Graduate Student Exit Survey
|
|
|
- Charlene Bruce
- 6 years ago
- Views:
Transcription
1 Graduate Student Exit Survey Response Rate: 33% Spring 2018 Please select your graduate program: Art Education (M.Ed.) 6% 2 Clinical & Counseling Psychology (Ph.D.) 0% 0 Collaborative Teacher, K-6 (M.Ed.) 6% 2 Collaborative Teacher, 6-12 (M.Ed.) 0% 0 Early Childhood Education (M.Ed.) 6% 2 Early Childhood Education (Ed.S.) 0% 0 Educational Leadership- Higher Education (M.Ed.) 6% 2 Educational Leadership-School Leadership (M.Ed.) 6% 2 Educational Leadership- Higher Education (Ed.D.) 6% 2 Educational Leadership- School Leadership (Ed.D.) 0% 0 Educational Leadership- K12 (Ed.D) 0% 0 Educational Media (Library Media) (M.Ed.) 0% 0 Educational Media and Technology (M.S.) 0% 0 Elementary Education (M.Ed.) 6% 2 Elementary Education (Ed.S.) 0% 0 Exercise Science (M.S.) 0% 0 Health Education, 6-12 (M.Ed.) 0% 0 Health Education, Non-Teaching (M.S.) 0% 0 Instructional Design and Development (certificate) 3% 1 Instructional Design & Development (Ph.D.) 14% 5 Mental Health Counseling (M.S.) 0% 0 Mental Health Counseling (certificate) 0% 0 Physical Education, P-12 (M.Ed.) 0% 0 Reading Specialist (certificate) 0% 0 Reading Specialist (Ed.S.) 0% 0 Secondary Education (M.Ed.) 34% 12 Secondary Education (Ed.S.) 0% 0 School Counseling (M.Ed.) 3% 1 Sports Management (M.S.) 6% 2 Teacher Leader (Ed.S.) 0% 0 How long were you enrolled in your graduate program? 1 to 2 years 69% 24 3 to 5 years 29% 10 6 to 8 years 3% 1 Which of the following best describes your current employment: Employed Full Time 54% 19 Employed Part Time 11% 4 Unemployed and seeking employement 31% 11 Not employed and not seeking employment 3% 1 Please respond to the following statements by selecting the response that represents your opinion.
2 I have acquired an in-depth knowledge of the subject matter in my field. Disagree 6% 2 Neither Agree nor Disagree 3% 1 Agree 59% 19 Strongly agree 28% 9 I have developed skills that will enable me to work effectively with all students, administrators, colleagues and parents Disagree 3% 1 Neither Agree nor Disagree 9% 3 Agree 41% 13 Strongly agree 44% 14 My program increased my technological skills. Disagree 3% 1 Neither Agree nor Disagree 6% 2 Agree 56% 18 Strongly agree 34% 11 My education has prepared me to become a life long learner. Neither Agree nor Disagree 9% 3 Agree 41% 13 Strongly agree 47% 15 I will actively pursue opportunities for continued professional development. Neither Agree nor Disagree 9% 3 Agree 38% 12 6 I can work effectively with diverse populations. Neither Agree nor Disagree 6% 2 Agree 28% 9 Strongly agree 63% 20
3 I am satisfied that my overall academic training has prepared me to serve as a professional in my field. Strongly Disagree 6% 2 Disagree 6% 2 Neither Agree nor Disagree 16% 5 Agree 38% 12 Strongly agree 34% 11 I was exposed to diverse experiences while in my program. Strongly Disagree 6% 2 Disagree 6% 2 Neither Agree nor Agree 56% 18 Strongly agree 31% 10 What best describes your employer? Private Enterprise (including self employment) 7.69% 2 Educational System or Institution 76.92% 20 Federal Government (including military) 0.00% 0 State or Local Government 7.69% 2 Other 7.69% 2
