connections to related areas of knowledge within and without the discipline. Critical Thinking: The course prepares students to make comparative and critical evaluations of the principles, perspectives, and knowledge within the discipline. Continuing Study: The course provides a broad base of knowledge or technique from which the student can continue learning in the discipline. Cultural Diversity: The course demonstrates sensitivity to cultural diversity, and includes: a. exposure of students to a diversity of cultural perspectives and examples where they relate to the subject matter, b. utilization of resource materials, which draw upon and portray cultural diversity when appropriate to course content. INSTRUCTIONAL OBJECTIVE NUMBER OTHER EVIDENCE IN THE OUTLINE
4 ALLAN HANCOCK COLLEGE GENERAL EDUCATION CATEGORY DEFINITIONS WORKSHEET For the category being proposed indicate which course outline of record objective addresses each component of the general education category definition. If the component is not addresses in the course outline of record objectives, indicate where in the course outline of record the general education category definition is addressed. Category 1 Natural Sciences (3 units) Courses approved for this area must impart knowledge of the facts and principles that form the foundations of living and non-living systems. Courses must emphasize experimental methodology, the testing of hypothesis, the power of systematic questioning, and the influence of the scientific method on the world's civilizations. Students completing courses in this category will demonstrate an ability to 1. understand and build upon complex issues and discover the connections and correlations among ideas to advance toward a valid independent conclusion. 2. identify and analyze real or potential problems and develop, evaluate, and test possible solutions and hypotheses using the scientific method where appropriate. 3. formulate ideas and concepts in addition to using those of others. 4. use college-level mathematical concepts and methods, where appropriate, to understand, analyze, and explain issues in quantitative terms. 5. apply their knowledge and skills to new and varied situations.
5 Category 2 Human Institutions (6 units) A. Social Science (3 units) Courses approved for this area must deal with human behavior in relation to human social, political and economic institutions. The courses will ensure opportunities for students to develop understanding of the perspectives and methods of the disciplines. Problems and issues in these disciplines should be examined in their contemporary, historical, and geographical settings. Students completing courses in category 2A will demonstrate an ability to: 1. understand and build upon complex issues and discover the connections and correlations among ideas to advance toward a valid independent conclusion. 2. identify and analyze real or potential problems and develop, evaluate, and test possible solutions and hypotheses using the scientific method where appropriate. 3. find and evaluate information by selection and using appropriate research methods and tools. 4. develop individual responsibility, personal integrity, and respect for diverse people and culture. 5. understand ethical issues that will enhance their capacity for making sound judgments and decisions. B. American History/Government (3 units) Students completing courses in category 2B will demonstrate an ability to meet outcomes 1-5 above and take personal responsibility for being informed, ethical and active citizens of their community, their nation, and their world.
6 Category 3 Humanities (3 units) Courses in this category must encourage students to analyze and appreciate western and non-western works of philosophical, historical, literary, aesthetic and cultural importance. Students will be encouraged to develop an independent and critical aesthetic perspective. Students completing courses in this category will demonstrate an ability to: 1. communicate effectively in many different situations involving diverse people and viewpoints. 2. understand and build upon complex issues and discover the connections and correlations among ideas to advance toward a valid independent conclusion. 3. apply their knowledge and skills to new and varied situations. 4. find and evaluate information by selecting and using appropriate research methods and tools. 5. produce or respond to artistic and creative expression.
7 Category 4 Language and Rationality (6 units) 4A. Courses approved for this category must be composition courses that emphasize active student participation in writing and speaking assignments, including accurate reporting and evaluation of information, as well as advocating points of view in a logical, well-organized, and clear manner. Students completing courses in category 4A will demonstrate an ability to: 1. communicate effectively in many different situations, involving diverse people and viewpoints. 2. listen actively and analyze the substance of others' comments. 3. read effectively and analytically. 4. find and evaluate information by selecting and using appropriate research methods and tools. 4B: Courses approved for this category must develop the use of logical thought, clear and precise expression, and require critical evaluation of communication in whatever symbol system the student uses. For mathematical concepts and quantitative reasoning, courses must not merely require computational skills, but should encourage the understanding of basic mathematical concepts. Courses may not restrict topics to one discipline. Statistics courses should emphasize the mathematical basis of statistical tests, probability, applications, abuses, and the analysis and criticism of statistical arguments in public disclosure. Students completing courses in category 4B will demonstrate an ability to: 1. think logically and critically in solving problems; explaining conclusions; and evaluating, supporting, or critiquing the thinking of others. 2. identify and analyze real or potential problems and develop, evaluate, and test possible solutions and hypotheses. 3. communicate in an understandable and organized fashion to explain their ideas, express their feelings, or support conclusions.
