POSTGRADUATE PROGRAMMES

Size: px
Start display at page:

Download "POSTGRADUATE PROGRAMMES"

Transcription

1 POSTGRADUATE PROGRAMMES Developing Leaders for Social Change 1

2 Contents About the University Postgraduate Programmes Unique Learning Environment Our Programmes Master of Arts in Education Master of Arts in Development Master of Arts in Public Policy and Governance i. Programme Design ii. Faculty iii. Career Opportunities Admissions Process 2

3 About the University Postgraduate Programmes Azim Premji University was established under the Azim Premji University Act 2010 of the Government of Karnataka. Azim Premji Foundation, the sponsoring body set up the University as a fully philanthropic and not-for-profit entity, with a clear social purpose. The availability of trained professionals in education, development and allied social sectors in India is grossly inadequate, given the scale, complexity of issues and the wide range of competencies required to work in these areas. Azim Premji University s key mission is to address this significant talent gap and prepare competent, motivated, socially committed graduates and enable them to engage with social sector. The University started in 2011 and since then has admitted over 2000 students. It currently offers four postgraduate programmes and an undergraduate programme with honours option. Five batches of postgraduate students have graduated and consistent with our social purpose, almost all of them work in the social sector. The University conducts several continuing education programmes, in collaboration with many state governments, for functionaries in the Education and Development domains. Research is an important area of emphasis and the University Research Centre is currently engaged in several research projects in the Education and Development domains. In addition, the University also hosts national and international conferences, seminars, workshops, public lectures and brings out resource material and publications in English, Kannada and Hindi as a contribution to India s school education. In a very short span of time, the University has built a team of 200 dedicated people engaged in teaching, research and administration. 3

4 Postgraduate Programmes The postgraduate programmes follow a semester and credit-based system. The Curriculum consists of a set of essential core courses, a wide range of elective courses, a wellstructured field engagement and Open courses. Core Courses develop foundational understanding of the domain (Education, Development, Public Policy). In the second year of study, option to focus on sub domains/ themes by choosing a specified set of electives. In the academic year , more than 100 themebased electives were on offer. Students can also opt to do an Independent study in lieu of one elective course. The Integrated Field engagement is a mix of projects and internships spread across all semesters. Students have to do two open courses which provide them with an opportunity to expand their horizons by exploring areas outside the main curriculum. The open courses are on a wide range of subjects relating to art, cinema, music, theatre, science, history, sports, literature etc. Programme Summary M.A. Education (Two year, full time,72 credits) The M.A. Education programme seeks to provide students with a rigorous and challenging educational experience aiming to develop sound theoretical grounding and the capabilities and competencies required to work in the field of education. The program also offers the opportunity for students to further focus on sub domains within Education. M.A. Development (Two year, full time,72 credits) The M.A. Development programme aims to prepare individuals capable of informed and thoughtful development action, aware of the complexity, depth and scope of development, its ethical imperatives and its implications for policy and action. Students can meaningfully contribute to meeting India s growing need for individuals who can engage with diverse development challenges. The program also offers the opportunity for students to further focus on sub domains within Development. M.A. Public Policy & Governance (Two year, full time,72 credits) The M.A. Public Policy & Governance programme exposes students to a grounded understanding of theoretical frameworks, practical challenges and institutional arrangements that are important to a holistic understanding of public policy. The Programme also develops the ability to devise and use diverse research methods to evaluate public policies. 4

5 Unique Learning Environment Postgraduate Programmes The teaching and learning processes inside and outside the classroom are designed to ensure that students and faculty engage each other in dialogue and discussions so that students develop deep critical thinking and self-learning abilities. Courses Foundational understanding of the domain through core courses and over 100 electives for students to choose from. Open courses in art and craft, music, cinema, Literature, Science etc. to expand the students horizon. Faculty The faculty team of 130 comes with extensive experience in teaching, research and field practice. The teacher-student ratio of 1: 10 enables close support, mentoring and feedback. Click here for faculty profiles Integrated Field Practice A mix of field experiences spread across all semesters consisting of immersion visits, organizational internships, faculty-mentored research projects and independent field projects. Vibrant Environment An engaging class room experience with interactive pedagogic tools. Learning opportunities through various events - weekly colloquiums, national and international conferences, workshops etc. Learning from Diversity Students come from almost all states of India with different educational and socioeconomic backgrounds, fresh undergraduates and those with work experience. Over 50 percent of our students are women. We value and encourage this diversity and you will enjoy and learn with this experience. 5

6 Our Programmes I. Master of Arts in Education Postgraduate Programmes Education is so closely associated with people s lives that every individual in the society holds a view about it. However, one begins to recognize the complexity when we discuss the specific problems facing public education in India such as differential access to schooling, problems of infrastructure, lack of quality teaching, children s learning problems and so on, among others. The Master of Arts (M.A.) Education Programme at Azim Premji University is a broad-based programme of study that includes theory, practice, research, policy and planning in Education. It aims to preparing people with good understanding of education, capabilities for action and deep social commitment. The structure of curriculum with core and elective courses ensures that the students are initiated into thinking and studying the whole range of educationally important areas of knowledge as well as get a chance to focus in the area of their interest. Therefore, most of the students go out with an enquiring mind, a set of capabilities to act and to work for social justice in the society. The key objectives of the programme are: Understanding educational theory: Introduce students to theoretical approaches in Education Understanding educational practices in Indian school education: Help understand educational practices, policies, settings and contexts. Implementing independent educational interventions: Develop capabilities to plan and implement independent educational interventions Nourishing professional development: Build capabilities for selflearning and self-motivated professional development. 6