4 Educational Leadership Students Please respond to the following statements by selecting the response that represents your opinion. I have developed "soft" skills that will enable me to work effectively with students, administrators, colleagues and parents. Neither Agree nor Disagree 50% 1 I can recognize special needs' students and understand the referral and RTI process. Neither Agree nor Disagree 50% 1 I know how to utilize technology not only for record keeping and managerial function, but also to improve student engagement and achievement. Neither Agree nor Disagree 50% 1 I can effectively lead diverse populations. Neither Agree nor Agree 50% 1
5 I have a positive attitude toward colleagues, students, parents and the education profession. Neither Agree nor Strongly agree 100% 2 I know how to select and use assessment tools to evaluate learning. Neither Agree nor Agree 50% 1 I know how to use assessment to effectively evaluate and coach personnel. Neither Agree nor Agree 50% 1 I understand multiple methods to achieve desired learning and to move instructors toward effective usage of those methods. Neither Agree nor Agree 50% 1 I am satisfied that my overall academic training has prepared me to serve as a professional in the field of education. Neither Agree nor Disagree 50% 1 My education has prepared me to be a lifelong learner. Neither Agree nor Disagree 50% 1
6 My education has prepared me to help build better communities. Neither Agree nor Disagree 50% 1 Select the choice that reflects your opinion of the effectivenss of the content area taught during your experience in the Educational Leadership Program at USA. Organizational Theory Useful 50% 1 Leadership Styles Useful 0% 0 Very Useful 100% 2 Leading Change Somewhat Useful 50% 1 Useful 0% 0 Current Issues in Education Administration Somewhat Useful 50% 1 Useful 0% 0 School Law Useful 50% 1 School Finance Not Useful 50% 1 Useful 0% 0
7 Classroom Observation Techniques Not Useful 50% 1 Useful 0% 0 Leadership Issues in School Administration Useful 50% 1 Hand-on Experience Provided by the Internship Somewhat Useful 50% 1 Useful 0% 0 Personnel Issues in School Adminstration Useful 50% 1 Summary Evaluation of Program Useful 50% 1
8 Special Education Students Please choose from the following that describe your teaching setting: (Check all that apply) Resource room 33.33% 2 Self-contained classroom 33.33% 2 Inclusion 33.33% 2 Homebound/hospital 0.00% 0 Alternative school 0.00% 0 Separate school 0.00% 0 Other special education placement 0.00% 0 Other non-special education placement 0.00% 0 Please choose from the following that best describe the classifications of your students: (Check all that apply) Autism 20.00% 2 Specific learning disability 20.00% 2 Other health impairment 0.00% 0 Emotional disturbance 10.00% 1 Speech or language impairment 10.00% 1 Visual impairment including blindness 0.00% 0 Deafness 0.00% 0 Hearing impairment 0.00% 0 Deaf-blindness 0.00% 0 Orthopedic impairment 0.00% 0 Intellectual disability 20.00% 2 Traumatic brain injury 0.00% 0 Multiple disabilities 0.00% 0 Developmental delay 20.00% 2 Please choose the following that best describes your current teaching assignment. Preschool 0.00% 0 Elementary % 2 Middle school/junior high 0.00% 0 Senior high 0.00% 0 Post-secondary 0.00% 0
9 HKS Students Please rate certain aspects of the degree program you just completed in HKS. A scale of 1(poor) to 5 (excellent) is used. Faculty Space and Facilities Research Equipment Available Technology Rate the adequacy of research opportunities in your program Indicate your level of satisfaction with academic supervision.
10 Rate how well the program prepared you and promoted a sense of professional competence: Rate the overall quality of the degree program you just completed. Rate your overall experience at the University of South Alabama.
