Gorav Menon - Ltr Recommendation
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Gorav Menon attended Cornell Summer College where he took an Introduction to Business Management course. The professor writes that Gorav demonstrated leadership, teamwork, and achieved at the highest level in the class. Gorav earned an A in the class where the average grade was a low B. The professor observed that Gorav actively participated throughout the semester, appeared to balance his work and activities well, and finished strong on the final exam. The professor believes Gorav has the potential to make a difference and contribute significantly during and after his university years.
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GoravMenonRec (1)
John A. List, a professor at the University of Chicago, wrote a letter of recommendation for Gorav Menon. He took Gorav's economics course at Harvard the previous summer and was impressed with Gorav's strong grasp of economic concepts and quantitative skills. Gorav performed well in the rigorous course, obtaining an A. Of all the high school students, Gorav stood out as highly motivated and mature. List gives Gorav his highest recommendation and endorsement for collegiate study based on Gorav's academic performance and interactions.
A Chevening Scholarship Recommendation Letter for Ms.Nchafac Julegette Njutie.
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GoravMenonRec (1)
John A. List, a professor at the University of Chicago, wrote a letter of recommendation for Gorav Menon. He took Gorav's economics course at Harvard the previous summer and was impressed with Gorav's strong grasp of economic concepts and quantitative skills. Gorav performed well in the rigorous course, obtaining an A. Of all the high school students, Gorav stood out as highly motivated and mature. List gives Gorav his highest recommendation and endorsement for collegiate study based on Gorav's academic performance and interactions.
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View my research on my SSRN Author page:
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https://papers.ssrn.com/sol3/cf_dev/AbsByAuth.cfm?per_id=576563
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3. Integrating career preparation across the curriculum and cocurricular activities to help students identify their talents and develop competencies for meaningful employment and life after college. The goal is to graduate students who are confident and capable of finding employment in their field of
Portfolios
Portfolios can create success for students by allowing them to see their learning journey and progress over time. A portfolio is a collection of student work that demonstrates effort, growth, and achievement. When students are involved in selecting portfolio contents and setting standards, it increases ownership over their learning and helps them understand their progress. Teachers, students, and parents can all benefit from reviewing portfolios to understand a student's needs and celebrate their accomplishments. While portfolios require time, they provide meaningful information about individual students when implemented effectively.
Self evaluation at CCHS February 2015
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
431 assessment part 1
This semester we decided to work on an assessment plan for the New York Summer Internship Program which is part of the IES Internships division of IES Abroad. Many of you know IES Abroad is the study abroad provider that I work for, so we already knew a lot about this program, and the assessment that is currently used -- and more importantly, its shortcomings.
What makes this program unique is that domestic programming is fairly new for IES Abroad. The NYSIP was the first program in the history of IES to take place on US soil and only started in 2016. Because of its recent inception, and because it is a big departure from what IES has always done, there really is not a great assessment plan in place for evaluating US programs, or for evaluating internship sites for that matter, which is what we chose to focus on for this plan. One of the most common questions we receive from prospective students is, “What company will I be interning with” so we felt it was important to call out this particular aspect of the program and focus our assessment plan on the internship placements.
Gary Jones ResearchED Research Leads Conference March 2015
This document appears to be about the role of research leads in education settings, based on the title and content.
C:\St Wilfrids Ofsted Preparation Powerpoint
The document discusses preparations for an upcoming school inspection at St Wilfrid's Catholic High School. It notes some potential issues, including recent dips in exam results, inconsistencies in leadership, and several staffing changes. It emphasizes that teaching and learning will be essential areas of focus during the inspection. The revised inspection framework prioritizes pupil achievement, learning and teaching, equality of opportunity, and safeguarding. Inspectors will closely examine lessons and student outcomes to evaluate how effectively the school meets the needs of all learners.
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docx
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
Self-Esteem and Academic Success of Secondary School Students in Calabar Met...
Self-Esteem and Academic Success of Secondary School Students in Calabar Met...Research Journal of Education
This study investigated the influence of self-esteem on academic success among secondary school students in Calabar, Nigeria. 345 students completed questionnaires on self-esteem and academic performance. Students with positive self-esteem had higher average scores on achievement tests in mathematics and English compared to students with negative self-esteem. Statistical analysis found a significant difference in academic success between the two groups. The study concluded that self-esteem significantly influences students' academic performance and recommended improving students' self-esteem through counseling interventions to boost academic outcomes.KGV Middle School Curriculum
The document provides an overview of King George V School's new Middle School Curriculum for Years 7-9. It introduces the vision and rationale for developing a coherent, skills-based curriculum led by the school rather than an external framework. Key aspects include using the IB's Approaches to Learning (ATLs) to identify 5 generic skills (thinking, social, communication, self-management, research) that all subjects will help develop. Each subject creates a skills profile outlining how it will explicitly teach outcomes related to the generic skills through its content. The curriculum aims to holistically develop students' skills to prepare them for future learning and life.
