The document summarizes key points from an advising check-in meeting. It discusses grading options, registration deadlines, plagiarism, campus resources, activities, and planning for majors. Students are reminded to check their class schedules, understand grading policies and deadlines. The document also provides an overview of academic advising services available and next steps for students to sign up for major planning groups to create a customized academic plan.
ePortfolios: Good for the Institution, Good for the StudentSarah Cohen
Presentation at AACU in Washington DC on the possibilities and pitfalls of an ePortfolio assessment system. Uses our course-embedded, information literacy rubrics as an example of how ePorts can make a difference in teaching and in gaining faculty buy in.
How Will We Pay For College?: Scholarship Opportunities & ResourcesRebecca Joseph
This is my presentation on finding ways to pay for college for the LA Cash for College event at the LA Convention Center October 28-29. I will be presenting nine times--so get ready and spread the word. @calstatela @lacash4college
Misty Alvaro, Shelly Miller, and Tony Nguyen give a student presentation to the incoming class of Kent State University MLIS Students in Columbus, OH on 8/24/10
What's Grad School All About?
Capital Region Celebration of Women in Computing (CAPWIC), Harrisonburg, VA
February 27, 2015
Presented by Michele Weigle
ePortfolios: Good for the Institution, Good for the StudentSarah Cohen
Presentation at AACU in Washington DC on the possibilities and pitfalls of an ePortfolio assessment system. Uses our course-embedded, information literacy rubrics as an example of how ePorts can make a difference in teaching and in gaining faculty buy in.
How Will We Pay For College?: Scholarship Opportunities & ResourcesRebecca Joseph
This is my presentation on finding ways to pay for college for the LA Cash for College event at the LA Convention Center October 28-29. I will be presenting nine times--so get ready and spread the word. @calstatela @lacash4college
Misty Alvaro, Shelly Miller, and Tony Nguyen give a student presentation to the incoming class of Kent State University MLIS Students in Columbus, OH on 8/24/10
What's Grad School All About?
Capital Region Celebration of Women in Computing (CAPWIC), Harrisonburg, VA
February 27, 2015
Presented by Michele Weigle
1 History 21B World History Making the Mod.docxmayank272369
1
History 21B: World History
Making the Modern World: Empires, Revolutions, and Globalization, 1450s – 1820s
Prof. Laura J. Mitchell Winter 2016
234 Krieger Hall class meetings: MWF 10:00 – 10:50
[email protected] SSPA 1100
Office hours: Mondays 12–1, Wednesdays 11–12, & by appointment
Teaching Assistants
Monday Sections Wednesday Sections
Mr. Kyle David Ms. Michele Brewster
Office hours: Mondays 1-2 Office hours: Wednesdays 11-12
In 334 Krieger hall In 334 Krieger hall
[email protected][email protected]
How did the world become global? Starting in the 1450s, this course explores how mariners,
merchants, and monarchs connected the globe through faster ships, the exchange of goods, and
colonial governance. Today’s highly interconnected world has a history, including the rise of
global empires, the expansion of export economies, and worldwide political revolutions. As race
became fixed, gender roles shifted, and science described and classified through Western eyes,
human actions made the world modern. Together we will ask how large-scale resistance to
centralized rule and the persistence of people’s everyday lives shaped the changes we now call
globalization and modernity.
Course objectives
Students who complete this class will be able to:
• Explain the difference between primary and secondary sources.
• Use evidence from primary and secondary sources to construct an argument.
• Differentiate between local and global processes; in other words: articulate how scale
changes historical analysis.
• Evaluate similarities and differences; in other words: make historical comparison.
Course Structure
Theme Skills Focus
Part I Empires Using Evidence :: Making Arguments
Part II Globalization Thinking with Scale
Part III Revolutions Making Comparisons
Course Materials
Required Textbook:
Ross E. Dunn & Laura J. Mitchell, Panorama: A World History (New York: McGraw-Hill,
2015), Chapters 16 - 20
E-book version with Connect & Learn Smart subscription
You can also consult a hard copy of the textbook that is available on 2-hour reserve at Langson
Library.