11 Overall Student Satisfaction Please choose your level of agreement with the following statements as they pertain to your experiences within your academic program: My professors treated me with respect. Disagree 3% 1 Neither Agree nor Disagree 3% 1 Agree 47% 15 Strongly agree 47% 15 My professors provided me with timely and useful feedback. Disagree 3% 1 Neither Agree nor Disagree 6% 2 Agree 53% 17 Strongly agree 38% 12 The value of my classes exceeded my expectations. Disagree 6% 2 Neither Agree nor Disagree 31% 10 Agree 34% 11 Strongly agree 25% 8 My professors helped me improve my writing. Disagree 3% 1 Neither Agree nor Disagree 22% 7 Agree 41% 13 Strongly agree 34% 11 My professors modeled and helped me understand the importance of professional dispositions. Neither Agree nor Disagree 22% 7 Agree 53% 17 Strongly agree 25% 8 Required textbooks were appropriate and beneficial. Disagree 13% 4 Neither Agree nor Disagree 19% 6 Agree 44% 14 Strongly agree 22% 7
12 Course delivery methods were varied and engaging. Disagree 6% 2 Neither Agree nor Disagree 13% 4 Agree 52% 16 Strongly agree 26% 8 Curriculum and field experiences helped me develop skills and dispositions related to diversity. Neither Agree nor Disagree 16% 5 Agree 48% 15 Strongly agree 36% 11 Please indicate whether or not you are teaching/working in the subject matter you studied while a graduate student at the University of South Alabama. Yes 62.50% 20 No 37.50% 12 In reflecting on your time at USA-CEPS, how satisfied are you with the overall preparation you recieved in your field of study? Extremely prepared 32.26% 10 Moderately prepared 41.94% 13 Slightly prepared 16.13% 5 Neither prepared nor unprepared 3.23% 1 Slightly unprepared 3.23% 1 Moderately unprepared 3.23% 1 Extremely unprepared 0.00% 0
School Year 2017/18. DDS MySped Application SPECIAL EDUCATION. Training Guide
SPECIAL EDUCATION School Year 2017/18 DDS MySped Application SPECIAL EDUCATION Training Guide Revision: July, 2017 Table of Contents DDS Student Application Key Concepts and Understanding... 3 Access to
Identifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements
Identifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements Section 3 & Section 4: 62-66 # Reminder: Watch for a blue box in top right corner
Milton Public Schools Special Education Programs & Supports
Milton Public Schools 2013-14 Special Education Programs & Supports Program Early Childhood Pre-School Integrated Program Substantially Separate Classroom Elementary School Programs Co-taught Classrooms
2013 District STAR Coordinator Workshop
2013 District STAR Coordinator Workshop Objectives District STAR coordinators will Follow current STAR procedures properly. Ensure all materials are handled securely and appropriately. Train site coordinators
PROGRAM REQUIREMENTS FOR RESIDENCY EDUCATION IN DEVELOPMENTAL-BEHAVIORAL PEDIATRICS
In addition to complying with the Program Requirements for Residency Education in the Subspecialties of Pediatrics, programs in developmental-behavioral pediatrics also must comply with the following requirements,
Higher Education / Student Affairs Internship Manual
ELMP 8981 & ELMP 8982 Administrative Internship Higher Education / Student Affairs Internship Manual College of Education & Human Services Department of Education Leadership, Management & Policy Table
Study Abroad: Planning and Development, Successes and Challenges
Study Abroad: Planning and Development, Successes and Challenges 1) Multidisciplinary Study Abroad in Ireland (University of Pittsburgh) 2) Models, challenges, lessons and future developments Janice E.
Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs
American Journal of Educational Research, 2014, Vol. 2, No. 4, 208-218 Available online at http://pubs.sciepub.com/education/2/4/6 Science and Education Publishing DOI:10.12691/education-2-4-6 Greek Teachers
SCHOOL. Wake Forest '93. Count
Count ID 43 256 VALID N 256 Q.1A ACTIVITIES YEAR FOLLOWING GRADUATION? Primary Employed full-time 157 61.6% Employed part-time 12 4.7% Unemployed, by choice 3 1.2% Unemployed, seeking employment 7 2.7%
Chapter 9 The Beginning Teacher Support Program
Chapter 9 The Beginning Teacher Support Program Background Initial, Standard Professional I (SP I) licenses are issued to teachers with fewer than three years of appropriate teaching experience (normally
PROGRAM SERVICE CODE
9/9/2013 PROGRAM SERVICE CODES SECTION 52 FTE SECTION 53 FTE RESIDENCY CODES DATA ELEMENT FIELDS AFFECTING SPECIAL EDUCATION PUPIL REPORTING Dianne Easterling, Department of Education Office of Special
Guide to the New Hampshire Rules for the Education of Children with Disabilities
Guide to the New Hampshire Rules for the Education of Children with Disabilities This Document includes the NH Rules for the Education of Children with Disabilities that were adopted by the State Board
DLM NYSED Enrollment File Layout for NYSAA
Enrollment Field Definitions AYP_School_ Identifier Alphanumeric; 30 No The BEDSCODE of the DISTRICT that has Committee on Special Education (CSE) responsibility for the student. Must include any leading
CHILDREN ARE SPECIAL A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES. From one parent to another...
A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES CHILDREN ARE SPECIAL From one parent to another... Learning that your child has or even may be suspected of having a disability is difficult.