8 Category 5 Living Skills (3 units) Courses approved in this category prepare students to understand themselves as physical, social, and psychological beings and include an emphasis on selfdevelopment throughout life's stages. Students completing courses in this category will demonstrate an ability to: 1. exhibit habits of intellectual exploration, personal responsibility and well being. 2. work with diverse people including those with different cultural and linguistic backgrounds and different physical abilities. 3. interact with individuals and within groups with integrity and awareness of others' opinions, feelings and values. 4. participate effectively in teams to make decisions and seek consensus.
Curriculum Handbook. 7. General Education Requirements
Curriculum Handbook 7. General Education Requirements Overview This section outlines the standards for courses proposed to meet General Education Requirements for: Napa Valley College General Education
The MiraCosta Community College District s programs are consistent with the college s mission, vision, and core values.
ADMINISTRATIVE PROCEDURE 4025: Philosophy and Criteria for Associate Degrees and General Education The MiraCosta Community College District s programs are consistent with the college s mission, vision,
GENERAL EDUCATION HANDBOOK
GENERAL EDUCATION HANDBOOK Committee on Instruction Approved October 16, 2006 General Education is designed to introduce students to the variety of means through which people comprehend the modern world.
MiraCosta Community College District programs are consistent with the college mission, vision, and core values.
ADMINISTRATIVE PROCEDURE 4025 B: Philosophy and Criteria for Baccalaureate Degrees and General Education MiraCosta Community College District programs are consistent with the college mission, vision, and
Title 5 Sections 55061 55063; Accreditation Standard II.A.3.
Page 1 of 5 A. Criteria for determining General Education courses 1. Courses appropriate for general education will include the following criteria: 1. Course Integrity and Breadth The course exposes the
Tennessee Board of Regents. Proposal for the Establishment of a Lower Division General Education Core
Tennessee Board of Regents Proposal for the Establishment of a Lower Division General Education Core Created by: The Ad Hoc Committee charged to Establish a Lower Division General Education Core Curriculum
Graduation Requirements
Graduation Requirements PROGRAMS OF INSTRUCTION The Lone Star College System offers courses and programs to suit the needs of individual students. In keeping with the mission of a community college, the
UPS 411.201 GENERAL EDUCATION: GOALS FOR STUDENT LEARNING
University Policy Statement California State University, Fullerton GENERAL EDUCATION: GOALS FOR STUDENT LEARNING The Goals of General Education General education is central to a university education, and
CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES
CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES With Revisions as Proposed by the General Education Steering Committee [Extracts] A. RATIONALE
3.14 UNDERGRADUATE DEGREE REQUIREMENTS 3.14.1 Purpose This policy statement establishes guidelines, criteria, and standards for use by State System
3.14 UNDERGRADUATE DEGREE REQUIREMENTS 3.14.1 Purpose This policy statement establishes guidelines, criteria, and standards for use by State System institutions in developing degree programs for which
Is the General Education program purpose congruent with the overall mission of the institution?