Educational excellence framework book rev. 1.5
An initial Educational Excellence Framework Book Where a newly proposed model is structured to align the PRME principles, UN 2015-2013 goals/targets and Organizational Excellence Criteria (EFQM). This Model focuses on both academic institutions and students to provide them a points based management educational system where students will need to accomplish a certain number of points in order to graduate either from high school, undergraduate and postgraduate studies (you will find initial distribution of points and main areas focused on for students).
Moreover, Academic Institution will also be continuously assessed based on the EFQM excellence criteria combined with the PRME principles in order to ensure their overall culture, structure and so on, do continuously improve and develop within excellence and responsible management education.
Seizing the Agenda | Unleashing the curriculum designer in us all (Secondary)
The document discusses curriculum innovation and the spectrum of innovation from incremental to radical changes. It explores factors that influence the adoption of innovations including relative advantage, compatibility, complexity, trialability, and observability. Business leaders argue that education must better prepare students for life after school and support the development of skills, character, and attitudes needed to progress. Teachers recognize the need for paradigm shifts in education to focus more on student abilities than age and help students find their passions. Overhauling the current system to make these changes will require overcoming barriers of tradition and bureaucracy.
Facilitating change utilizing Starfish for an Institutional Approach to Stude...
Facilitating change utilizing Starfish for an Institutional Approach to Student Success Ramapo College of New Jersey
Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
Pisa 2009 results
The document summarizes key findings from the PISA 2009 assessment regarding student performance in reading, mathematics, and science. It finds that East Asian countries and economies like Korea, Finland, Hong Kong-China and Shanghai-China tended to have the highest performing students. It also reports that many countries had large portions of students failing to meet the baseline level of proficiency in reading. Additionally, it notes that high-performing countries were generally able to achieve both high average scores and low performance variations.
PHYE Intern Stories
The document discusses the Physical Education and Health program (PHYE) at Rockford University from the perspective of a student. It describes how students in the PHYE program gain valuable teaching skills and real-world experience through opportunities like student teaching at a local boys and girls club. The program also allows students to take on leadership roles and create lasting impacts, such as through a senior seminar project that started a bike sharing program on campus. The PHYE program aims to give students experiences that will help them succeed in their careers upon graduating.
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Gorav Menon - Ltr Recommendation
- 1. Cornell University is an equal opportunity, affirmative action educator and employer. September 6, 2014 To Whom It May Concern: With great pleasure I write this recommendation letter on behalf of Mr. Gorav Menon. This summer, Gorav attended Cornell Summer College and enrolled in Introduction to Business Management (AEM 1200). This college course is highly interactive and discussion-based with a focus on the business management functional areas while also considering important societal and global issues such as leadership ethics, entrepreneurship, innovation and globalization. Students research, analyze, write and present recommendations utilizing the ‘triple bottom line’ (people, planet, profit) strategic framework and deliver a ‘stock pick’ presentation. Students also apply world-class business practices, such as SWOT analyses and SMART goals, in a variety of business and personal contexts. Overall, strong connections are made between business management theory and practice as students interact with industry professionals, analyze Nike management decisions through an integrated case study and participate in a variety of active learning exercises. Film, video clips and other multimedia are used effectively to reinforce course takeaways. The course student mix includes pre-college, college and graduate students. Academic Performance Gorav is a highly engaging and insightful individual in the classroom and performed at an extremely high academic level throughout the course. For example, Gorav led his culturally diverse team in the research and analysis of two potential stocks for purchase – Coca-Cola vs. Pepsi. In their PowerPoint presentation, his team quickly identified key issues, synthesized facts and provided very specific, comprehensive and practical recommendations for their stock choice. In sum, Gorav demonstrated leadership initiative, teamwork and achievement at the highest level. In a class of 195 students, where the average grade was a low B, Gorav earned an A. Personal Promise From my experience in teaching this intense, fast-paced summer course, students arrive with great enthusiasm the first week, settle in the second week, and then begin to fade during the third week. In Gorav’s case, he actively participated in class discussion as well as partook in campus activities outside of class throughout the semester. Overall, Gorav demonstrated maturity and academic excellence as he appeared to strike a healthy balance between work and recreation while finishing strong on the final exam. In brief, I believe Gorav has the potential to make a difference inside and outside the classroom and would make a significant contribution to university life during his student years and after graduation. Thank you for your time and thoughtful consideration. Please feel free to contact me at dwt5@cornell.edu if you have questions or if I may be of service. Sincerely, David W. Taylor, Ph.D. Academic Director / Visiting Professor