7 Programme Design The M.A. Education is a full-time 2 years, 4 semester programme of 72 credits with credit distribution as follows: Core courses (Semester I and II) : 32 Credits Electives (Semester III and IV) : 26 Credits Field practice (All the semester) : 10 Credits Open courses (Any semester) : 4 Credits SEMESTER I SEMESTER II SEMESTER III SEMESTER IV Philosophy of Education Philosophy of Education Elective 1 Elective 6 Sociology of Education Child Development and Learning Education Policy and School Systems Comparative History of Education Child Development and Learning Introduction to Education Research Curriculum Studies Political Economy of Education Open Course 1 Open Course 2 Elective 2 Elective 3 Elective 4 Elective 5 Elective 7 Elective 8 OR Option of Independent Study Field Immersion (2 Credits) Research (2 Credits) Field Project (6 Credits) Core Courses: The core courses will introduce students to key issues in educational thinking and practice. Courses are designed to help students understand education in general as well as in a large democratic, multi-ethnic, multi-lingual and multireligious society. The idea is to introduce students to issues, problems, key ideas of investigation in each area of study. These courses are mandatory for all students and are 3 or 4 credit ones. Electives: The elective courses are designed to build knowledge bases theoretical, practical or procedural in particular areas of education. They are meant to supplement and extend understanding acquired in the core areas through deeper engagement with specific aspects of educational theory and practice. Typically, electives are on offer each year. Electives could be 2, 3 or 4 credits. Independent Study: Students can choose to do a faculty guided independent study, in the fourth semester. This gives students the freedom to go beyond the syllabus and explore a topic of their interest in depth. They will have the freedom to define not just the topic of their study but also to shape the final work and the parameters for evaluation. Open Courses: A well-rounded and balanced curriculum that allows students to explore areas that focus on themes related to the arts, culture, the sciences and 7

8 other subjects of topical interest. Students are required to study two courses from a wide range of subjects such as literature, arts, cinema, epics, science, history, dance etc. based on their interest. About open courses are offered each semester. Click here for details on Open Courses. Field Practice: Engagement with field practice forms an integral part of this Programme. It attempts to help students develop a deeper understanding of the implications of the theoretical and conceptual ideas being developed in the programme. The objective is to expose students to a variety of field settings in Indian educational contexts in order to sensitize them to issues related to the practice of education. Field practice is held in all the semesters, either during the semester or in the intervening period between semesters. Type Weekly Practicums One Day per week Field Immersion, SEM I, Two Weeks Research Project SEM II Two Weeks Independent Field Project SEM III and IV Six Weeks Short Description Practicums are field experiences comprising an organized set of activities outside the classroom with the aim of embedding theoretical learning in practical experiences. They run in parallel with the courses and students learn to conceptualize, plan and implement, critically examine some of the practices in various institutions. They also learn to work in groups. The key objective of the first semester field engagement is to provide students with exposure to different levels of the government education system and to offer first-hand experience. They will be provided with a variety of alternatives in terms of levels and contexts of exposure to the different structures, processes and activities that are important parts of the education system. The primary objective is to provide students a chance to work independently on a research project. They will be in field settings, conducting and recording observations and interviews, to complete a small, supervised research project. All phases of the research project from conceptualization to implementation, analysis and writing will be completed through guidance received through the Introduction to Education Research course. This is aimed at providing students a focused opportunity to work on a specific issue/problem related to the practice of education. The work will develop capacities in students in all phases of a project from reading and planning, to implementation, analysis and reflection, and oral as well as written reporting. The work could take a variety of forms such as Research, Teaching, Internship and Curriculum Development. Each student will have a mentor at the placement institution, along with the University faculty member. 8

9 Faculty Our faculty come from disciplines such as Philosophy, Sociology, Psychology, History, Political Science, Organizational studies and a keen interest in applying this to the domain of education. Many of them also come with a deep field experience in setting up and running schools, working with grass root organizations, government educational programmes etc. This breadth allows us to offer several interdisciplinary courses as part of the curriculum. Apart from teaching they also are engaged in research projects, with policy issues, institutional reforms and other areas in Education. Students will also benefit from the University s close association with Azim Premji Foundation which has been working with eight State Governments in India in shaping and implementing policies and programmes in the primary education sector. Detailed profiles are available at: Career Opportunities in Education sector There is a pressing need for people who understand education and can assume a variety of responsibilities ranging from classroom teaching, policy formulation, theoretical or conceptual analyses in education. Students with an M.A. Education can thus look forward to roles in organizations that work in the broad domain of education; NGOs working in the implementation of educational programmes in the public and private space, in design and development of teaching learning materials connected to the school curriculum, as researchers with educational / policy work institutions, teacher educators in teacher training institutions, schools / school chains both mainstream and alternative, early childhood centres etc. Some students also choose to be school teachers or pursue higher education opportunities. Click here to read more about our placements. Click here to see a video of an NGO formed by our Alumni to enable the educational inclusion of the migrant out of school children. 9

10 II. M.A. Development Development, broadly understood, refers to the creation of social conditions that secure and contribute to individual and collective well-being in a sustainable and equitable manner. A robust engagement with this domain needs a large number of persons with varied backgrounds, capacities and interests and an ethical outlook that provide inspiration for development action. The Master of Arts (M.A.) in Development Programme at Azim Premji University aims to prepare individuals capable of informed and thoughtful development action, aware of the complexity, depth and scope of the discourse of development, its ethical imperatives and its implications for policy and action. They will be in a position to meaningfully contribute to meeting India s growing need for individuals who can engage with development challenges. The curricular objectives of the programme are: Articulate a historically and socially grounded understanding of India s development experiences Understand and appreciate the evolution of development thoughts, practices and their critiques Empathetically engage with lived realities of individuals and communities as sites of development knowledge and practice Demonstrate ethical sensibilities and practical competencies for imaginative development actions 10

11 Programme Design The M.A. Development is a full-time 2 years, 4 semester programme of 72 credits with credit distribution as follows comprising Core courses (Semester I and II) : 32 Credits Electives (Semester III and IV) : 24 Credits Field practice (Semester I-1V) : 12 Credits Open courses (Semester 1-III) : 4 Credits SEMESTER I SEMESTER II SEMESTER SEMESTER III IV Sociology of Modern India State, Democracy and Civil Society in India Elective 1 Elective 5 Indian Economy and Development Theories and Histories of Elective 2 Elective 6 Development Introduction to Social Research Methods Elective 3 Elective 7 Elective 8 Basics of Development Practice OR Ecology and Development in India Social Interventions Elective 4 Course of Independent Study Open Course 1 Open Course 2 Field Immersion (2 Credits) Summer Field Apprenticeship(4 Credits) Winter Field Project (6 Credits) Note: The course structure is awaiting Academic Council approval. Core Courses: The core courses will set the context and build foundational understanding and appreciation of key developmental concepts, theories and methods as relevant to examining the Indian development experiences. These courses are expected to provide adequate knowledge, skills and orientations to embark on a deeper exploration of specific themes and practices in development. These courses are mandatory for all students. Electives: Elective courses will build upon the concepts, ideas, theories and methods learnt in the core courses to deepen and broaden the understanding about a wide variety of specific, topical and relevant local and global development issues. Elective courses will enhance two broad competencies, namely critical analysis and imaginative practice. These electives cover a range of topics Gender, technology, public health, Sustainability, Globalization, Policy and Programmes, Poverty, Water etc. Typically, electives are on offer each year. 11