Disability Resource Center Department Heads Meeting/EVC Conference Academic Year. Rick Gubash
Disability Resource Center Department Heads Meeting/EVC Conference 2015-16 Academic Year Rick Gubash DRC Location: 125 Hahn Student Services Presentation Agenda 1. Who the DRC Serves 2. DRC Philosophy
Special Education Program Continuum
Special Education Program Continuum 2014-2015 Summit Hill School District 161 maintains a full continuum of special education instructional programs, resource programs and related services options based
PSYC 620, Section 001: Traineeship in School Psychology Fall 2016
PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 Instructor: Gary Alderman Office Location: Kinard 110B Office Hours: Mon: 11:45-3:30; Tues: 10:30-12:30 Email: aldermang@winthrop.edu Phone:
TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL PART 25 CERTIFICATION
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 25 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL Section 25.10 Accredited Institution PART 25 CERTIFICATION
HiSET TESTING ACCOMMODATIONS REQUEST FORM Part I Applicant Information
Part I Applicant Information Instructions: Complete this entire form. Be sure to sign the Applicant s Verification Statement on the next page. Applicant s Name (please print leave one blank box between
Special Education Services Program/Service Descriptions
Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting
Colorado State University Department of Construction Management. Assessment Results and Action Plans
Colorado State University Department of Construction Management Assessment Results and Action Plans Updated: Spring 2015 Table of Contents Table of Contents... 2 List of Tables... 3 Table of Figures...
Ho-Chunk Nation Department of Education Pre K-12 Grant Program
Ho-Chunk Nation Department of Education Pre K-12 Grant Program Application Packet and Guidelines Revised 7/11/06 Second Revision 11/9/06 Office/Mailing/Contact Information Updated 1/3/08 Revised 04/13/10
Occupational Therapist (Temporary Position)
Edmonton Catholic Schools is now accepting applications for the position of Occupational Therapist (Temporary Position) Edmonton Catholic Schools is a large urban school district whose mission is to provide
Arlington Public Schools
Arlington Public Schools SPECIAL EDUCATION SCHOOL COMMITTEE PRESENTATION OCTOBER 27, 2016 PRESENTED BY: ALISON ELMER, DIRECTOR OF SPECIAL EDUCATION, SLC DALLIN PROGRAM STAFF, & AHS REACH PROGRAM STAFF
Bachelor of International Hospitality Management, BA IHM. Course curriculum National and Institutional Part
Bachelor of International Hospitality Management, BA IHM Course curriculum 2016-2018 August 2016 0 INDHOLD 1. curriculum framework... 4 1.1. Objective of the study programme... 4 1.2. Title and duration...
MENTAL HEALTH FACILITATION SKILLS FOR EDUCATORS. Dr. Lindsey Nichols, LCPC, NCC
MENTAL HEALTH FACILITATION SKILLS FOR EDUCATORS Dr. Lindsey Nichols, LCPC, NCC Session Overview Introductions Understanding connection between mental health needs and academic success Common types of mental
Youth Mental Health First Aid Instructor Application
Youth Mental Health First Aid Instructor Application April 6 10, 2015 Somerset Church of the Brethren Overview: Becoming a Mental Health First Aid Instructor Becoming a Mental Health First Aid instructor
Bayley scales of Infant and Toddler Development Third edition
Bayley scales of Infant and Toddler Development Third edition Carol Andrew, EdD,, OTR Assistant Professor of Pediatrics Dartmouth Hitchcock Medical Center Lebanon, New Hampshire, USA Revision goals Update
Arkansas Tech University Secondary Education Exit Portfolio
Arkansas Tech University Secondary Education Exit Portfolio Guidelines, Rubrics, and Requirements 2 THE EXIT PORTFOLIO A s-based Presentation of Evidence for the Licensure of Beginning Teachers Purpose:
Physician Assistant Program Goals, Indicators and Outcomes Report
Physician Assistant Program Goals, Indicators and Outcomes Report 2007-2016 UAB PA Program Goals and Outcomes University of Alabama at Birmingham Master of Science in Physician Assistant Studies Physician
George Mason University Graduate School of Education
George Mason University Graduate School of Education Course Syllabus, Spring 2011 Syllabus for EDSE 702: Managing Resources for Special Education Programs (3 credits) Spring, 2010 Section 6E5 Professor:
CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS / BENCHMARKS. 1 of 16
SUBJECT: Career and Technical Education GRADE LEVEL: 9, 10, 11, 12 COURSE TITLE: COURSE CODE: 8909010 Introduction to the Teaching Profession CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS
California Rules and Regulations Related to Low Incidence Handicaps
California Rules and Regulations Related to Low Incidence Handicaps Meeting the Needs of Low Incidence Students 30 EC 5600.5 (a) The Legislature finds and declares that: (1) Pupils with low incidence disabilities,
Curriculum Vitae of. JOHN W. LIEDEL, M.D. Developmental-Behavioral Pediatrician
Updated July 07, 2009 of JOHN W. LIEDEL, M.D. Developmental-Behavioral Pediatrician EDUCATIONAL AND PROFESSIONAL EXPERIENCE: Children's Program 7707 SW Capitol Hwy. 97219 August 1987 - Present The Children's
Annual Report Accredited Member
International Assembly for Collegiate Business Education Annual Report Accredited Member Institution: Academic Business Unit: Palm Beach Atlantic University Rinker School of Business Academic Year: 2013-14
School of Education and Health Sciences
102 School of Education and Health Sciences School of Education and Health Sciences Kevin R. Kelly, Dean C. Jayne Brahler, Interim Associate Dean for Graduate Health Programs Barbara M. De Luca, Associate
ACBSP Related Standards: #3 Student and Stakeholder Focus #4 Measurement and Analysis of Student Learning and Performance
Graduate Business Student Course Evaluations Baselines July 12, 2011 W. Kleintop Process: Student Course Evaluations ACBSP Related Standards: #3 Student and Stakeholder Focus #4 Measurement and Analysis
A Year of Training. A Lifetime of Leadership. Adult Ministries. Master of Arts in Ministry
A Year of Training. A Lifetime of Leadership. Adult Ministries Master of Arts in Ministry Get the education you need for a rewarding ministry career in as little as two academic semesters, with one and
Appendix K: Survey Instrument
Journal of Southeast Asian American Education and Advancement Volume Article 12 2011 Appendix K: Survey Instrument Wayne E. Wright University of Texas, San Antonio, wewright@purdue.edu Sovicheth Boun The
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
Nursing Students Conception of Clinical Skills Training Before and After Their First Clinical Placement. Solveig Struksnes RN, MSc Senior lecturer
Nursing Students Conception of Clinical Skills Training Before and After Their First Clinical Placement Solveig Struksnes RN, MSc Senior lecturer INTRODUCTION Nursing education in Norway: 50 weeks of clinical
The patient-centered medical
Primary Care Residents Want to Learn About the Patient- Centered Medical Home Gerardo Moreno, MD, MSHS; Julia Gold, MD; Maureen Mavrinac, MD BACKGROUND AND OBJECTIVES: The patient-centered medical home
Examinee Information. Assessment Information
A WPS TEST REPORT by Patti L. Harrison, Ph.D., and Thomas Oakland, Ph.D. Copyright 2010 by Western Psychological Services www.wpspublish.com Version 1.210 Examinee Information ID Number: Sample-02 Name:
Santa Fe Community College Teacher Academy Student Guide 1
Santa Fe Community College Teacher Academy Student Guide Student Guide 1 We believe that ALL students can succeed and it is the role of the teacher to nurture, inspire, and motivate ALL students to succeed.
What does Quality Look Like?
What does Quality Look Like? Directions: Review the new teacher evaluation standards on the left side of the table and brainstorm ideas with your team about what quality would look like in the classroom.
SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits
SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits Instructor: Christina Flanders, Psy.D., NCSP Office: Samuel Read Hall, Rm 303 Email: caflanders1@plymouth.edu Office Hours:
Standard 5: The Faculty. Martha Ross James Madison University Patty Garvin
Standard 5: The Faculty Martha Ross rossmk@jmu.edu James Madison University Patty Garvin patty@ncate.org Definitions Adjunct faculty part-time Clinical faculty PK-12 school personnel and professional education
This survey is intended for Pitt Public Health graduates from December 2013, April 2014, June 2014, and August EOH: MPH. EOH: PhD.