Where do we start? MODELS OF GENERAL EDUCATION The best General Education Program is not based simply on choosing specific goals or finding the perfect model. The best program is one that is aligned with
AP 4025 Philosophy and General Education References
AP 4025 Philosophy and Criteria for Associate Degree and General Education References: Title 5 Section 55061; Accreditation Standard II.A.3 Note: This procedure is legally required. Local practice may
Kansas Board of Regents Precollege Curriculum Courses Approved for University Admissions
Kansas Board of Regents Precollege Curriculum Courses Approved for University Admissions Original Publication April 6, 2011 Revision Dates June 13, 2011 May 23, 2012 Kansas Board of Regents Precollege
DEGREES, CERTIFICATES AND TRANSFER PLANNING
DEGREES, CERTIFICATES AND TRANSFER PLANNING General Education Through general education, students are encouraged to increase their skill level and expand their understanding of the physical world and the
GENERAL EDUCATION STATEMENT
GENERAL EDUCATION STATEMENT The General Education component of higher education specifically focuses on introducing students to ways of knowing, integrative knowledge, appreciation of historical context,
South Texas College Division of Liberal Arts and Social Sciences Visual Arts and Music Music Theory III MUSI 2311 Master Syllabus Fall 2011
Chair s Information: Name of Chair: Phyllis L. Evans Office: Pecan Campus, Building B-118 Telephone: (956) 872-2668 Fax: (956) 872-2505 E-mail: pevans@southtexascollege.edu Course Information: Course Name:
Peralta Community College District AP 4100
ADMINISTRATIVE PROCEDURE 4100 GRADUATION REQUIREMENTS FOR DEGREES AND CERTIFICATES I. Statement of Philosophy The Associate Degree signifies successful completion of a program of organized study and learning
Bioethics Program Program Goals and Learning Outcomes
Bioethics Program Program Goals and Learning Outcomes Program Goals 1. Students will develop a solid knowledge base in areas of Biology including cell biology, evolution, genetics, and molecular biology.
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
GENERAL EDUCATION AT SKYLINE COLLEGE. The Philosophy of General Education at Skyline College
GENERAL EDUCATION AT SKYLINE COLLEGE General Education at Skyline College provides students with a foundation of knowledge and abilities useful to all programs of study. General Education gives students
Digest Attachment 3 GIF89add -½ëÝÏîðèöñðÿûôÿ
Digest Attachment 3 GIF89add -½ëÝÏîðèöñðÿûôÿ Title: Title 5 Regulations: Minimum English and Mathematics Requirements for the Awarding of the Associate Degree C O N S U L T A T I O N Date: January 9,
Categories of Study: Curriculum Goals and Requirements
Philosophy and Requirements Educational Goals The purpose of the UT Martin undergraduate educational experience is to prepare all students for the opportunities and challenges of a dynamic world. The combination
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple
A. The master of arts, educational studies program will allow students to do the following.
PROGRAM OBJECTIVES DEPARTMENT OF EDUCATION DEGREES OFFERED MASTER OF ARTS, EDUCATIONAL STUDIES (M.A.); MASTER OF ARTS, SCIENCE EDUCATION (M.S.); MASTER OF ARTS IN GERMAN WITH TEACHING LICENSURE (M.A.);
Critical and Creative Thinking. University of Guelph Learning Objectives (1987)
Alignment of the 2013 Learning Outcomes and Associated Skills with the 1987 Learning Outcomes and Ontario Council of Academic Vice-Presidents (OCAV) Graduate Degree Level Expectations (GUDLEs) March, 2013
Requirements for Associate Degrees
Requirements for Associate Degrees Associate Degrees are conferred to students who fulfill the requirements prescribed by the Board of Governors of the California Community Colleges and the West Kern Community
Indiana Academic Standards for Visual Arts
Indiana Academic Standards for Visual Arts The IPFW Community Arts Academy Addresses these standards for grades K-12. For detail, see http://ideanet.doe.state.in.us/standards/welcome2.html or contact the
Indiana University East Faculty Senate
Indiana University East Faculty Senate General Education Curriculum for Baccalaureate Degree Programs at Indiana University East The purpose of the General Education Curriculum is to ensure that every