12 Field Practice: Field Practice forms an integral part of the M.A. Development programme. It helps develop a deeper understanding of the practical implications of the learning acquired through course work. Field Practice allows students to reflect on their role as change agents in the development domain and build skills for development action effectively. Field practice has four components. Type Weekly Practicums Short Description Practicums are field experiences comprising of an organized set of activities outside the classroom with the aim of embedding Conceptual and theoretical learning in practical experiences. Weekly practicums are linked to individual courses Field Immersion, (Mid first semester) Two weeks Students go in groups to different parts of the country to immerse themselves in the local ground realities. The Field Immersion is designed to enable students to relate and engage with people in rural/urban/tribal communities. They are expected to observe and reflect on the everyday lives of different communities and learn to appreciate the diversity of life, community and society in India. Summer Field Apprenticeship At the end of Semester II Six weeks The Summer Field Apprenticeship is designed for the students to be part of a development intervention/action as a student apprentice. Such interventions could include state or non-state programme implementation, policy advocacy, mass activism/social movements, behaviour change campaigns, innovative solutions to current social development challenges, etc. The apprenticeship is meant for the students to learn about the action processes, and critically reflect on the challenges of development action in the field through actively being part of such actions. Winter Field Project End of Semester III Eight Weeks Winter field project is aimed to encourage students to take initiative to design a field project and learn to systematically explore, implement and disseminate the project work. Such field projects could be a small research study, piloting an intervention, designing a training manual etc. Winter field projects are undertaken with close mentoring by faculty members 12

13 Course of Independent Study Students can choose to do a course of independent study, in place of one elective, in the fourth semester. This gives students the freedom to go beyond a set syllabus and explore a topic of their interest in depth under the guidance of a faculty mentor. Concentrations Within the wide range of electives, the M.A. Development Programme offers students a choice to opt for concentrations. A concentration refers to a set of four elective courses totaling 12 credits, which together cover a specific development theme/topic/domain in a focused and comprehensive manner. Illustrations of concentrations could include Gender in development, Urban sustainability, Land in development, Disability, Policies and practices in development. Concentrations will be offered on a year to year basis, depending on students interest, topicality of the issues and faculty availability. A student can choose more than one concentration across the two semesters. Open Courses These courses allow students to explore the arts, culture, the sciences and other subjects of interest. Students are required to enrol in two courses from a wide range of subjects such as literature, arts, cinema, epics, science, history, dance etc. based on their interest. About open courses are offered each semester. Faculty Our faculty come from diverse backgrounds and expertise within the field of development. While some are drawn from disciplines like Economics, Sociology, Anthropology, Political Science and Ecology, others come with long standing engagement with the world of development practice thus offering a truly interdisciplinary engagement with the development sector. With their deep seated commitment to the sector, the faculty members provide a vibrant class room learning environment through a range of pedagogies including simulation games, power walk, role play, student seminars etc. All faculty members provide academic mentoring support to the students beyond the class rooms. Detailed faculty profiles are available at - Career Opportunities in Development sector Currently, there is a great need for people who understand the domain of Development. Students with a M.A. Development degree can look forward to a variety of roles in organizations such as NGOs, social movements, farmer producer organisations, state missions, and others. Some students also choose to do research or higher studies based on their interest. Click here to read more about placements. Click here to see a video of our Alumnus working with the Mishing community at Majuli, Assam 13

14 III. M.A. Public Policy and Governance Public Policy and Governance are fields of study that focus on public affairs with a shared interest in making public institutions work effectively. Governance deals with the institutional, legal and procedural attributes of how state authority is exercised to achieve collective goals. Public Policy studies executive decisions and processes, evaluates outcomes that aim to achieve collective purposes, and provides solutions to public problems. The Master of Arts in Public Policy and Governance (MPG) will prepare students to become critical and analytical thinkers who can develop effective and equitable solutions to public policy and governance challenges. The programme will help students learn about the ideas, mechanisms and practices of public policy as well as the nature, quality and legitimacy of the institutions and practices of governance. Through a carefully designed curriculum the programme aims to prepare students to: Critically understand public problems and purposively contribute to their solutions Professionally evaluate policies and programmes Reflectively engage with public affairs through careers in the government, development organizations, social enterprises, think tanks, the media and other agencies involved in public affairs.

15 Programme Design The M.A. Public Policy and Governance is a full-time two-year year, four- semester programme of 72 credits with credit distribution as follows i. Thirteen core courses 39 Credits In Semester I, II, III and IV ii. Seven Electives, 21 Credits Semester III and IV iii. Two Open courses, 4 Credits may be taken in any semester iv. Field practice, 8 Credits All semesters and semester breaks SEMESTER I SEMESTER II SEMESTER III SEMESTER IV Constitutional Foundations of State Institutions The State, Market and Economy The State and Governance in India Public Policy in India Values and Ethics in Public Affairs Processes of State Action Everyday State in India Programme Evaluation Causal and Inferential Methods Policy Analysis Methods of Evaluation and Impact Assessment Elective 1 Elective 2 Elective 3 State Transformation and Theories of Governance Elective 5 Elective 6 Elective 7 OR Option of Independent Study Data, Research Design and Descriptive Methods Open Course 1 Open Course 2 Field Project (2 Credits)- Internship during the break between II and III semesters (2 credits) -Policy and Governance Group Projects (4 Credits) in the 2 nd year of study Core Courses: Core courses adopt a multi-disciplinary approach to understand and examine policy and governance in India and build methodological capacity to analyze and contribute to these domains. They draw from disciplines such as Anthropology, Economics, History, Law, Political Science, Public Administration, Sociology, and Statistics which are foundational to the understanding of Public Policy and Governance domains. They cover the various facets of Public Policy and Governance to prepare students with the knowledge, skills and temperament to subsequently engage with specific sectors and themes. Concurrently, methodological courses equip students to identify and define problems, examine underlying causal and interpretive processes and use sophisticated techniques for policy and governance research. All 13 core courses are worth 3 credits each Electives: All electives are in the second year and will allow students to extend their understanding of the foundation disciplines, deepen their methodological training as well as develop domain expertise in particular fields. An illustrative list of electives will comprise 15