Pitt Public Health Exit Survey This survey will ask you questions about your program and the services provided by the Office of Student Affairs, as well as your overall assessment of the Graduate School
Georgia State University Department of Counseling and Psychological Services Annual Report
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
Internship Department. Sigma + Internship. Supervisor Internship Guide
Internship Department Sigma + Internship Supervisor Internship Guide April 2016 Content The place of an internship in the university curriculum... 3 Various Tasks Expected in an Internship... 3 Competencies
School Systems and the Massachusetts Rehabilitation Commission: Providing Transition Services to Support Students Visions
School Systems and the Massachusetts Rehabilitation Commission: Providing Transition Services to Support Students Visions Amanda Green, Secondary Transition Coordinator, Department of Elementary & Secondary
Tomball College and Community Library Occupational Therapy Journals
Tomball College and Community Library Journals Reference Desk 832-559-4211 Reserve/Circulation Desk 832-559-4206 http://tclibrary.nhmccd.edu Updated 08/06 Activities, Adaptations 1990-1994 and Aging Adolescence
NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE)
NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) 2008 H. Craig Petersen Director, Analysis, Assessment, and Accreditation Utah State University Logan, Utah AUGUST, 2008 TABLE OF CONTENTS Executive Summary...1
Glenn County Special Education Local Plan Area. SELPA Agreement
Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did
Department of Education School of Education & Human Services Master of Education Policy Manual
Department of Education School of Education & Human Services Master of Education Policy Manual Prepared by: Dr. Stacey Brown-Hobbs Elizabeth C. Monahan, PDS Liaison Edited by: Carolyn L. Cook, Director
Tentative School Practicum/Internship Guide Subject to Change
04/2017 1 Tentative School Practicum/Internship Guide Subject to Change Practicum and Internship Packet For Students, Interns, and Site Supervisors COUN 6290 School Counseling Practicum And COUN 6291 School
Governors State University Student Affairs and Enrollment Management: Reaching Vision 2020
Governors State University Student Affairs and Enrollment Management: Reaching Vision 2020 Focus Area: Career Services and Graduate Student Programming Leader(s): Darcie Campos Implementation Year: 2015-2016
UNIVERSITY of CHESTER POSTGRADUATE PROGRAMMES - FEE SCHEDULE 2015/16
Faculty Department Programme Home/EU module Arts and Media Art and Design MA Design 450 4,050 MA Fine Art 450 4,050 Media MA Broadcast Media 450 4,050 MA Journalism 450 4,050 MA Media 450 4,050 MA Multiplatform
Newburgh Enlarged City School District Academic. Academic Intervention Services Plan
Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services
c o l l e g e o f Educ ation
c o l l e g e o f Educ ation Welcome to the College of Education. Since our founding more than 140 years ago, Kutztown University has remained an educational leader. Our long and distinguished history
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
CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS
CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS No. 18 (replaces IB 2008-21) April 2012 In 2008, the State Education Department (SED) issued a guidance document to the field regarding the
Accommodation for Students with Disabilities
Accommodation for Students with Disabilities No.: 4501 Category: Student Services Approving Body: Education Council, Board of Governors Executive Division: Student Services Department Responsible: Student
Cecil County Public Schools
Cecil County Public Schools Paraprofessional Handbook D Ette W. Devine, Ed.D. Superintendent of Schools July 2012 CECIL COUNTY PUBLIC SCHOOLS George Washington Carver Education Leadership Center 201 Booth
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
National Survey of Student Engagement (NSSE) Temple University 2016 Results
Introduction The National Survey of Student Engagement (NSSE) is administered by hundreds of colleges and universities every year (560 in 2016), and is designed to measure the amount of time and effort
SPECIAL EDUCATION DISCIPLINE DATA DICTIONARY:
SPECIAL EDUCATION DISCIPLINE DATA DICTIONARY: The purpose of is handbook is to provide guidance to school district special education staff on e verification of student discipline data collected roughout
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
MADISON METROPOLITAN SCHOOL DISTRICT
MADISON METROPOLITAN SCHOOL DISTRICT Section 504 Manual for Identifying and Serving Eligible Students: Guidelines, Procedures and Forms TABLE OF CONTENTS INTRODUCTION. 1 OVERVIEW.. 2 POLICY STATEMENT 3
A CASE STUDY FOR THE SYSTEMS APPROACH FOR DEVELOPING CURRICULA DON T THROW OUT THE BABY WITH THE BATH WATER. Dr. Anthony A.