PROCESS FOR APPROVING NON- IAI- GENERAL EDUCATION CORE CURRICULUM (GECC) COURSES FOR GENERAL EDUCATION CREDIT
1 PROCESS FOR APPROVING NON- IAI- GENERAL EDUCATION CORE CURRICULUM (GECC) COURSES FOR GENERAL EDUCATION CREDIT Step 1: Program/course owner reviews non- IAI- GECC course currently accepted for General
Tier One: Possess and Exercise Fundamental Knowledge of the Human and Physical Worlds
SHARED LEARNING OUTCOMES - To meet the Institute s mission, the curriculum is designed to achieve a series of learning outcomes organized in five tiers. Tier One are the top level, primary outcomes derived
Section 4 GRADUATION AND DEGREE REqUIREMENTS
Section 4 GRADUATION and DEGREE Requirements 42 Catalog Rights marin.edu Catalog Rights The catalog sets forth graduation requirements for achieving an associate degree, and these requirements may change
CLEAN COPY FOR APPROVAL DRAFT DRAFT DRAFT DRAFT FOR IMPLEMENTATION IN 2013-2014 UNIVERSITY CATALOG GRADUATION REQUIREMENTS
CLEAN COPY FOR APPROVAL DRAFT DRAFT DRAFT DRAFT FOR IMPLEMENTATION IN 2013-2014 UNIVERSITY CATALOG GRADUATION REQUIREMENTS Each candidate for a degree must meet the general requirements for graduation
SLO REQUIRED PRIOR TO ADMISSION TO ALL DEGREE PROGRAMS IN MUSIC
SLO REQUIRED PRIOR TO ADMISSION TO ALL DEGREE PROGRAMS IN MUSIC GENERAL SLO (Knowledge and Skill) The prospective music major will demonstrate the ability to relate musical sound to notation and terminology
Goals of General Education Program
Goals of General Education Program Statement of Philosophy "General Education is a part of our curriculum that challenges students to develop the intellectual habits, skills, values, and breadth of knowledge
Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education
Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets
Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is
Nursing 8 Courses (27 Credits)
Houston Baptist University s RN to BSN Program allows you to efficiently complete your bachelor s degree, most often in one to two years. A typical student will take approximately 16 courses in total,
I. Major Requirements A student must complete at least 18 semester units of study from a single discipline or related disciplines.
Catalog 2012-2014 Associate Degree Requirements Associate Degree Requirements The awarding of an associate degree symbolizes the colleges s successful attempt to lead students through learning experiences
Associate 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
Marketing Communications Bachelor of Science Degree (B.S.)
Berkeley College Overview Academic Programs Marketing Communications Bachelor of Science Degree (B.S.) Admissions and Finances Administration, Faculty, and Staff Contact Us Course Requirements MAJOR COURSES
2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015)
2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015) College-wide Goal 1: Intellectual Engagement PG1 Students will demonstrate the ability to think critically and
Upon completion of the First Year Navigation Competency, students will be able to: Understand the physical and virtual WCSU campus;
FIRST YEAR NAVIGATION (FY) COMPETENCY First Year Experience programs take a variety of forms to provide academic and cocurricular support as students begin university life. This competency allows first
College of Arts & Sciences Goals
College of Arts & Sciences Goals 1.) Demonstrated ability to engage in critical thinking appropriate to the discipline. 2.) Demonstrated ability to use the information literacy skills, including research
LIBERAL ARTS LIBERAL ARTS
LIBERAL ARTS LIBERAL ARTS 169 The Liberal Arts AA Degree is designed for students who desire a broad knowledge of liberal arts and sciences plus additional coursework in an Area of Emphasis. This area
Liberal Arts with an Emphasis in Arts and Humanities Associate in Arts Degree
Liberal Arts with an Emphasis in Arts and Humanities Associate in Arts Degree The A.A. in Liberal Arts with an emphasis in Arts and Humanities provides students with a broad perspective on culture and
General Education at the University of Oregon 1 I. Purpose a
June 5 2006 1. General Education at the University of Oregon 1 I. Purpose a The liberal arts and sciences form the foundation of the General Education curriculum at the University of Oregon. The General