16 courses on land governance, e governance, gender, health, education, environment, budgeting, taxation, public finance, and corruption Independent Study: Students can choose to do a faculty-guided independent study, in the fourth semester, in lieu of one elective course. This gives students the freedom to go beyond the syllabus and explore a topic of their interest, in depth. They will have the freedom not just to define the topic of their study but also to shape the course work and the parameters for evaluation Open Courses: Students are required to do two courses from a wide range of subjects such as literature, arts, cinema, epics, science, history, dance etc. based on their interest. About open courses are offered each semester. Field Practice: Rigorous field-engagements and internships have been designed as part of the programme to help students learn by observing how policy works in practice. The field engagement has three units that are staggered to enable students apply classroom learning to appreciate policy and governance problems and solutions from the ground. Field Practice Units Unit 1 SEM I and SEM II Short Description An investigative exercise wherein students will learn to identify public problems and policy solutions, map the institutional terrain, and survey the impacted community. Unit 2 SEM II break and SEM III break Internships in which students will iteratively develop a plan to meet implementation challenges faced by organizations. Unit 3 SEM III and IV break Students will work in groups on independent real-world policy and governance projects with the Law and Policy Hub of the School of Policy and Governance. Faculty: Our faculty come from disciplines such as Political Science, Law, Economics, and Anthropology besides Policy Studies, and have engaged with governments and multilateral institutions in the areas of land governance, local governance, policy evaluation, institutional reforms and other areas in Public Policy. Students will also benefit from the University s close association with Azim Premji Foundation which has been working with six State Governments in shaping and implementing policies and programmes in the primary education sector. Detailed profiles are available at: Career Opportunities: Governance and Public Policy are recent professional domains that provide wide ranging career opportunities. Our former students are engaged in challenging careers in areas such as but not limited to programme evaluation, research, policy analysis, programme management, advocacy and other aspects of programme operations and governance. Click here to read more about our placements. Click here to listen to Students vignettes 16

17 ADMISSIONS: Apply Now Postgraduate Programmes We strive hard to ensure that students from disadvantaged economic, social, regional backgrounds can access quality higher education. This inclusion and diversity is important for us to realize our vision and purpose Admission tests and interviews in 30/15 locations, providing easy access Socio-economically disadvantaged students are given additional scores in the admission process Admissions are through a National Entrance Test (common for all postgraduate programmes), followed by a personal interview by faculty for shortlisted students. The University may also decide to accept other entrance tests/ conduct more entrance tests if required. Eligibility: Undergraduate degree in any discipline. Applicants completing their undergraduate degree in 2018 can also apply. We actively encourage applicants with prior work experience and provide additional weightage in the interview process. Online application at azimpremjiuniversity.apu.edu.in Last Date for Applications: January 26, 2018 National Entrance Test: February 10, 2018 Contact Us Website: azimpremjiuniversity.edu.in/admissions admissions@apu.edu.in; Call Address: Pixel B, PES Campus, Electronic City, Hosur Road, Bangalore 17

Developing an Assessment Plan to Learn About Student Learning

Developing an Assessment Plan to Learn About Student Learning Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that

More information

UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE

UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE 2011-2012 CONTENTS Page INTRODUCTION 3 A. BRIEF PRESENTATION OF THE MASTER S PROGRAMME 3 A.1. OVERVIEW

More information

Master s Programme in European Studies

Master s Programme in European Studies Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and

More information

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION Overview of the Policy, Planning, and Administration Concentration Policy, Planning, and Administration Concentration Goals and Objectives Policy,

More information

STRATEGIC GROWTH FROM THE BASE OF THE PYRAMID

STRATEGIC GROWTH FROM THE BASE OF THE PYRAMID Executive Education STRATEGIC GROWTH FROM THE BASE OF THE PYRAMID This innovative, new five-day program shares key strategies, frameworks and processes that helps companies build sustainable, scalable businesses

More information

Innovating Toward a Vibrant Learning Ecosystem:

Innovating Toward a Vibrant Learning Ecosystem: KnowledgeWorks Forecast 3.0 Innovating Toward a Vibrant Learning Ecosystem: Ten Pathways for Transforming Learning Katherine Prince Senior Director, Strategic Foresight, KnowledgeWorks KnowledgeWorks Forecast

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

Core Strategy #1: Prepare professionals for a technology-based, multicultural, complex world

Core Strategy #1: Prepare professionals for a technology-based, multicultural, complex world Wright State University College of Education and Human Services Strategic Plan, 2008-2013 The College of Education and Human Services (CEHS) worked with a 25-member cross representative committee of faculty

More information

Understanding Co operatives Through Research

Understanding Co operatives Through Research Understanding Co operatives Through Research Dr. Lou Hammond Ketilson Chair, Committee on Co operative Research International Co operative Alliance Presented to the United Nations Expert Group Meeting

More information

National and Regional performance and accountability: State of the Nation/Region Program Costa Rica.

National and Regional performance and accountability: State of the Nation/Region Program Costa Rica. National and Regional performance and accountability: State of the Nation/Region Program Costa Rica. Miguel Gutierrez Saxe. 1 The State of the Nation Report: a method to learn and think about a country.

More information

Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth

Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth SCOPE ~ Executive Summary Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth By MarYam G. Hamedani and Linda Darling-Hammond About This Series Findings

More information

Assessment System for M.S. in Health Professions Education (rev. 4/2011)

Assessment System for M.S. in Health Professions Education (rev. 4/2011) Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions

More information

eportfolio Guide Missouri State University

eportfolio Guide Missouri State University Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned

More information

Student Experience Strategy

Student Experience Strategy 2020 1 Contents Student Experience Strategy Introduction 3 Approach 5 Section 1: Valuing Our Students - our ambitions 6 Section 2: Opportunities - the catalyst for transformational change 9 Section 3:

More information

UC San Diego - WASC Exhibit 7.1 Inventory of Educational Effectiveness Indicators

UC San Diego - WASC Exhibit 7.1 Inventory of Educational Effectiveness Indicators What are these? Formal Skills A two-course requirement including any lower-division calculus, symbolic logic, computer programming and/or statistics from the following list: MATH 3C, 4C, 10A or 20A; 10B

More information

M.S. in Environmental Science Graduate Program Handbook. Department of Biology, Geology, and Environmental Science

M.S. in Environmental Science Graduate Program Handbook. Department of Biology, Geology, and Environmental Science M.S. in Environmental Science Graduate Program Handbook Department of Biology, Geology, and Environmental Science Welcome Welcome to the Master of Science in Environmental Science (M.S. ESC) program offered

More information

SACS Reaffirmation of Accreditation: Process and Reports

SACS Reaffirmation of Accreditation: Process and Reports Agenda Greetings and Overview SACS Reaffirmation of Accreditation: Process and Reports Quality Enhancement h t Plan (QEP) Discussion 2 Purpose Inform campus community about SACS Reaffirmation of Accreditation

More information

STUDENT LEARNING ASSESSMENT REPORT

STUDENT LEARNING ASSESSMENT REPORT STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Sociology SUBMITTED BY: Janine DeWitt DATE: August 2016 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The

More information

An Introduction to LEAP

An Introduction to LEAP An Introduction to LEAP Liberal Education America s Promise Excellence for Everyone as a Nation Goes to College An Introduction to LEAP About LEAP Liberal Education and America s Promise (LEAP) is a national

More information

GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION

GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in

More information

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000 Dakar Framework for Action Education for All: Meeting our Collective Commitments Text adopted by the World Education Forum Dakar, Senegal, 26-28 April 2000 Dakar Framework for Action Education for All:

More information

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference. Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,

More information

ACCREDITATION STANDARDS

ACCREDITATION STANDARDS ACCREDITATION STANDARDS Description of the Profession Interpretation is the art and science of receiving a message from one language and rendering it into another. It involves the appropriate transfer

More information

The DEVELOPMENT STUDIES Programme

The DEVELOPMENT STUDIES Programme University of Cape Town The DEVELOPMENT STUDIES Programme The University of Cape Town s Development Studies Programme prepares postgraduate students for entry into the professional development community.

More information

UNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum

UNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum UNIVERSITY OF DERBY JOB DESCRIPTION JOB TITLE DEPARTMENT / COLLEGE LOCATION Associate Professor: Learning and Teaching Centre for Excellence in Learning and Teaching Kedleston Road JOB NUMBER 0749-17 SALARY

More information

Master of Arts in Applied Social Sciences

Master of Arts in Applied Social Sciences Master of Arts in Applied Social Sciences Programme Code: Normal Duration: Maximum Study Period: Mode of Programme: MAASS(P77) 1 Year (full-time) / 2 Years (part-time/combined mode) 2.5 Years (full-time)

More information

STUDENT EXPERIENCE a focus group guide

STUDENT EXPERIENCE a focus group guide STUDENT EXPERIENCE a focus group guide September 16, 2016 Overview Participation Thank you for agreeing to participate in an Energizing Eyes High focus group session. We have received research ethics approval

More information

Program Change Proposal:

Program Change Proposal: Program Change Proposal: Provided to Faculty in the following affected units: Department of Management Department of Marketing School of Allied Health 1 Department of Kinesiology 2 Department of Animal

More information

EMBA 2-YEAR DEGREE PROGRAM. Department of Management Studies. Indian Institute of Technology Madras, Chennai

EMBA 2-YEAR DEGREE PROGRAM. Department of Management Studies. Indian Institute of Technology Madras, Chennai EMBA 2-YEAR DEGREE Department of Management Studies Indian Institute of Technology Madras, Chennai - 600 036 EMBA DEGREE EMBA program equips mid-career working professionals with: Deep functional and broad

More information

Sociology and Anthropology

Sociology and Anthropology Sociology and Anthropology Associate Professors Jacqueline Clark (Chair), Emily J. Margaretten (Anthropology); Assistant Professor Marc A. Eaton (Sociology) Adjunct Professor Krista-Lee M. Malone (Anthropology)

More information

COMMUNICATION STRATEGY FOR THE IMPLEMENTATION OF THE SYSTEM OF ENVIRONMENTAL ECONOMIC ACCOUNTING. Version: 14 November 2017

COMMUNICATION STRATEGY FOR THE IMPLEMENTATION OF THE SYSTEM OF ENVIRONMENTAL ECONOMIC ACCOUNTING. Version: 14 November 2017 1 COMMUNICATION STRATEGY FOR THE IMPLEMENTATION OF THE SYSTEM OF ENVIRONMENTAL ECONOMIC ACCOUNTING Version: 14 November 2017 2 1. Introduction The objective of this communication strategy is to increase

More information

Towards sustainability audits in Finnish schools Development of criteria for social and cultural sustainability

Towards sustainability audits in Finnish schools Development of criteria for social and cultural sustainability Towards sustainability audits in Finnish schools Development of criteria for social and cultural sustainability Erkka Laininen Planning Manager The OKKA Foundation The OKKA Foundation Is a foundation for

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

Bold resourcefulness: redefining employability and entrepreneurial learning

Bold resourcefulness: redefining employability and entrepreneurial learning Title Type URL Bold resourcefulness: redefining employability and entrepreneurial learning Report Date 2008 Citation Creators http://ualresearchonline.arts.ac.uk/671/ Ball, Linda (2008) Bold resourcefulness:

More information

Meek School of Journalism and New Media Will Norton, Jr., Professor and Dean Mission. Core Values

Meek School of Journalism and New Media Will Norton, Jr., Professor and Dean Mission. Core Values Meek School of Journalism and New Media Will Norton, Jr., Professor and Dean 2009-2010 Mission The School of Journalism and New Media at the University of Mississippi has as its primary mission the education

More information

Note: Principal version Modification Amendment Modification Amendment Modification Complete version from 1 October 2014

Note: Principal version Modification Amendment Modification Amendment Modification Complete version from 1 October 2014 Note: The following curriculum is a consolidated version. It is legally non-binding and for informational purposes only. The legally binding versions are found in the University of Innsbruck Bulletins

More information

Strategic Plan SJI Strategic Plan 2016.indd 1 4/14/16 9:43 AM

Strategic Plan SJI Strategic Plan 2016.indd 1 4/14/16 9:43 AM Strategic Plan SJI Strategic Plan 2016.indd 1 Plan Process The Social Justice Institute held a retreat in December 2014, guided by Starfish Practice. Starfish Practice used an Appreciative Inquiry approach

More information

Nurturing Engineering Talent in the Aerospace and Defence Sector. K.Venkataramanan

Nurturing Engineering Talent in the Aerospace and Defence Sector. K.Venkataramanan Nurturing Engineering Talent in the Aerospace and Defence Sector K.Venkataramanan 1.0 Outlook of India's Aerospace &DefenceSector The Indian aerospace industry has become one of the fastest growing aerospace

More information

2020 Strategic Plan for Diversity and Inclusive Excellence. Six Terrains

2020 Strategic Plan for Diversity and Inclusive Excellence. Six Terrains 2020 Strategic Plan for Diversity and Inclusive Excellence Six Terrains The University of San Diego 2020 Strategic Plan for Diversity and Inclusive Excellence identifies six terrains that establish vision

More information

Alternative education: Filling the gap in emergency and post-conflict situations

Alternative education: Filling the gap in emergency and post-conflict situations 2009 Alternative education: Filling the gap in emergency and post-conflict situations Overview Children and youth have a wide range of educational needs in emergency situations, especially when affected

More information

The International Baccalaureate Diploma Programme at Carey

The International Baccalaureate Diploma Programme at Carey The International Baccalaureate Diploma Programme at Carey Contents ONNECT What is the IB? 2 How is the IB course structured? 3 The IB Learner Profile 4-5 What subjects does Carey offer? 6 The IB Diploma

More information

SOC 175. Australian Society. Contents. S3 External Sociology

SOC 175. Australian Society. Contents. S3 External Sociology SOC 175 Australian Society S3 External 2014 Sociology Contents General Information 2 Learning Outcomes 2 General Assessment Information 3 Assessment Tasks 3 Delivery and Resources 6 Unit Schedule 6 Disclaimer

More information

Loyola University Chicago Chicago, Illinois

Loyola University Chicago Chicago, Illinois Loyola University Chicago Chicago, Illinois 2010 GRADUATE SECONDARY Teacher Preparation Program Design D The design of this program does not ensure adequate subject area preparation for secondary teacher

More information

Funded PhD and MLitt scholarships available at the School of Law, the University of Dublin, Trinity College, Ireland

Funded PhD and MLitt scholarships available at the School of Law, the University of Dublin, Trinity College, Ireland Funded PhD and MLitt scholarships available at the School of Law, the University of Dublin, Trinity College, Ireland The School of Law, Trinity College Dublin, invites applications for three prestigious

More information

Summary Report. ECVET Agent Exploration Study. Prepared by Meath Partnership February 2015

Summary Report. ECVET Agent Exploration Study. Prepared by Meath Partnership February 2015 Summary Report ECVET Agent Exploration Study Prepared by Meath Partnership February 2015 The European Commission support for the production of this publication does not constitute an endorsement of the

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

Sociology. M.A. Sociology. About the Program. Academic Regulations. M.A. Sociology with Concentration in Quantitative Methodology.

Sociology. M.A. Sociology. About the Program. Academic Regulations. M.A. Sociology with Concentration in Quantitative Methodology. Sociology M.A. Sociology M.A. Sociology with Concentration in Quantitative Methodology M.A. Sociology with Specialization in African M.A. Sociology with Specialization in Digital Humanities Ph.D. Sociology

More information

Biomedical Sciences (BC98)

Biomedical Sciences (BC98) Be one of the first to experience the new undergraduate science programme at a university leading the way in biomedical teaching and research Biomedical Sciences (BC98) BA in Cell and Systems Biology BA

More information

MASTER S COURSES FASHION START-UP

MASTER S COURSES FASHION START-UP MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving

More information

Appendix. Journal Title Times Peer Review Qualitative Referenced Authority* Quantitative Studies

Appendix. Journal Title Times Peer Review Qualitative Referenced Authority* Quantitative Studies Appendix Journal titles selected by graduate students, titles referenced between two and nine times, peer review authority or status, and presence of replicable research studies Journal Title Times Peer

More information

Loyalist College Applied Degree Proposal. Name of Institution: Loyalist College of Applied Arts and Technology

Loyalist College Applied Degree Proposal. Name of Institution: Loyalist College of Applied Arts and Technology College and Program Information 1.0 Submission Cover 1.1 College Information Name of Institution: Loyalist College of Applied Arts and Technology Title of Program: Bachelor of Applied Arts (Human Services

More information

Clinical Mental Health Counseling Program School Counseling Program Counselor Education and Practice Program Academic Year

Clinical Mental Health Counseling Program School Counseling Program Counselor Education and Practice Program Academic Year Georgia State University Department of Counseling and Psychological Services Annual Report for CACREP Accredited Programs Program Assessment and Evaluations Clinical Mental Health Counseling Program School

More information

Mary Washington 2020: Excellence. Impact. Distinction.

Mary Washington 2020: Excellence. Impact. Distinction. 1 Mary Washington 2020: Excellence. Impact. Distinction. Excellence in the liberal arts has long been the bedrock of the University s educational philosophy. UMW boldly asserts its belief that the best

More information

College of Liberal Arts (CLA)

College of Liberal Arts (CLA) College of Liberal Arts (CLA) 1 College of Liberal Arts (CLA) Courses CLA 1001. The CLA First Year Experience. 1 Credit Hour. The CLA First Year Experience introduces students to the rich diversity of

More information

Initial teacher training in vocational subjects

Initial teacher training in vocational subjects Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it

More information

What is an internship?

What is an internship? What is an internship? An internship or work placement is an important opportunity to gain working experience in a particular career area. There are generally two types of internship that are available,

More information

FACULTY OF PSYCHOLOGY

FACULTY OF PSYCHOLOGY FACULTY OF PSYCHOLOGY STRATEGY 2016 2022 // UNIVERSITY OF BERGEN STRATEGY 2016 2022 FACULTY OF PSYCHOLOGY 3 STRATEGY 2016 2022 (Adopted by the Faculty Board on 15 June 2016) The Faculty of Psychology has

More information

Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse

Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved

More information

A STUDY ON AWARENESS ABOUT BUSINESS SCHOOLS AMONG RURAL GRADUATE STUDENTS WITH REFERENCE TO COIMBATORE REGION

A STUDY ON AWARENESS ABOUT BUSINESS SCHOOLS AMONG RURAL GRADUATE STUDENTS WITH REFERENCE TO COIMBATORE REGION A STUDY ON AWARENESS ABOUT BUSINESS SCHOOLS AMONG RURAL GRADUATE STUDENTS WITH REFERENCE TO COIMBATORE REGION S.Karthick Research Scholar, Periyar University & Faculty Department of Management studies,

More information

TABLE OF CONTENTS. By-Law 1: The Faculty Council...3

TABLE OF CONTENTS. By-Law 1: The Faculty Council...3 FACULTY OF SOCIAL SCIENCES, University of Ottawa Faculty By-Laws (November 21, 2017) TABLE OF CONTENTS By-Law 1: The Faculty Council....3 1.1 Mandate... 3 1.2 Members... 3 1.3 Procedures for electing Faculty

More information

MSc Education and Training for Development

MSc Education and Training for Development MSc Education and Training for Development Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Life Sciences Programme length: 6 month Postgraduate

More information

Name of the PhD Program: Urbanism. Academic degree granted/qualification: PhD in Urbanism. Program supervisors: Joseph Salukvadze - Professor

Name of the PhD Program: Urbanism. Academic degree granted/qualification: PhD in Urbanism. Program supervisors: Joseph Salukvadze - Professor Name of the PhD Program: Urbanism Academic degree granted/qualification: PhD in Urbanism Program supervisors: Joseph Salukvadze - Professor Antonio Castelbranco- Professor Program ECTS: The program amounts

More information

UniConnect: A Hosted Collaboration Platform for the Support of Teaching and Research in Universities

UniConnect: A Hosted Collaboration Platform for the Support of Teaching and Research in Universities UniConnect: A Hosted Collaboration Platform for the Support of Teaching and Research in Universities 22nd of May 2015, 3rd International IBM Cloud Academy Conference, Budapest, Hungary University of Koblenz-Landau,

More information

EDUC-E328 Science in the Elementary Schools

EDUC-E328 Science in the Elementary Schools 1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-E328 Science in the Elementary Schools Time: Monday 9 a.m. to 3:45 Place: Instructor: Matthew Benus, Ph.D. Office: Hawthorn Hall 337 E-mail: mbenus@iun.edu

More information

10/6/2017 UNDERGRADUATE SUCCESS SCHOLARS PROGRAM. Founded in 1969 as a graduate institution.

10/6/2017 UNDERGRADUATE SUCCESS SCHOLARS PROGRAM. Founded in 1969 as a graduate institution. UNDERGRADUATE SUCCESS SCHOLARS PROGRAM THE UNIVERSITY OF TEXAS AT DALLAS Founded in 1969 as a graduate institution. Began admitting upperclassmen in 1975 and began admitting underclassmen in 1990. 1 A

More information

Graduate/Professional School Overview

Graduate/Professional School Overview Graduate/Professional School Overview Three to six months prior to applying Assess educational goals, career direction, financial resources, etc. Consider why you plan to go to graduate school Identify

More information

Programme Specification

Programme Specification Programme Specification Title: Crisis and Disaster Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science

More information

Middle School Curriculum Guide

Middle School Curriculum Guide Middle School Curriculum Guide 2017-2018 Our Mission Westside School prepares students for the world by challenging them to achieve academic success and by connecting their human spirit and imagination

More information

Key concepts for the insider-researcher

Key concepts for the insider-researcher 02-Costley-3998-CH-01:Costley -3998- CH 01 07/01/2010 11:09 AM Page 1 1 Key concepts for the insider-researcher Key points A most important aspect of work based research is the researcher s situatedness

More information

Development and Innovation in Curriculum Design in Landscape Planning: Students as Agents of Change

Development and Innovation in Curriculum Design in Landscape Planning: Students as Agents of Change Development and Innovation in Curriculum Design in Landscape Planning: Students as Agents of Change Gill Lawson 1 1 Queensland University of Technology, Brisbane, 4001, Australia Abstract: Landscape educators

More information

MPA Internship Handbook AY

MPA Internship Handbook AY MPA Internship Handbook AY 2017-2018 Introduction The primary purpose of the MPA internship is to provide students with a meaningful experience in which they can apply what they have learned in the classroom

More information

Department of Social Work Master of Social Work Program

Department of Social Work Master of Social Work Program Dear Interested Applicant, Thank you for your interest in the California State University, Dominguez Hills Master of Social Work (MSW) Program. On behalf of the faculty I want you to know that we are very

More information

Internal Double Degree. Management Engineering and Product-Service System Design

Internal Double Degree. Management Engineering and Product-Service System Design Internal Double Degree (Intake 2017/18) Management Engineering and Product-Service System Design Contents 1. Enrolment 2.1 Entry requirements 2.2 Articulation of the selection process and general criteria

More information

Interview on Quality Education

Interview on Quality Education Interview on Quality Education President European University Association (EUA) Ultimately, education is what should allow students to grow, learn, further develop, and fully play their role as active citizens

More information

The role of prior experiential knowledge of adult learners engaged in professionally oriented postgraduate study: an affordance or constraint?

The role of prior experiential knowledge of adult learners engaged in professionally oriented postgraduate study: an affordance or constraint? The role of prior experiential knowledge of adult learners engaged in professionally oriented postgraduate study: an affordance or constraint? Linda Cooper, University of Cape Town, South Africa. Paper

More information

General study plan for third-cycle programmes in Sociology

General study plan for third-cycle programmes in Sociology Date of adoption: 07/06/2017 Ref. no: 2017/3223-4.1.1.2 Faculty of Social Sciences Third-cycle education at Linnaeus University is regulated by the Swedish Higher Education Act and Higher Education Ordinance

More information

University of Alabama in Huntsville

University of Alabama in Huntsville 09.0100 PROFESSIONAL COMMUNICATIONS Masters AHSS Communication Arts 09.0101 COMMUNICATION ARTS Bachelors AHSS Communication Arts COMPUTER AND INFORMATION SCIENCES Bachelors Science Computer Science COMPUTER

More information

Curricular Reviews: Harvard, Yale & Princeton. DUE Meeting

Curricular Reviews: Harvard, Yale & Princeton. DUE Meeting Curricular Reviews: Harvard, Yale & Princeton DUE Meeting 3 March 2006 1 Some Numbers for Comparison Undergraduates MIT: 4,066 1,745 engineering majors (plus 169 Course 6 MEng) 876 science majors 128 humanities,

More information

Social Justice Practicum (SJP) Description

Social Justice Practicum (SJP) Description Social Justice Practicum (SJP) Description The Social Justice Practicum (SJP) is a first-year, non-clinical and non-discipline specific experiential practicum that occurs during the Fall and Spring Terms.

More information

Maintaining Resilience in Teaching: Navigating Common Core and More Online Participant Syllabus

Maintaining Resilience in Teaching: Navigating Common Core and More Online Participant Syllabus Course Description This course is designed to help K-12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers.

More information

Semester: One. Study Hours: 44 contact/130 independent BSU Credits: 20 ECTS: 10

Semester: One. Study Hours: 44 contact/130 independent BSU Credits: 20 ECTS: 10 BATH SPA UNIVERSITY Erasmus, exchange & study abroad MODULE CATALOGUE education: semester 1 Modules at Bath Spa University are usually worth either 10, 20 or 40 credits. If you are using the European Credit

More information

Fordham University Graduate School of Social Service

Fordham University Graduate School of Social Service Fordham University Graduate School of Social Service Manual Policies and Procedures Doctoral Program 2016-2017 Contents Preface...4 Mission of the University and the School...5 Doctoral Program Administrators

More information

A Pilot Study on Pearson s Interactive Science 2011 Program

A Pilot Study on Pearson s Interactive Science 2011 Program Final Report A Pilot Study on Pearson s Interactive Science 2011 Program Prepared by: Danielle DuBose, Research Associate Miriam Resendez, Senior Researcher Dr. Mariam Azin, President Submitted on August

More information

Regional Bureau for Education in Africa (BREDA)

Regional Bureau for Education in Africa (BREDA) United Nations Education, Scientific and Cultural Organization Regional Bureau for Education in Africa (BREDA) Regional Conference on Higher Education in Africa (CRESA) 10-13 November 2008 Preparatory

More information

Strategic Planning for Retaining Women in Undergraduate Computing

Strategic Planning for Retaining Women in Undergraduate Computing for Retaining Women Workbook An NCWIT Extension Services for Undergraduate Programs Resource Go to /work.extension.html or contact us at es@ncwit.org for more information. 303.735.6671 info@ncwit.org Strategic

More information

General syllabus for third-cycle courses and study programmes in

General syllabus for third-cycle courses and study programmes in ÖREBRO UNIVERSITY This is a translation of a Swedish document. In the event of a discrepancy, the Swedishlanguage version shall prevail. General syllabus for third-cycle courses and study programmes in

More information

University of Toronto Mississauga Degree Level Expectations. Preamble

University of Toronto Mississauga Degree Level Expectations. Preamble University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of

More information

Department of Rural Sociology Graduate Student Handbook University of Missouri College of Agriculture, Food and Natural Resources

Department of Rural Sociology Graduate Student Handbook University of Missouri College of Agriculture, Food and Natural Resources Department of Rural Sociology Graduate Student Handbook University of Missouri College of Agriculture, Food and Natural Resources October 2013 Department of Rural Sociology Website http://dass.missouri.edu/ruralsoc/

More information

Mexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program

Mexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program Mexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program Dialogue and Discover manuals are used by Mexican community instructors (young people without professional teacher education

More information

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element

More information

TEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta

TEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta Standards of Teaching Practice TEACHING QUALITY: SKILLS BASED ON: Policy, Regulations and Forms Manual Section 4 Ministerial Orders and Directives Directive 4.2.1 - Teaching Quality Standard Applicable

More information

Davidson College Library Strategic Plan

Davidson College Library Strategic Plan Davidson College Library Strategic Plan 2016-2020 1 Introduction The Davidson College Library s Statement of Purpose (Appendix A) identifies three broad categories by which the library - the staff, the

More information

GERMAN STUDIES (GRMN)

GERMAN STUDIES (GRMN) Bucknell University 1 GERMAN STUDIES (GRMN) Faculty Professors: Katherine M. Faull, Peter Keitel (Director) Associate Professors: Bastian Heinsohn, Helen G. Morris-Keitel (Chair) German Studies provides

More information

Using Team-based learning for the Career Research Project. Francine White. LaGuardia Community College

Using Team-based learning for the Career Research Project. Francine White. LaGuardia Community College Team Based Learning and Career Research 1 Using Team-based learning for the Career Research Project Francine White LaGuardia Community College Team Based Learning and Career Research 2 Discussion Paper

More information

PROGRAMME SYLLABUS International Management, Bachelor programme, 180

PROGRAMME SYLLABUS International Management, Bachelor programme, 180 PROGRAMME SYLLABUS International Management, Bachelor programme, 180 Programmestart: Autumn 2015 Jönköping International Business School, Box 1026, SE-551 11 Jönköping VISIT Gjuterigatan 5, Campus PHONE

More information

Developing a Distance Learning Curriculum for Marine Engineering Education

Developing a Distance Learning Curriculum for Marine Engineering Education Paper ID #17453 Developing a Distance Learning Curriculum for Marine Engineering Education Dr. Jennifer Grimsley Michaeli P.E., Old Dominion University Dr. Jennifer G. Michaeli, PE is the Director of the

More information

MBA PROGRAMS. Preparing well-rounded graduates to become leaders in the private, nonprofit, and public sectors. GRADUATE STUDIES Light the way.

MBA PROGRAMS. Preparing well-rounded graduates to become leaders in the private, nonprofit, and public sectors. GRADUATE STUDIES Light the way. MBA PROGRAMS Preparing well-rounded graduates to become leaders in the private, nonprofit, and public sectors. GRADUATE STUDIES Light the way. I came to Assumption College ready to be a manager, and I

More information

2015 Academic Program Review. School of Natural Resources University of Nebraska Lincoln

2015 Academic Program Review. School of Natural Resources University of Nebraska Lincoln 2015 Academic Program Review School of Natural Resources University of Nebraska Lincoln R Executive Summary Natural resources include everything used or valued by humans and not created by humans. As a

More information

DG 17: The changing nature and roles of mathematics textbooks: Form, use, access

DG 17: The changing nature and roles of mathematics textbooks: Form, use, access DG 17: The changing nature and roles of mathematics textbooks: Form, use, access Team Chairs: Berinderjeet Kaur, Nanyang Technological University, Singapore berinderjeet.kaur@nie.edu.sg Kristina-Reiss,

More information

Lecturer Promotion Process (November 8, 2016)

Lecturer Promotion Process (November 8, 2016) Introduction Lecturer Promotion Process (November 8, 2016) Lecturer faculty are full-time faculty who hold the ranks of Lecturer, Senior Lecturer, or Master Lecturer at the Questrom School of Business.

More information