A Case Study for the Systems OPINION Approach for Developing Curricula A CASE STUDY FOR THE SYSTEMS APPROACH FOR DEVELOPING CURRICULA DON T THROW OUT THE BABY WITH THE BATH WATER Dr. Anthony A. Scafati
Spanish III Class Description
Spanish III Class Description Spanish III is an elective class. It is also a hands on class where students take all the knowledge from their previous years of Spanish and put them into practical use. The
Co-op Placement Packet
Co-op Placement Packet Career Services, 900 Asp Ave, Suite 323, OMU, Norman, OK, 73019 Phone: (405) 325-1974 Fax: (405) 325-3402 www.hiresooner.com ENROLLING IN THE CO-OP COURSE HOW 1. Obtain permission
Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5)
Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5) Core Curriculum Requirements: 60 hours Minimum Academic Good Standing Grade Point Average:.75 Upper
No Parent Left Behind
No Parent Left Behind Navigating the Special Education Universe SUSAN M. BREFACH, Ed.D. Page i Introduction How To Know If This Book Is For You Parents have become so convinced that educators know what
Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process. and. Special Education Comprehensive Evaluation.
Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process and Special Education Comprehensive Evaluation for Culturally and Linguistically Diverse (CLD) Students Guidelines and Resources
Be aware there will be a makeup date for missed class time on the Thanksgiving holiday. This will be discussed in class. Course Description
HDCN 6303-METHODS: GROUP COUNSELING Department of Counseling and Dispute Resolution Southern Methodist University Thursday 6pm 10:15pm Jan Term 2013-14 Be aware there will be a makeup date for missed class
Educating Students with Special Needs in Secondary General Education Classrooms. Thursdays 12:00-2:00 pm and by appointment
Counseling Psychology and Special Education 402 Winter 2010 2 nd Block Brigham Young University Department of Counseling Psychology and Special Education Course Title: Instructor: Office Hours: Educating
DEPARTMENT OF KINESIOLOGY AND SPORT MANAGEMENT
DEPARTMENT OF KINESIOLOGY AND SPORT MANAGEMENT Undergraduate Sport Management Internship Guide SPMT 4076 (Version 2017.1) Box 43011 Lubbock, TX 79409-3011 Phone: (806) 834-2905 Email: Diane.nichols@ttu.edu
MASTER OF EDUCATION (M.ED), MAJOR IN PHYSICAL EDUCATION
Master of Education (M.Ed), Major in Physical Education 1 MASTER OF EDUCATION (M.ED), MAJOR IN PHYSICAL EDUCATION Major Program The sports education concentration (master s only or master's and teacher
PROVIDENCE UNIVERSITY COLLEGE
BACHELOR OF BUSINESS ADMINISTRATION (BBA) WITH CO-OP (4 Year) Academic Staff Jeremy Funk, Ph.D., University of Manitoba, Program Coordinator Bruce Duggan, M.B.A., University of Manitoba Marcio Coelho,
Introduction to Questionnaire Design
Introduction to Questionnaire Design Why this seminar is necessary! Bad questions are everywhere! Don t let them happen to you! Fall 2012 Seminar Series University of Illinois www.srl.uic.edu The first
CIS 2 Computers and the Internet in Society -
CIS 2 Computers and the Internet in Society - Syllabus FALL 2013 Course: 0469 Department : CIS -002.-62Z Instructor - Valerie Taylor 4.0 Units De Anza College Distance Learning Center. (408) 864-8969.