Undergraduate Education
1 Undergraduate Education Undergraduate Degree: Overview San Francisco State University undergraduates will emerge from their studies with a breadth and depth of knowledge and understanding developed from
2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS
Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical
Bakersfield College 2013-2014 Catalog GRADUATION & GENERAL EDUCATION. Certificates and Degrees. Applying for Graduation
GRADUATION & GENERAL EDUCATION Certificates and Degrees Students have many different goals in mind when they enroll at Bakersfield College. Some plan to earn a certificate to enhance their job skills while
System General Education Requirements and Credits Requirement
SOUTH DAKOTA BOARD OF REGENTS Policy Manual SUBJECT: Associate Degree General Education Requirements NUMBER: 2:26 1. Associate of Arts Degree A. The general education component of all associate of arts
Riverside City College. 2014-2015 Catalog Addendum
Riverside City College 2014-2015 Catalog Addendum This addendum to the 2014-2015 Riverside City College Catalog contains changes that offer new educational opportunities for students. These updates were
Frank Phillips College Psychology 2301
Frank Phillips College Psychology 2301 I. General Course Information Ms. Jan Moore PSYC2301, Spring Mini-Term, 2010 Introduction to Psychology 3 Credit Hours Prerequisites: passage of reading section of
Associate Degrees. Degree Requirements. Alternatives to Degree Requirements. Multiple Majors. Second Degree Requirements. Double Counting Courses
Associate Degrees Students may graduate with an Associate in Arts or Associate in Science degree. The college offers students seeking the Associate in Arts (AA) degree the choice of 37 different majors
College of Arts and Sciences: Social Science and Humanities Outcomes
College of Arts and Sciences: Social Science and Humanities Outcomes Communication Information Mgt/ Quantitative Skills Valuing/Ethics/ Integrity Critical Thinking Content Knowledge Application/ Internship
Collected Program Learning Outcomes for All Degree Programs Notre Dame de Namur University, July 2014
Collected Program Learning Outcomes for All Degree Programs Notre Dame de Namur University, July 2014 College of Arts and Sciences A. Division of Arts and Humanities BA Art Outcome 1: Students will demonstrate
MN TRANSFER CURRICULUM
MN TRANSFER CURRICULUM The Minnesota Transfer Curriculum (MnTC) is the format in which general education is accomplished within the public two- and four-year colleges and universities in Minnesota. The
School District of Palm Beach County. COURSE DESCRIPTION - GRADES 9-12, Adult
School District of Palm Beach County 2008 COURSE DESCRIPTION - GRADES 9-12, Adult Subject Area: Art - Visual Arts Course Number: 0100300 Course Title: Advanced Placement Art - History of Art Credit: 1.0
Please see current textbook prices at www.rcgc.bncollege.com
PHI150: CRITICAL THINKING SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION This course introduces the process of critical thinking and analytical reasoning through writing and problem solving. Students
Management - Nonprofit Management Bachelor of Science Degree (B.S.)
An introduction to the theory and practice of management within various nonprofit organizations. Berkeley College Overview Academic Programs Management - Nonprofit Management Bachelor of Science Degree
School Library Standards. for California Public Schools, Grades Nine through Twelve
School Library Standards for California Public Schools, Grades Nine through Twelve STANDARD 1 Students Access Information The student will access information by applying knowledge of the organization of
Marketing Communications Associate in Applied Science Degree (A.A.S.)
Berkeley College Overview Academic Programs Admissions and Finances Administration, Faculty, and Staff Contact Us Get a PDF of this page. Marketing Communications Associate in Applied Science Degree (A.A.S.)
Course Offering & Description Guide 2015-2016
Course Offering & Description Guide 2015-2016 1 Course Offering & Description Guide 10100V ENGLISH I... 4 10200V ENGLISH II... 4 10300V ENGLISH III... 4 10340V ENGLISH III HONORS... 4 10400V ENGLISH IV...
