This document provides information about the Extended Orientation course "FYE 1220: Baseball & College Basketball". The course is held on Thursdays from 11:00am-11:50am in room 235 of the Math/Physics building from August 18th through October 6th. The course will help students set goals for college, explore challenges, and develop plans to achieve their goals. It will also introduce students to campus resources. The instructor is Shane Clark and assignments include reflections on time management, finances, resources, and goal-setting. Students must attend two campus events and complete weekly assignments that will be 25% of the final grade.
This question-and-answer guide will help you learn more about how to prepare for your teacher certification exams, mitigate any anxiety and help you know what to expect on testing day so you can pass the tests and be on your way to earning – or keeping – your teaching credentials.
Made in partnership with USC Rossier School of Education and Teachers Test Prep
Back To School With Success: 11 Ways To Jump-Start Your Term By James Malinchakjuicecare4
James Malinchak provides 11 tips to help students have a successful semester: 1) Participate actively in class, 2) Create a study chart to plan your time, 3) Finish assignments ahead of schedule by breaking them into tasks, 4) Study in 2-hour blocks with breaks, 5) Avoid cramming by preparing consistently, 6) Form a study group to discuss concepts, 7) Learn to use the library resources, 8) Ask teachers for extra credit opportunities, 9) Visit teachers during office hours, 10) Get involved in clubs related to your field, and 11) Network to expand your opportunities. Following these tips can help students achieve more through organized preparation and taking initiative.
Margaret blessing-8068530-8fea9bea08144058a6f212cf6f10e1ffmablessing
Your primary learning style is logical. You scored 100% on reading recall and 148 WPM on reading rate. You scored 100% on technical competency and 73% on technical knowledge. Your typing speed was measured at 33 WPM and typing accuracy at 100%.
This document discusses preparing for exams. It emphasizes the importance of:
- Committing to learning the material from the start of the academic session, not just cramming before exams.
- Creating a study schedule and sticking to it, including reviewing notes after class and doing homework.
- Assessing difficult topics to spend extra time studying those areas.
- Practicing recalling information and simulating exams to prepare for the testing environment.
How to score in exams with little preprationTrending Us
Exam season has arrived and yet you don;t know anything about your Syllabus. But you don't need to as here are few tips which will help you to Score in Exams With Little Preparation.
Trending Us has tried to put some light on How to Score in Exams With Little Preparation.
This document provides an overview and syllabus for an Intermediate Accounting I course at the University of Washington's Foster School of Business. The course will cover income and asset measurement, financial statements, revenue recognition, and accounting for cash, receivables, and inventories. Students will be assessed based on exams, case assignments, homework, a writing assignment, and professionalism/participation in class discussions. The instructor encourages using online resources and studying in groups but emphasizes that students should complete their own work.
This document provides information about an Introduction to Sexual Diversity Studies course being offered at McGill University in the fall of 2006. The course will take an interdisciplinary approach to exploring topics like the history of sexuality, politics of sexual identity, and representation of sex in popular culture. It will be taught on Tuesdays and Thursdays from 4:05-5:25pm in ARTS W-120. The instructor is Jason Morgan and the teaching assistant is Jessica Wurster. Students will be evaluated based on attendance/participation, three research logs applying course concepts to personal experiences, and a take-home final exam.
This document provides an overview of best practices for orienting students to an online course on the Sakai learning management system. It discusses conducting an instructor-led orientation to familiarize students with how Sakai will be used in the course. The document also recommends including information on logging in, the course homepage structure, syllabus, assignments, and where to get help. It emphasizes introducing the instructor and asking students to introduce themselves. Finally, it proposes designing the course homepage to meet Quality Matters standards by including who, what, when, where, why and how aspects of the course.
This question-and-answer guide will help you learn more about how to prepare for your teacher certification exams, mitigate any anxiety and help you know what to expect on testing day so you can pass the tests and be on your way to earning – or keeping – your teaching credentials.