GTA Orientation, August 14, 2014 Allison Kidd & Shannon Lavey
GTA Orientation, August 14, 2014 Allison Kidd & Shannon Lavey Marla Roll Director Shannon Lavey Service Coordinator and Provider Allison Kidd Assistive Technology IT Coordinator Accessibility Specialist
BENCHMARK TREND COMPARISON REPORT:
National Survey of Student Engagement (NSSE) BENCHMARK TREND COMPARISON REPORT: CARNEGIE PEER INSTITUTIONS, 2003-2011 PREPARED BY: ANGEL A. SANCHEZ, DIRECTOR KELLI PAYNE, ADMINISTRATIVE ANALYST/ SPECIALIST
Master of Science (MS) in Education with a specialization in. Leadership in Educational Administration
Master of Science (MS) in Education with a specialization in Leadership in Educational Administration Effective October 9, 2017 Master of Science (MS) in Education with a specialization in Leadership in
National Survey of Student Engagement Spring University of Kansas. Executive Summary
National Survey of Student Engagement Spring 2010 University of Kansas Executive Summary Overview One thousand six hundred and twenty-one (1,621) students from the University of Kansas completed the web-based
Learning Objectives by Course Matrix Objectives Course # Course Name Psyc Know ledge
APPENDICES Learning Objectives by Course Matrix Objectives Course # Course Name 1 2 3 4 5 6 7 8 9 10 Psyc Know ledge Integration across domains Psyc as Science Critical Thinking Diversity Ethics Applying
NATIONAL SURVEY OF STUDENT ENGAGEMENT
NATIONAL SURVEY OF STUDENT ENGAGEMENT 2010 Benchmark Comparisons Report OFFICE OF INSTITUTIONAL RESEARCH & PLANNING To focus discussions about the importance of student engagement and to guide institutional
Use of Out-of-District Programs by Massachusetts Students with Disabilities
Use of Out-of-District Programs by Massachusetts Students with Disabilities Thomas Hehir and Associates Thomas Hehir, Ed.D., Todd Grindal, Ed.D., Monica Ng, Laura Schifter, Hadas Eidelman, & Shaun Dougherty,
5 Early years providers
5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special
Participant Report Form Call 2015 KA1 Mobility of Staff in higher education - Staff mobility for teaching and training activities
Participant Report Form Call 2015 KA1 Mobility of Staff in higher education - Staff mobility for teaching and training activities Fields marked with are mandatory. 1 Purpose of the participant report This
DISCIPLINE PROCEDURES FOR STUDENTS IN CHARTER SCHOOLS Frequently Asked Questions. (June 2014)
www.calcharters.org DISCIPLINE PROCEDURES FOR STUDENTS IN CHARTER SCHOOLS Frequently Asked Questions (June 2014) This document is intended to provide guidance to schools in developing student discipline
GOVERNOR S COUNCIL ON DISABILITIES AND SPECIAL EDUCATION. Education Committee MINUTES
GOVERNOR S COUNCIL ON DISABILITIES AND SPECIAL EDUCATION Education Committee MINUTES LOCATION Governor s Council Conference Room 3601 C Street Anchorage, Alaska Teleconference Meeting Date May 18, 2017
Motivation to e-learn within organizational settings: What is it and how could it be measured?
Motivation to e-learn within organizational settings: What is it and how could it be measured? Maria Alexandra Rentroia-Bonito and Joaquim Armando Pires Jorge Departamento de Engenharia Informática Instituto
To kill two birds with one stone Use of peer-learning in teaching of innovation and entrepreneurship at Akershus University College
To kill two birds with one stone Use of peer-learning in teaching of innovation and entrepreneurship at Akershus University College Learning by Developing New Ways to Learn Conference on Future Expertise
As used in this part, the term individualized education. Handouts Theme D: Individualized Education Programs. Section 300.
Handouts Theme D: Individualized Education Programs These handouts are designed to accompany Modules 12-16. As used in this part, the term individualized education program or IEP means a written statement
African American Male Achievement Update
Report from the Department of Research, Evaluation, and Assessment Number 8 January 16, 2009 African American Male Achievement Update AUTHOR: Hope E. White, Ph.D., Program Evaluation Specialist Department
E LEARNING TOOLS IN DISTANCE AND STATIONARY EDUCATION
E LEARNING TOOLS IN DISTANCE AND STATIONARY EDUCATION Michał Krupski 1, Andrzej Cader 2 1 Institute for Distance Education Research, Academy of Humanities and Economics in Lodz, Poland michalk@wshe.lodz.pl
STRATEGIC LEADERSHIP PROCESSES
STRATEGIC LEADERSHIP PROCESSES COURSE: MANA 5345.060, Fall 2016 (Online Class) DURATION: Start Date: 08/29/2016 End Date: 12/17/2016 FACULTY: TEXTBOOK: Dr. Marina Astakhova, PhD Office: BUS 123 Phone:
08-09 DATA REVIEW AND ACTION PLANS Candidate Reports
08-09 DATA REVIEW AND ACTION PLANS Candidate Reports Data Observations Implications for Change Action for Change Admitted to TEP Only ~24% of students Recruit more secondary majors Develop recruitment