2
Other Reading and Visual Material
Links to relevant websites and to .pdf versions of other course readings are available on the
course Canvas site. You can download the articles, chapters, and excerpts to your computer
and/or print a copy to bring to class.
Course Methodology
Historical analysis Historical analysis requires learning, understanding, and assessing available
evidence and then asserting informed interpretations. Here, historical analysis does not imply a
listing of a series of events, people, or circumstances. Instead, historians conduct careful
investigations and test their assumptions in order to assert an interpretation or an argument about
the past.
Preparation Our class experience will rely on our mutual preparation. I do not expect you to be
experts in all things regarding world history, but I do ...
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
5. Some reminders
Update your Contact Information
Have you changed your address?
Get a new cell phone number?
Raise your hand to get a Green Handout
Required by Immigration!
6. End of Week 1
Check Your Schedule Online
(especially if you were on a waitlist)
7. DIRECTIONS
Go to www.shoreline.edu
You’ll need:
Student ID Number 965-XX-XXXX
PIN Code (Birthday) Month / Day / Year 12/03/1989
8. Current Students Home Page
Find “My SCC (login required)
Click “My Quarterly Schedule”
10. Quick Review from ISOP
Decimal Grading (0.0-4.0)
1.0 is considered passing grade
2.0 needed for ESL, Math, Science to move to next level
P / NC Grading (need 2.0 to pass)
Student Option Grading
(Decimal or P/NC) – see example
12. Other Grading Options
“W” Grade
Withdrawal
“W” - dropping a class beginning the 3rd week of the Qtr.
Will not earn credit
1. If “W” class is part of your 12 credits load – your I-20
will be terminated.
2. Question? See an Advisor
13. Use this grade only 1x as part of your 12
credits
“N”
Audit
(Appears on transcript, but not calculated in the GPA)
17. Scenario #1: Student has been ill. She has been seeing a
doctor for 4 weeks and is still unable to attend class. She
should ask her instructor for a ____ grade.
Scenario # 2: A students decides his ESL class is too
easy. He plans to take IELTS next month so has stopped
attending his class. He will receive a ____ grade. What will
happen to his I-20?
Scenario #3: A student in ESL 100 is worried because he
thinks he may not be able to pass his class. He doesn’t
want a decimal grade on his transcript so he can request
this other grading option _____.
18. Know Your Grading Deadlines
(This is YOUR responsibility.)
Available in printed quarterly class
schedules
IP Office Bulletin Board
Advising This Week
E-News
SCC Website
Find Calendars under “Quick Links”
Add calendars to your mobile device
19. Upcoming
Deadlines
http://new.shoreline.edu/calendars/
Click “Academic”
Unclick the other calendars to see only
academic deadlines.
21. FACEBOOK
Friend us: “IEadvisor”
EMAIL
Have you been receiving emails from IE advisors?
No??? Update information – Green Forms
Include your FULL name in emails please!
IN/OUT BOARD
Advisors’ Work Schedules
Available online: www.shoreline/international.edu
1.) Contact Us, 2.) See Who is Here Today
22. IE Website
Visit every week for “Advising This Week”
Walk-in hours
Registration Reminders
Upcoming Deadlines
Announcements
www.shoreline/international.edu
34. Classroom Reminders
1. Attend class every day.
2. Sick? Contact your teacher before missed class.
3. Come to class on time.
4. Ask questions & participate in discussions
5. Treat your teachers and each other with respect.
6. Speak in English
7. No cheating! Did you know you
can lose points for
being late to class?
36. What YOU need to know
What you need to know?
Can result in failure of the class.
Can be reported to transfer university if information is
requested as part of application.
Examples of plagiarism:
Using your friends work and passing it off as your own.
Copying work from a friend while taking a test (whether in class or for an online
class).
Studying for an exam using questions from a friend’s test.
Quoting or summarizing from another’s work (published, unpublished/website) and
NOT acknowledging the source
38. Who is my Advisor?
Family Names beginning with:
A – J: Tiffany
K – Pa: Erin
Pb – Z: Cynthia
You can meet with any advisor during walk-in or you can
sign up for your assigned advisor.
Schedule appointments with your assigned advisor.
Email questions to your assigned advisor.
And remember…while we do have assigned advising,
we’re all here to help you!
39. Where is my Advisor?
Advisors are faculty at SCC
Work 9 month contract over 12
month year
Check Online to see who is here?
Some days during quarter break
with NO Advising, but IE Office
will remain open.
Okay to see another advisor if
you’re advisor is out of the office.
40. When can I
meet with
my advisor?
I have many questions.
41. “Regular”
You Choose!
Walk-in Hours
Any advisor can help
(Begin next Thursday)
you, but you can sign up
Mondays: 10:30am-12:00pm & 2:00pm-4:00pm
Tuesdays: 10:30am-12:00pm & 2:00pm-4:00pm
for your assigned
Thursdays: 10:30am-11:45am & 2:00pm-4:00pm
advisor.
43. Advising Reminders
Come to walk-in prepared
Fill out forms BEFORE seeing
an advisor
Be responsible – respond to
emails, attend workshops, let
us know if you’ll miss an
appt.
Bring list of questions during
walk-in.
45. Plan Your Major
* Meet in Groups by Major
(If you’re not planning to transfer, let an advisor know.)
* Learn what classes you’ll need to take
* Work with Advisors to create your OWN
quarter by quarter academic plan!
46. WHICH GROUP SHOULD YOU ATTEND?
Business
General/Undecided
Nursing
Engineering: Civil/Aero/M echanical/Industrial
Engineering: Bio/Chemical/Computer/Electrical/Paper Science
Science – Biochemistry, Chemistry,
Art / Graphic Design
Communications
Psychology
47. Planning Groups by Major
Following today’s meeting, sign up for
your group in computer lab.
Do not miss class to attend a group.
Discuss your major and goals (HSC,
degree, transfer)
Help create a PLAN just for YOU!
53. YOUR PLAN
START WITH A PLANNING GUIDE
Many different plans available online:
http://new.shoreline.edu/programs/
LEARN ABOUT DEGREES AT SCC
NEW TERMINOLOGY:
Humanities / Social Science / Electives
THEN…
Sign up for a Planning Group by Major to make your
OWN plan.
54. Type of
Degree
Gen. Ed. Electives
Core
Requirement
s
Distribution
Requirements
•Humanities
•Math/Science
•Social
Sciences
55. Gen. Ed.
Core
Requirement
s
Distribution
Requirement
s
56. General Education Core
• ENGL 101 – 5 credits
• ENGL 102 – 5 credits
• Multicultural (see other side of guide) –
5 credits
• Quantitative/Symbolic Reasoning – 5
credits
57. HUMANITIES
Music Communications
Art Literature
Language Philosophy
Need 15 credits
At least TWO different disciplines
Maximum of 5 credits in Performance Skills
59. MATH / SCIENCE
• Science #1 (lab)
• Science #2
• Other Math / Science
• Usually a math class, but not always
At least TWO different disciplines
Note: Nutrition does not count as a Science
60. Other
Math /
Scienc
e
Lab Sciences
Non-lab
Sciences
61. Social Sciences
• Sociology
• Economics
• Psychology
• Philosophy
• Geography
• Economics
• Anthropology
• History
Need 15 credits
At least TWO different
disciplines
63. Electives / Pre-
major
•Class you elect / choose to take
•Will reflect your major or interests
• Classes needed for your transfer university
• ESL 100 will count toward electives
• PE Classes (H.S. Completion)
64. Final Steps!
Check your email for link to Online Calendar
Sign up online to attend Planning Group (see email)
Come on time for your group.
Create a PLAN just for YOU!
Check registration deadlines on blackboard and if green
notebook
Have questions? Please see an Advisor. We’re here to help
you!