Made in partnership with USC Rossier School of Education and Teachers Test Prep
Back To School With Success: 11 Ways To Jump-Start Your Term By James Malinchakjuicecare4
James Malinchak provides 11 tips to help students have a successful semester: 1) Participate actively in class, 2) Create a study chart to plan your time, 3) Finish assignments ahead of schedule by breaking them into tasks, 4) Study in 2-hour blocks with breaks, 5) Avoid cramming by preparing consistently, 6) Form a study group to discuss concepts, 7) Learn to use the library resources, 8) Ask teachers for extra credit opportunities, 9) Visit teachers during office hours, 10) Get involved in clubs related to your field, and 11) Network to expand your opportunities. Following these tips can help students achieve more through organized preparation and taking initiative.
Margaret blessing-8068530-8fea9bea08144058a6f212cf6f10e1ffmablessing
Your primary learning style is logical. You scored 100% on reading recall and 148 WPM on reading rate. You scored 100% on technical competency and 73% on technical knowledge. Your typing speed was measured at 33 WPM and typing accuracy at 100%.
This document discusses preparing for exams. It emphasizes the importance of:
- Committing to learning the material from the start of the academic session, not just cramming before exams.
- Creating a study schedule and sticking to it, including reviewing notes after class and doing homework.
- Assessing difficult topics to spend extra time studying those areas.
- Practicing recalling information and simulating exams to prepare for the testing environment.
How to score in exams with little preprationTrending Us
Exam season has arrived and yet you don;t know anything about your Syllabus. But you don't need to as here are few tips which will help you to Score in Exams With Little Preparation.
Trending Us has tried to put some light on How to Score in Exams With Little Preparation.
This document provides an overview and syllabus for an Intermediate Accounting I course at the University of Washington's Foster School of Business. The course will cover income and asset measurement, financial statements, revenue recognition, and accounting for cash, receivables, and inventories. Students will be assessed based on exams, case assignments, homework, a writing assignment, and professionalism/participation in class discussions. The instructor encourages using online resources and studying in groups but emphasizes that students should complete their own work.
This document provides information about an Introduction to Sexual Diversity Studies course being offered at McGill University in the fall of 2006. The course will take an interdisciplinary approach to exploring topics like the history of sexuality, politics of sexual identity, and representation of sex in popular culture. It will be taught on Tuesdays and Thursdays from 4:05-5:25pm in ARTS W-120. The instructor is Jason Morgan and the teaching assistant is Jessica Wurster. Students will be evaluated based on attendance/participation, three research logs applying course concepts to personal experiences, and a take-home final exam.
This document provides an overview of best practices for orienting students to an online course on the Sakai learning management system. It discusses conducting an instructor-led orientation to familiarize students with how Sakai will be used in the course. The document also recommends including information on logging in, the course homepage structure, syllabus, assignments, and where to get help. It emphasizes introducing the instructor and asking students to introduce themselves. Finally, it proposes designing the course homepage to meet Quality Matters standards by including who, what, when, where, why and how aspects of the course.
College Interview Questions And Answers 2023Simplilearn
This video is based on College Interview Questions and Answers. In this session, we will go through some interview questions that are often asked during the college interview round. We will also understand why college interviews are important. And after that, we will look at some college interview questions and discuss how to answer those questions so that the interview panel will notice you as a perfect candidate. Lastly, we will discuss some tips that you should keep in mind during college interviews.
00:00 - Introduction
01:48 - Introduction
02:14 - Why college interviews are important?
02:50 - College interview questions and answers
09:16 - Things that we should keep in mind during our college interview
Interviews are crucial in determining whether a candidate is a good fit for the institute or not. But with increasing competition, admissions into top colleges are becoming more rigorous and stratified. So today, in this video, we're going to delve deep into College Interview Questions. But before we begin, make sure to subscribe to our youtube channel and hit the bell icon to never miss an update from Simplilearn. By the end of this video, you will get to know some of the most frequently asked interview questions that you should keep in mind while attending an interview.
✅Why college interviews are important?
College interviews will give you a glimpse into what will be expected of you throughout the course you have applied. They are as much for the college to understand your appropriateness as it’s for you to understand the vision and expectations of the college at a more personal level.
College Interview Question and Answers
✅Tell us about yourself
✅Why this college/major?
✅Where do you see yourself in the next ten years?
✅What are some areas of development that you need to work upon?
✅Which was the last book you read?
✅If you had to describe your role within your family/friend circle, how would you describe it?