ROCHESTER INSTITUTE OF TECHNOLOGY COURSE OUTLINE FORM COLLEGE OF SCIENCE. School of Mathematical Sciences
! ROCHESTER INSTITUTE OF TECHNOLOGY COURSE OUTLINE FORM COLLEGE OF SCIENCE School of Mathematical Sciences New Revised COURSE: COS-MATH-252 Probability and Statistics II 1.0 Course designations and approvals:
Middle School Course Catalog
Middle School Course Catalog 2015-2016 1 P a g e Mater Academy of Nevada School Mission Statement The mission of Mater Academy of Nevada is to provide an innovative, challenging, multi-cultural education,
THE UNIVERSITY OF EDINBURGH. PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1
THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1 1) Awarding Institution: University of Edinburgh 2) Teaching Institution: University of Edinburgh 3)
CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS
CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,
International Business Bachelor of Science Degree (B.S.)
Berkeley College Overview Academic Programs International Business Bachelor of Science Degree (B.S.) Admissions and Finances Administration, Faculty, and Staff Contact Us Get a PDF of this page. Course
Critical thinking (7 courses total, 5 Foundations and 2 Applications) An illustration of how the categories of area of the grid could be developed
Critical thinking (7 courses total, 5 Foundations and 2 Applications) An illustration of how the categories of area of the grid could be developed Critical thinking is the starting point and context of
Section 2: Program Summary Economics (CA): Secondary Major and Minor
Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of Mercy
The 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
Please see current textbook prices at www.rcgc.bncollege.com
PSY213: CHILD PSYCHOLOGY SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: PSY101 General Psychology Development and analysis of prenatal factors and, infant and child behavior are
Indiana Statewide Transfer General Education Core
Indiana Statewide Transfer General Education Core Preamble In 2012 the Indiana legislature enacted Senate Enrolled Act 182, thereby establishing the requirements for a Statewide Transfer General Education
REFLECTIONS OF YOUR EXPERIENCE AS A PSYCHOLOGY MAJOR
REFLECTIONS OF YOUR EXPERIENCE AS A PSYCHOLOGY MAJOR The reflections/questionnaire/survey is intended to be sent to each student applying for graduation as a psychology major and for whom we must certify
Please see current textbook prices at www.rcgc.bncollege.com
PSY101: GENERAL PSYCHOLOGY SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: RDG099 Introduction to College Reading III This is an introduction to the study of behavior. The scientific
Appendix 2: Intended learning outcomes of the Bachelor IBA
Appendix 2: Intended learning outcomes of the Bachelor IBA Intended international & intercultural learning outcomes are presented in bold. Content related aspects Have knowledge of business administrative
Nancy Rubino, PhD Senior Director, Office of Academic Initiatives The College Board
Nancy Rubino, PhD Senior Director, Office of Academic Initiatives The College Board Amy Charleroy Director of Arts, Office of Academic Initiatives The College Board Two approaches to alignment: Identifying
Program Assessment Annual Report for 2007 2008 IUPUC Division of Science Psychology Degree Program
Assessment Annual Report for 2007 2008 IUPUC Science What (N = NASAD standards) or out of class)? we provide to demonstrate what on results of PUL 1: Core communication and Quantitative Skills the ability
DEPARTMENT OF MUSIC Bachelor of Music in Music Education
PROGRAM OVERVIEW DEPARTMENT OF MUSIC Bachelor of Music in Music Education The Program of study in Music Education consists of four curricular components: freshman seminar and general education, the specialty
2015-2016 North Dakota Advanced Placement (AP) Course Codes. Computer Science Education Course Code 23580 Advanced Placement Computer Science A
2015-2016 North Dakota Advanced Placement (AP) Course Codes Computer Science Education Course Course Name Code 23580 Advanced Placement Computer Science A 23581 Advanced Placement Computer Science AB English/Language
STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL ENGINEER
STAGE 1 STANDARD FOR PROFESSIONAL ENGINEER ROLE DESCRIPTION - THE MATURE, PROFESSIONAL ENGINEER The following characterises the senior practice role that the mature, Professional Engineer may be expected
GRADUATION AND DEGREE REQUIREMENTS