✅How are you planning on spending your summer?
✅Things that we should keep in mind during our college interview.
Be confident and truthful
Substantiate your responses with facts
Make friends
Keep your subject knowledge intact
✅ Check Out Job Guarantee Programs By Simplilearn: https://www.simplilearn.com/job-guara...
🔥 Explore Our Free Courses With Completion Certificate by SkillUp: https://www.simplilearn.com/skillup-f...
✅Subscribe to our Channel to learn more about the top Technologies: https://bit.ly/2VT4WtH
🔥 Check out More Interview Based Videos by Simplilearn: https://youtube.com/playlist?list=PLE...
#InterviewTips #StudentsInterview #CollegeInterviews #CollegeInterview #CollegeAdmissions #InterviewQuestions #InterviewQuestionsAndAnswers #InterviewTipsandTechniques #InterviewTips #JobInterviewQuestions #CollegeInterviewQuestions #Simplilearn
🔥 Watch Top Trending Videos From Simplilearn:
⏩Top 10 Programming Languages in 2023: https://youtu.be/Q2u3llawnvc
⏩Top 10 Certifications for 2023: https://youtu.
This document is a learning module that provides guidance for grade 7 students on career planning. It discusses factors that influence career choices such as family, peers, socioeconomic status, and media. The module guides students through various activities to help them identify their top career preferences and the skills required, influential factors, and plans for achieving their career goals. It emphasizes the importance of understanding how different factors relate to life and career planning.
This document is a self-learning module for grade 7 students on career planning. It contains introductory information and learning activities to help students identify factors related to choosing a future career path, such as their interests, skills, and influences from family, peers and socioeconomic status. The module encourages students to explore their top career preferences and the steps needed to achieve those careers. It emphasizes the importance of career planning and having a vision for one's future self and profession.
- The document provides information for junior students at Carroll Senior High School, including introducing the counseling team, discussing topics like sexual harassment, diversity, and safety.
- It outlines graduation plans and requirements, explains the transcript and grading system, and provides details about PSAT/SAT testing, college visits, fairs, and the National Merit Scholarship program.
- Students are given guidance on course scheduling, community service hours, meeting with counselors, and planning for college and beyond.
Tips to score more in exams - if you are giving essay type (subjective) exams then this will be useful for you, whether you are in school or university, or a student or arts or science.
This course aims to help students succeed in their first semester of college. The first unit focuses on understanding the key differences between high school and college, building a support system, evaluating one's mindset and work ethic, and learning policies and deadlines. The unit emphasizes that success depends on the student, with various quotes about growth mindset, perseverance, and taking action. It outlines differences in academic requirements between high school and college and factors that influence academic success, such as GPA, time management, note taking, and communication skills.
What it really takes to be a successful college student ramírez sánchez monts...Montserrat Ramírez Sánchez
The document discusses what it takes to be a successful college student. It identifies five key factors: having drive and motivation to achieve educational goals, persistence in the face of challenges, positive thinking skills to overcome setbacks, a strong support system of family, friends and classmates, and strong organization skills to manage coursework and schedules. The document emphasizes utilizing available college resources like tutoring and advising to develop these skills and achieve the goal of graduation.
This course syllabus outlines a 3 credit hour course on Strategic Management taught over 17 weeks. The course will be taught by Ms. Mona Al-Otaibi on Sundays, Tuesdays, and Thursdays from 8-12 AM. Students are expected to read each textbook chapter before class and be prepared to discuss. Assessment will include attendance, pop quizzes, assignments, a group project, two midterms, and a final exam. The course covers strategic management concepts through case study analysis across 15 chapters outlined in the course schedule. Academic integrity and professional communication standards are enforced.
This document provides tips and strategies for using practice examination questions to prepare for real estate appraiser exams. It explains that the practice questions cover important appraisal concepts to help examinees develop background knowledge, but they do not replicate specific exam questions. The document recommends answering practice questions without assistance and tracking strengths and weaknesses to focus study efforts. It emphasizes preparing in a testing environment and developing strong time management and test-taking strategies to perform one's best on exam day.
Uop psy 110 week 5 building networks newolivergeorg
This document provides instructions for a PSY 110 week 5 assignment on building networks. Students are asked to write responses between 250-350 words each to five categories of questions: information competency, learning skills reflection, thinking and problem solving, grit and growth mindset, and utilization of support mechanisms. The responses should explain how skills and strategies learned in the course can help with academic and professional networking. Students are encouraged to review chapters 3 and 6 to help with brainstorming and providing ideas.
Uop psy 110 week 5 building networks newuopassignment
This document provides instructions for a PSY 110 week 5 assignment on building networks. Students are asked to write responses between 250-350 words each on five categories: information competency, learning skills reflection, thinking and problem solving, grit and growth mindset, and utilization of support mechanisms. The responses should discuss how to develop academic and professional networks through organizations, social media, managing stress, identifying mentors, staying motivated, and using resources like job sites, internships, school clubs, and faculty. Reviewing earlier assignments and chapters 3 and 6 on notetaking and careers can help with brainstorming responses.
GSU 1010 FALL SYLLABUS -- Business Ethics, Moral Markets, and GlobalizationHannah Spadafora
This document provides information for a new student orientation course at Georgia State University. It outlines the course details, expectations, and policies. The course will introduce students to campus resources and expectations for academic and personal success. It will also help students develop skills like time management, financial literacy, research skills, and presentation skills. Students will complete assignments, discussions, and activities individually and in groups. Regular attendance and participation are required to do well. The course promotes diversity and prohibits academic dishonesty. Students should review the syllabus carefully and contact the instructor if they have any issues meeting deadlines.
This document provides an overview of a microeconomics and macroeconomics class. It outlines the instructor's expectations, class components and evaluation criteria. Students are expected to participate actively, complete homework and tests. The class will run a student company simulation and complete a computer simulation. Grades are based on homework, tests, the student company, computer simulation and consultant participation.
This document provides guidance for applying to Ph.D. programs in computer science. It discusses what a Ph.D. entails, including an emphasis on research over courses and working closely with an advisor. The application process involves submitting transcripts, GRE scores, letters of recommendation, and a personal statement describing research experience. Fellowships can provide funding but require additional application materials. Students must determine if they are suited for the rigors and challenges of research versus taking courses.
This document provides information about interpreting a SmarterMeasure assessment score. It explains that SmarterMeasure evaluates readiness for online or technology-enhanced learning and provides strengths in different areas. It is not intended to determine success, but rather inform about support resources. The document outlines results in areas like learning style, typing speed, life factors, and academic skills. It emphasizes communicating scores to access institutional support and improving areas of concern.
Year 10 to year 11 transition program 2018 to 2019Carolyn Walsh
This document provides information for students transitioning from Year 10 to Year 11 about course selection and career planning. It emphasizes exploring personal interests and strengths through career assessments. Students are advised to research career and university prerequisites when selecting VCE subjects. The accelerated subject application process is also outlined. Students are encouraged to have informed discussions with teachers, parents and careers advisors to plan their individualized course that aligns with their career goals and interests. Overall, the document stresses the importance of thorough career research and meeting application deadlines to set students up for success in Year 11 and beyond.
This document provides an orientation for new educators in a school district. It includes introductions from district leaders and answers to common questions. Goals include raising student achievement, developing engaged learners, improving relationships, and focusing on 21st century skills like collaboration and problem solving. Teachers are encouraged to utilize instructional coaches and mentors for support and to sign up for professional development opportunities.
This document provides the syllabus for a Communication Studies 5 course. It outlines the course objectives, which include identifying communication models, understanding the symbolic nature of communication, and improving public speaking skills. The syllabus details required readings, contact information for the instructor, policies on attendance and late work, assignments including speeches and papers, and the grading breakdown. The course aims to provide students with fundamental communication concepts and practical experience through group activities and presentations.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
This document outlines the requirements and tasks for a Phys-Ed 10 Flex course. Students must complete 7 requirements to receive credit: 1) a safety quiz, 2) a beginning wellness inventory, 3) monthly fitness logs tracking 75 hours of activity, 4) four balanced living projects, 5) a midway wellness inventory, 6) a final fitness reflection chat, and 7) CPR training. The course is designed to help students develop a balanced lifestyle through exploring various fitness activities in a self-paced online format. All information and assignments are housed in the Google Classroom platform.
College Interview Questions And Answers 2023Simplilearn
This video is based on College Interview Questions and Answers. In this session, we will go through some interview questions that are often asked during the college interview round. We will also understand why college interviews are important. And after that, we will look at some college interview questions and discuss how to answer those questions so that the interview panel will notice you as a perfect candidate. Lastly, we will discuss some tips that you should keep in mind during college interviews.
00:00 - Introduction
01:48 - Introduction
02:14 - Why college interviews are important?
02:50 - College interview questions and answers
09:16 - Things that we should keep in mind during our college interview
Interviews are crucial in determining whether a candidate is a good fit for the institute or not. But with increasing competition, admissions into top colleges are becoming more rigorous and stratified. So today, in this video, we're going to delve deep into College Interview Questions. But before we begin, make sure to subscribe to our youtube channel and hit the bell icon to never miss an update from Simplilearn. By the end of this video, you will get to know some of the most frequently asked interview questions that you should keep in mind while attending an interview.
✅Why college interviews are important?
College interviews will give you a glimpse into what will be expected of you throughout the course you have applied. They are as much for the college to understand your appropriateness as it’s for you to understand the vision and expectations of the college at a more personal level.
College Interview Question and Answers
✅Tell us about yourself
✅Why this college/major?
✅Where do you see yourself in the next ten years?
✅What are some areas of development that you need to work upon?
✅Which was the last book you read?
✅If you had to describe your role within your family/friend circle, how would you describe it?
✅How are you planning on spending your summer?
✅Things that we should keep in mind during our college interview.
Be confident and truthful
Substantiate your responses with facts
Make friends
Keep your subject knowledge intact
✅ Check Out Job Guarantee Programs By Simplilearn: https://www.simplilearn.com/job-guara...
🔥 Explore Our Free Courses With Completion Certificate by SkillUp: https://www.simplilearn.com/skillup-f...
✅Subscribe to our Channel to learn more about the top Technologies: https://bit.ly/2VT4WtH
🔥 Check out More Interview Based Videos by Simplilearn: https://youtube.com/playlist?list=PLE...
#InterviewTips #StudentsInterview #CollegeInterviews #CollegeInterview #CollegeAdmissions #InterviewQuestions #InterviewQuestionsAndAnswers #InterviewTipsandTechniques #InterviewTips #JobInterviewQuestions #CollegeInterviewQuestions #Simplilearn
🔥 Watch Top Trending Videos From Simplilearn:
⏩Top 10 Programming Languages in 2023: https://youtu.be/Q2u3llawnvc
⏩Top 10 Certifications for 2023: https://youtu.
This document is a learning module that provides guidance for grade 7 students on career planning. It discusses factors that influence career choices such as family, peers, socioeconomic status, and media. The module guides students through various activities to help them identify their top career preferences and the skills required, influential factors, and plans for achieving their career goals. It emphasizes the importance of understanding how different factors relate to life and career planning.
This document is a self-learning module for grade 7 students on career planning. It contains introductory information and learning activities to help students identify factors related to choosing a future career path, such as their interests, skills, and influences from family, peers and socioeconomic status. The module encourages students to explore their top career preferences and the steps needed to achieve those careers. It emphasizes the importance of career planning and having a vision for one's future self and profession.
- The document provides information for junior students at Carroll Senior High School, including introducing the counseling team, discussing topics like sexual harassment, diversity, and safety.
- It outlines graduation plans and requirements, explains the transcript and grading system, and provides details about PSAT/SAT testing, college visits, fairs, and the National Merit Scholarship program.
- Students are given guidance on course scheduling, community service hours, meeting with counselors, and planning for college and beyond.
Tips to score more in exams - if you are giving essay type (subjective) exams then this will be useful for you, whether you are in school or university, or a student or arts or science.
This course aims to help students succeed in their first semester of college. The first unit focuses on understanding the key differences between high school and college, building a support system, evaluating one's mindset and work ethic, and learning policies and deadlines. The unit emphasizes that success depends on the student, with various quotes about growth mindset, perseverance, and taking action. It outlines differences in academic requirements between high school and college and factors that influence academic success, such as GPA, time management, note taking, and communication skills.
What it really takes to be a successful college student ramírez sánchez monts...Montserrat Ramírez Sánchez
The document discusses what it takes to be a successful college student. It identifies five key factors: having drive and motivation to achieve educational goals, persistence in the face of challenges, positive thinking skills to overcome setbacks, a strong support system of family, friends and classmates, and strong organization skills to manage coursework and schedules. The document emphasizes utilizing available college resources like tutoring and advising to develop these skills and achieve the goal of graduation.
This course syllabus outlines a 3 credit hour course on Strategic Management taught over 17 weeks. The course will be taught by Ms. Mona Al-Otaibi on Sundays, Tuesdays, and Thursdays from 8-12 AM. Students are expected to read each textbook chapter before class and be prepared to discuss. Assessment will include attendance, pop quizzes, assignments, a group project, two midterms, and a final exam. The course covers strategic management concepts through case study analysis across 15 chapters outlined in the course schedule. Academic integrity and professional communication standards are enforced.
This document provides tips and strategies for using practice examination questions to prepare for real estate appraiser exams. It explains that the practice questions cover important appraisal concepts to help examinees develop background knowledge, but they do not replicate specific exam questions. The document recommends answering practice questions without assistance and tracking strengths and weaknesses to focus study efforts. It emphasizes preparing in a testing environment and developing strong time management and test-taking strategies to perform one's best on exam day.
Uop psy 110 week 5 building networks newolivergeorg
This document provides instructions for a PSY 110 week 5 assignment on building networks. Students are asked to write responses between 250-350 words each to five categories of questions: information competency, learning skills reflection, thinking and problem solving, grit and growth mindset, and utilization of support mechanisms. The responses should explain how skills and strategies learned in the course can help with academic and professional networking. Students are encouraged to review chapters 3 and 6 to help with brainstorming and providing ideas.
Uop psy 110 week 5 building networks newuopassignment
This document provides instructions for a PSY 110 week 5 assignment on building networks. Students are asked to write responses between 250-350 words each on five categories: information competency, learning skills reflection, thinking and problem solving, grit and growth mindset, and utilization of support mechanisms. The responses should discuss how to develop academic and professional networks through organizations, social media, managing stress, identifying mentors, staying motivated, and using resources like job sites, internships, school clubs, and faculty. Reviewing earlier assignments and chapters 3 and 6 on notetaking and careers can help with brainstorming responses.
GSU 1010 FALL SYLLABUS -- Business Ethics, Moral Markets, and GlobalizationHannah Spadafora
This document provides information for a new student orientation course at Georgia State University. It outlines the course details, expectations, and policies. The course will introduce students to campus resources and expectations for academic and personal success. It will also help students develop skills like time management, financial literacy, research skills, and presentation skills. Students will complete assignments, discussions, and activities individually and in groups. Regular attendance and participation are required to do well. The course promotes diversity and prohibits academic dishonesty. Students should review the syllabus carefully and contact the instructor if they have any issues meeting deadlines.
This document provides an overview of a microeconomics and macroeconomics class. It outlines the instructor's expectations, class components and evaluation criteria. Students are expected to participate actively, complete homework and tests. The class will run a student company simulation and complete a computer simulation. Grades are based on homework, tests, the student company, computer simulation and consultant participation.
This document provides guidance for applying to Ph.D. programs in computer science. It discusses what a Ph.D. entails, including an emphasis on research over courses and working closely with an advisor. The application process involves submitting transcripts, GRE scores, letters of recommendation, and a personal statement describing research experience. Fellowships can provide funding but require additional application materials. Students must determine if they are suited for the rigors and challenges of research versus taking courses.
This document provides information about interpreting a SmarterMeasure assessment score. It explains that SmarterMeasure evaluates readiness for online or technology-enhanced learning and provides strengths in different areas. It is not intended to determine success, but rather inform about support resources. The document outlines results in areas like learning style, typing speed, life factors, and academic skills. It emphasizes communicating scores to access institutional support and improving areas of concern.
Year 10 to year 11 transition program 2018 to 2019Carolyn Walsh
This document provides information for students transitioning from Year 10 to Year 11 about course selection and career planning. It emphasizes exploring personal interests and strengths through career assessments. Students are advised to research career and university prerequisites when selecting VCE subjects. The accelerated subject application process is also outlined. Students are encouraged to have informed discussions with teachers, parents and careers advisors to plan their individualized course that aligns with their career goals and interests. Overall, the document stresses the importance of thorough career research and meeting application deadlines to set students up for success in Year 11 and beyond.
This document provides an orientation for new educators in a school district. It includes introductions from district leaders and answers to common questions. Goals include raising student achievement, developing engaged learners, improving relationships, and focusing on 21st century skills like collaboration and problem solving. Teachers are encouraged to utilize instructional coaches and mentors for support and to sign up for professional development opportunities.
This document provides the syllabus for a Communication Studies 5 course. It outlines the course objectives, which include identifying communication models, understanding the symbolic nature of communication, and improving public speaking skills. The syllabus details required readings, contact information for the instructor, policies on attendance and late work, assignments including speeches and papers, and the grading breakdown. The course aims to provide students with fundamental communication concepts and practical experience through group activities and presentations.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
This document outlines the requirements and tasks for a Phys-Ed 10 Flex course. Students must complete 7 requirements to receive credit: 1) a safety quiz, 2) a beginning wellness inventory, 3) monthly fitness logs tracking 75 hours of activity, 4) four balanced living projects, 5) a midway wellness inventory, 6) a final fitness reflection chat, and 7) CPR training. The course is designed to help students develop a balanced lifestyle through exploring various fitness activities in a self-paced online format. All information and assignments are housed in the Google Classroom platform.
Similar to FYE 1220 Extended Orientation Syllabus (20)
1.
Extended Orientation: FYE 1220
Baseball & College Basketball
Thursdays
11:00am – 11:50am
Room 235 Math/Physics Building
August 18th - October 6th
About this Course
Each of you has potential. Each of
you have unique gifts, experiences
and resources to develop and pursue
your life goals. But, having potential
is easy, capitalizing on it takes focus,
perseverance, and guidance. My
goal in this course is to help give
each of you the tools and confidence
to set informed goals and pursue
them with the full breadth of your
abilities.
Together we will explore what you
value in your college experience,
eventual career and in your personal
lives. We will also examine possible
challenges that may arise as you
pursue your goals, and strategize
ways to overcome potential obstacles
through our “What would you do”
series.
In the game of life you will have a lot
of different coaches and teammates
along the way. Some rules will
change as you get to higher levels of
competition, but there will always be
a difference between winning and
just playing the game. My hope is
that this course will help you to define
what winning means to you, and give
you a training plan to become a
champion.
Welcome to the league!
“The key is not the will to win. Everybody has that.
It is the will to prepare to win that is important.”
What’s in this syllabus?
Course Overview
Attendance Policy
Assignment Outline
Success Series Info
Academic Integrity
Grade Breakdown
Course Schedule
About your Instructor
Email: sclark@georgiasouthern.edu
Phone: 912‐478‐1775
Office Location: Williams Center 1003
Office Hours: By Appointment
I grew up in Massachusetts while a young John
Calipari was leading Umass to an unlikely final four
appearance. I was a student at Florida State when
the Red Sox broke the curse of the Bambino in 2004.
Not being there for this event is one of the biggest
regrets in my life. Before coming to Georgia
Southern I worked just outside of Boston where I ran
around Fenway Park every morning. Oh, and I’m also
the Assistant Director of First‐Year Experience with a
Master’s degree in Higher Education.
Extended Orientation
=
25% of your Grade in FYE 1220
Shane Clark
2.
Course Outcomes
1) Examine what YOU value, set goals for college aligned
with those values, and make concrete plans for
achieving YOUR goals.
2) Describe why you are in college and what you think
college will be like. Compare these to the expectations
of the University community
3) Explain behaviors that influence your academic and
personal success.
4) Describe expectations of your degree program and
develop a realistic expectation for achieving your
academic goals.
5) Examine challenges to achieving your goals (time
management, finances and other circumstances) and
develop a plan to overcome such challenges.
6) Locate Georgia Southern resources and services
necessary for your academic and personal success.
Attendance Policy
There are only 8 total classes in the Extended
Orientation portion of this course. We have a lot to
cover in a very short amount of time so it is
extremely important that you are at every class.
We will also be doing a lot of group work so missing
class will be letting your team down.
Absence Deduction
1 0
2 5%
3 10%
4 100%
Everyone has one excused absence, after that you
will have half a letter grade deducted from your final
grade for every additional absence. Four or more
absences will result in a zero for the course.
Attendance is like going to practice…..
It Matters!
What can you expect from this class?
You can expect to be treated with respect by your classmates and your instructors at all times. This class will
address sensitive topics specific to college life both inside and outside of the classroom and it is important that we
maintain an environment that is respectful and judgement free.
You can expect to be challenged. Just like an athlete at practice, we only improve when we are pushed to our limits.
Regardless of your ability, you can expect to have your academic skills and your personal philosophy on college life
and success challenged throughout this course.
You can expect to hear a response from your instructor within 24-48 hours for all emails and voicemails.
What do I expect from you?
I expect effort! You will not be able to “phone-in” this class. You need to be present at all classes, participating in all
discussions, checking your Georgia Southern email, and Folio daily, and giving your best effort in all assignments.
I expect you to have an open mind. You cannot learn new things unless you are willing to think about things in new
ways. At the end of class you are welcome to think whatever you like, but while in class I expect you to be open
minded to new ideas, thought processes and ways of looking at yourself and the world around you.
I expect you to have fun! Arguably more than any other course you will take, this class is about you, and I want you
to enjoy the assignments and class discussions. Learning is easiest when it is enjoyable and finding the fun in every
challenge is an important academic and life skill.
Be on time!
If you arrive more than 5
minutes late without
prior permission, you
will be marked as
absent for the class.
3.
Assignments
All assignments in this class will be submitted to the DropBox in Folio located under the class period that it is
due. Complete assignment descriptions and grading rubrics can be found in Folio under the class period in
which the assignment is given. All assignments will be graded out of 10 possible points and will count as a
percentage of your final grade as outlined below. Assignments are due by 11:59pm on the due date listed in this
syllabus.
A Day in Your Life: Remembering your Future Reflection ………………… 15%
Your Academic Plan: Assignment and Reflection …………………………...15%
Developing your Training Schedule: Time Management Reflection ……….15%
Ballin on a Budget: Financial Literacy Plan …………………………………..15%
People and Places Reflection ………………………………………………….15%
Success Series Reflection ……………………………………………………...15%
“What would you do?” Group presentations ………………..………………...10%
Late assignments will not be accepted without prior permission
Success Series Events
All students are required to go to a minimum of
two FYE Success Series events. One of the
events has to be the “Sex Signals” presentation.
The other event will be your choice out of 7 other
options. All events and times are listed on the
First-Year Experience Website:
http://academics.georgiasouthern.edu/fye/students/first-
year/success/
These events do fill up quickly so arrive early to
get a seat!
Class Schedule
Date Topic Assignment/Reflection
8/18 Syllabus Overview None
8/25 Value Systems Remember Your Future
9/1 Your Degree Program Academic Planning
9/8 Sex Signals Follow Up None
9/15 Financial Literacy Ballin on a Budget
9/22 Goal Setting Time Management
9/29 Know your Resources People & Places
10/6 What would you Do Success Series
Presentations
Academic Integrity
As a Georgia Southern student, you will be held
responsible for upholding the honor code and honor
pledge you recited at SOAR:
Code: “I will be academically honest in all of my course
work and will not tolerate the academic dishonesty of
others.”
Pledge: “On my honor, I will be academically honest in
all of my course work and will not tolerate the academic
dishonesty of others. I also pledge to engage in ethical
behavior on‐campus and off‐campus, to live an
honorable lifestyle, and to create a campus environment
that is characterized by individual responsibility, civility,
and integrity.”
Violations of the Honor Code will be reported to the
Dean of Students’ Office. If you ever have questions
about what is permissible, ask in advance. All work in
this portion of the course will be checked for originality
through Turnitin.
Accommodations
If you require accommodations due to a physical or
learning disability, please let Professor Weaver know
as soon as possible, and in no case later than the
second week of classes. We’ll work with the SDRC
(Student Disability Resource Center) to meet your
needs.