GRADUATION AND DEGREE REQUIREMENTS GENERAL REQUIREMENTS FOR GRADUATION Upon successful completion of an approved plan of study and provided the following requirements have been fulfilled, the student will
How To Teach General Education At National University
GENERAL EDUCATION 74 General Education Program Requirements ASSOCIATE OF ARTS AND ASSOCIATE OF SCIENCE GENERAL EDUCATION REQUIREMENTS The following General Education requirements apply to all Associate
The National Arts Education Standards: Curriculum Standards <http://artsedge.kennedy-center.org/teach/standards/standards.cfm>
Discipline-Based Art Education: Theoretical Curriculum Model Discipline-Based Art Education (DBAE) is an approach to arts education developed and formalized in the early 1980s by the Getty Center for Arts
College 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
PsyD Psychology (2014 2015)
PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing
Saint Paul College Medical Office Careers Program Continuous Improvement of Teaching and Learning Assessment Report 2008-2009
Saint Paul College Medical Office Careers Program Continuous Improvement of Teaching and Learning Report 2008-2009 College Mission: The mission of Saint Paul College is to provide education for employment,
University of Minnesota 2011 13 Catalog. Degree Completion
University of Minnesota 2011 13 Catalog Degree Completion Bachelor of Arts Degree... 60 Degree Requirements... 60 Specific Provisions... 61 General Education Requirements... 61 Major or Area of Concentration...
SOUTH DAKOTA BOARD OF REGENTS. Policy Manual
SOUTH DAKOTA BOARD OF REGENTS Policy Manual SUBJECT: Baccalaureate General Education Curriculum NUMBER: 2:7 The General Education component of all baccalaureate programs shall consist of the System General
Guidelines for the Approval of State University General Education Requirement Courses
Guidelines for the Approval of State University General Education Requirement Courses For each State University General Education Requirement (SUNY GER) category, the Task Forcedefined learning outcomes
Financial Services Bachelor of Science Degree (B.S.)
Berkeley College Overview Academic Programs Financial Services Bachelor of Science Degree (B.S.) Admissions and Finances Administration, Faculty, and Staff Contact Us Course Requirements MAJOR COURSES
The General Education Program at Sweet Briar College
The General Education Program at Sweet Briar College Introduction The purpose of the General Education Program at Sweet Briar College is to provide all students with a common pattern of skills, experiences
BA Psychology (2014 2015)
BA Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing
ROCHESTER INSTITUTE OF TECHNOLOGY COURSE OUTLINE FORM COLLEGE OF SCIENCE. School of Mathematical Sciences
! ROCHESTER INSTITUTE OF TECHNOLOGY COURSE OUTLINE FORM COLLEGE OF SCIENCE School of Mathematical Sciences New Revised COURSE: COS-MATH-200 Discrete Mathematics and Introduction to Proofs 1.0 Course designations
700.B0. Dawson College. Liberal Arts
5 700.B0 Dawson College Liberal Arts Dawson College P R O G RA M i n fo r m at I O N Liberal Arts is an Honours pre-university program based on the belief in disciplined learning. The curriculum is composed
International Baccalaureate
Preparation for International Baccalaureate Camdenton High School 2007-2008 Frequently Asked Questions Who should attempt to earn the IB Diploma? Students seeking the International Baccalaureate should
DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE
DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE Seminole County Public Schools Curriculum Services Department 2003 SEMINOLE COUNTY PUBLIC SCHOOLS 400 East Lake Mary Boulevard Sanford, Florida 32773-7127 THE
LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management
LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes
CREATING LEARNING OUTCOMES
CREATING LEARNING OUTCOMES What Are Student Learning Outcomes? Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion
Disciplinary Identity
closing bookend on a IS-year program and the starting point for future initiatives in curriculum and facu1ty development. Relying upon a consensual decision making process in small group and plenary sessions,
Glendale Unified School District Course Catalog
Glendale Unified School District Course Catalog PLEASE NOTE: NOT ALL CLASSES ARE TAUGHT IN EVERY SCHOOL, EVERY SEMESTER. CHECK WITH COUNSELOR FOR CURRENT OFFERINGS. ADULT EDUCATION or COLLEGE CLASS Prerequisite: