The Training Coordinator is responsible for arranging, promoting, and managing IAP2 USA-hosted training. Compensation is currently commission-based. Training Coordinator receives 25% of the net profit on each training. Virtual location.
It is desirable that the person has:
• An appreciation and knowledge of IAP2 training as well as related training
• Experience marketing training or similar products/services
• An ability to work with and complete contracts
• Good communication skills
• Working knowledge of contemporary communication tools
• Experience working with nonprofits
2010 Fall Orientation - Transfer StudentsUCF Business
This document provides information for new students in the College of Business Administration at the University of Central Florida. It summarizes admission requirements, majors offered, academic probation policies, and registration instructions. Students must complete general education prerequisites with a 2.0 GPA or higher to be admitted to the restricted College of Business. The document outlines eight business majors and nine minor options. It also describes the registration process and lists common first semester courses.
Take a look at this great infographic about Spartan College of Aeronautics and Technology! Spartan College is an aviation school that has been around since 1928.
Bachelor of Professional Studies, Bachelor of Science, and Master of Public A...Danny Singh, M.B.A., MSEd
Bachelor of Professional Studies, Bachelor of Science, and Master of Public Administration degrees completed at Excelsior College by Deepak Danny Singh
The document describes a reimbursement management system from Emportant Technologies. The system allows employees to submit reimbursement claims online through their login. Claims can include details like bill numbers, expenses, and scanned receipts. Claims are routed to approvers by email for approval or rejection. Approvers can generate reports of pending, approved, and rejected claims. The finance department can then process approved claims by generating payrolls to reflect reimbursement amounts on employee salary slips.
This document discusses using computational thinking and scenario-based learning to teach students. It defines computational thinking as a problem-solving process that uses tools and technology logically to solve problems. Scenario-based learning differs from problem-based learning in that it uses real situations without a single right answer and has students define the problem. The document provides examples of scenarios and shares resources developed through an NSF grant project, including a Google Sites template for building scenarios and a rubric for assessing computational thinking skills.
The Training Coordinator is responsible for arranging, promoting, and managing IAP2 USA-hosted training. Compensation is currently commission-based. Training Coordinator receives 25% of the net profit on each training. Virtual location.
It is desirable that the person has:
• An appreciation and knowledge of IAP2 training as well as related training
• Experience marketing training or similar products/services
• An ability to work with and complete contracts
• Good communication skills
• Working knowledge of contemporary communication tools
• Experience working with nonprofits
2010 Fall Orientation - Transfer StudentsUCF Business
This document provides information for new students in the College of Business Administration at the University of Central Florida. It summarizes admission requirements, majors offered, academic probation policies, and registration instructions. Students must complete general education prerequisites with a 2.0 GPA or higher to be admitted to the restricted College of Business. The document outlines eight business majors and nine minor options. It also describes the registration process and lists common first semester courses.
Take a look at this great infographic about Spartan College of Aeronautics and Technology! Spartan College is an aviation school that has been around since 1928.
Bachelor of Professional Studies, Bachelor of Science, and Master of Public A...Danny Singh, M.B.A., MSEd
Bachelor of Professional Studies, Bachelor of Science, and Master of Public Administration degrees completed at Excelsior College by Deepak Danny Singh
The document describes a reimbursement management system from Emportant Technologies. The system allows employees to submit reimbursement claims online through their login. Claims can include details like bill numbers, expenses, and scanned receipts. Claims are routed to approvers by email for approval or rejection. Approvers can generate reports of pending, approved, and rejected claims. The finance department can then process approved claims by generating payrolls to reflect reimbursement amounts on employee salary slips.
This document discusses using computational thinking and scenario-based learning to teach students. It defines computational thinking as a problem-solving process that uses tools and technology logically to solve problems. Scenario-based learning differs from problem-based learning in that it uses real situations without a single right answer and has students define the problem. The document provides examples of scenarios and shares resources developed through an NSF grant project, including a Google Sites template for building scenarios and a rubric for assessing computational thinking skills.
Live Collaboration Tools and Online Meeting SpacesStaci Trekles
This document provides an overview of various online collaboration and cloud storage tools for educational purposes. It discusses the features of Adobe Connect for online meetings including webinars and virtual classrooms. Google Hangouts is presented as a free alternative for video meetings and collaboration. Join.me is recommended for quickly sharing screens. Dropbox and Google Drive are described as options for cloud-based file storage and sharing. Wikis, blogs, and other tools are also listed for collaborative projects. Contact information is provided for technical support.
Scholarship of Teaching and Learning - IRBStaci Trekles
The document discusses the basics of Scholarship of Teaching and Learning (SoTL), including the typical reflective process and goals of improving student learning. It outlines the five primary steps of SoTL: generating a research question, designing a study, collecting data, analyzing data, and presenting findings. The role of the Institutional Review Board (IRB) in reviewing research involving human subjects is also described. The document provides guidance on determining if a SoTL study requires IRB review, completing the necessary CITI training, and submitting a study for IRB approval through the online system. It offers additional tips and resources for conducting ethical SoTL work and considering publication outlets.
Maximizing Your Time with Students - Maximizing Teachable MomentsStaci Trekles
Today, there are many technologies available to help us do all sorts of things both within and beyond the classroom walls. In fact, there are so many, it can be overwhelming to explore them all, and in the meantime, your time for your students can suffer. This presentation will help you maximize your classroom time by featuring technologies that can help you: "flip" your classroom to engage students in more meaningful face-to-face activities beyond your lecture, extend learning into the online realm for blended and online instruction, and
help keep you organized all along the way!
When you select the right tools for the job, there's no end to the benefit you and your students can get from technologies like LiveBinder, Camtasia, Jing, EdModo, Google Drive, and more. This presentation will introduce you to
an accessible toolkit of tools and practices that will help you enhance learning both in and out of school for your students.
This document provides an overview of options for using video and multimedia in teaching. It discusses benefits of using video such as demonstrating concepts in ways text alone cannot. It outlines tools like Video Express, Camtasia, and WebEx for recording lectures and presentations. It also reviews best practices for multimedia design based on Mayer's principles and considerations for accessibility, such as captioning videos.
From Trailers to Buildings and Laptops to iPadsStaci Trekles
Presentation on the various journeys in 1:1 experienced by the Hammond Academy of Science and Technology, a small charter school in Hammond, IN. Presented at the e3 Conference in Warsaw, IN
This document provides information and tips for safely traveling through the web. It discusses internet basics like URLs and domain extensions. It also covers topics like avoiding inappropriate sites, social media safety, cyberbullying awareness and prevention, common online scams, and internet security best practices. Resources are provided on each topic for further education. The overall message is to be aware of potential online dangers but not to be afraid, and to take basic precautions like using privacy settings, avoiding giving out private information, and knowing how to get help if needed.
This document discusses integrating digital learning and e-learning into elementary classrooms. It provides examples of digital lessons and projects for young learners that address Common Core standards. The document emphasizes starting small with simple online tasks and using a gradual release model. Research shows that early digital learning can promote skills like digital citizenship, leadership, and problem-solving when lessons provide support for students and communication with parents.
Student Experiences and Learning Approach in Accelerated Online CoursesStaci Trekles
This document summarizes research into deep learning approaches in accelerated online graduate programs. A case study examined one online Master's program, collecting data from student surveys and interviews. Key findings were that students' learning approaches were influenced by time constraints, course structure, assignments, and interactions. Courses that used real-world projects, peer collaboration, and consistent structure helped students achieve deeper learning levels. The research highlighted best practices for designing accelerated online graduate courses and programs.
QM Standards 5 & 6: Interaction and TechnologyStaci Trekles
The document provides guidance on using tools like Quality Matters rubrics, WebEx, and discussion forums to promote interaction in online courses through both synchronous activities like live lectures and asynchronous activities like discussion boards. It emphasizes aligning interactions with course objectives and provides tips for giving feedback, conducting group work, recording and sharing WebEx sessions, and using alternative collaboration tools when needed. Contact information is provided for getting help with tools like WebEx.
This document provides an overview of the Scholarship of Teaching and Learning (SoTL). It defines SoTL as a means to systematically study and improve teaching and learning. The document outlines the basic steps of SoTL, including generating a research question, designing a study, collecting and analyzing data, and presenting findings. It emphasizes starting with a problem from one's own teaching and formulating a specific research question. Examples of SoTL questions are provided. The document also discusses what SoTL is and is not, as well as resources for publishing SoTL research.
Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.
This document provides an overview of various features in the Canvas learning management system including utilities like enrollment manager and course creation, using the rich text editor, embedding links and files, managing course content, importing and exporting tests and surveys, and using adaptive release. It explains that these features add flexibility and options for instructors to present content. The document then describes each feature in more detail and provides contact information for training support.
Making Time for Change in the ClassroomStaci Trekles
An overview of tools that you can use to increase productivity and save you TIME in the classroom! Lots of tips from experienced teachers are shared.
Presentation for the eVisionary 2013 conference in Valparaiso, IN.
Teaching Effectively with BlackBoard LearnStaci Trekles
This document discusses various tools for online course organization and management in Blackboard, including adding mashups and videos from sources like YouTube, setting up assignment drop boxes and rubrics to streamline grading, using SafeAssign for plagiarism checking, organizing content into learning modules, and managing student groups. It provides an overview of how to embed content from various sources, set up assignments and drop boxes, utilize SafeAssign and rubrics, create learning modules, and manage groups. Contact information is also included for additional support.
This document provides guidance for faculty on setting up an online course in Blackboard. It recommends starting by mapping out course materials, activities, and order before building the course. Faculty should add folders, files, links and arrange the sidebar menu to organize content. The document also covers student view settings, discussions, and modifying themes and banners. It emphasizes laying a basic structure with key elements like the syllabus and calendar before adding other features.
This document provides information about a faculty mentorship program for developing online/blended courses. It outlines that faculty will receive a holistic, personalized approach to course design with feedback. Mentors will work with faculty to meet course goals and have courses reviewed using a Quality Matters rubric. Faculty will receive a $1000 stipend for participation and have opportunities to become mentors in the future. A timeline is provided for the program throughout an academic year.
A Technology-Based Literacy Approach for Our Youngest English Language LearnersStaci Trekles
This document discusses using technology to enhance literacy skills for young English language learners. It presents a 3-part model of needs assessment, design/redevelopment of instruction, and implementation and assessment. The model is meant to help educators leverage technology while aligning it with sound pedagogy. Examples are given of apps and tools for computers, tablets, and mobile devices that target vocabulary, pronunciation, reading, and language skills in an engaging way for young learners. Best practices emphasized immersing children in their native culture and language while incorporating music, pictures, and interactivity.
The document provides instructions for applying to the MBA program at the University of Florida. It outlines the 7 steps in the application process which include completing the application, supplemental materials, taking required tests (GMAT, TOEFL), submitting additional documents (resume, letters of recommendation, transcripts), potentially participating in an interview if invited, receiving an admissions decision, and submitting a deposit if accepted. It also describes the admission criteria such as requiring a bachelor's degree, 2+ years of work experience, strong academic ability and test scores, interpersonal and communication skills, and managerial promise.
This document summarizes an official transcript from Kansas State University. It provides instructions for verifying the authenticity of the digitally signed transcript, including checking for a valid digital certificate and signature. It also lists tests that can be done to validate that the transcript is an original, unaltered document from KSU, such as applying bleach or photocopying. The transcript legend defines various terms and policies related to KSU academic records, such as grading, honors, transfers, and withdrawals.
Live Collaboration Tools and Online Meeting SpacesStaci Trekles
This document provides an overview of various online collaboration and cloud storage tools for educational purposes. It discusses the features of Adobe Connect for online meetings including webinars and virtual classrooms. Google Hangouts is presented as a free alternative for video meetings and collaboration. Join.me is recommended for quickly sharing screens. Dropbox and Google Drive are described as options for cloud-based file storage and sharing. Wikis, blogs, and other tools are also listed for collaborative projects. Contact information is provided for technical support.
Scholarship of Teaching and Learning - IRBStaci Trekles
The document discusses the basics of Scholarship of Teaching and Learning (SoTL), including the typical reflective process and goals of improving student learning. It outlines the five primary steps of SoTL: generating a research question, designing a study, collecting data, analyzing data, and presenting findings. The role of the Institutional Review Board (IRB) in reviewing research involving human subjects is also described. The document provides guidance on determining if a SoTL study requires IRB review, completing the necessary CITI training, and submitting a study for IRB approval through the online system. It offers additional tips and resources for conducting ethical SoTL work and considering publication outlets.
Maximizing Your Time with Students - Maximizing Teachable MomentsStaci Trekles
Today, there are many technologies available to help us do all sorts of things both within and beyond the classroom walls. In fact, there are so many, it can be overwhelming to explore them all, and in the meantime, your time for your students can suffer. This presentation will help you maximize your classroom time by featuring technologies that can help you: "flip" your classroom to engage students in more meaningful face-to-face activities beyond your lecture, extend learning into the online realm for blended and online instruction, and
help keep you organized all along the way!
When you select the right tools for the job, there's no end to the benefit you and your students can get from technologies like LiveBinder, Camtasia, Jing, EdModo, Google Drive, and more. This presentation will introduce you to
an accessible toolkit of tools and practices that will help you enhance learning both in and out of school for your students.
This document provides an overview of options for using video and multimedia in teaching. It discusses benefits of using video such as demonstrating concepts in ways text alone cannot. It outlines tools like Video Express, Camtasia, and WebEx for recording lectures and presentations. It also reviews best practices for multimedia design based on Mayer's principles and considerations for accessibility, such as captioning videos.
From Trailers to Buildings and Laptops to iPadsStaci Trekles
Presentation on the various journeys in 1:1 experienced by the Hammond Academy of Science and Technology, a small charter school in Hammond, IN. Presented at the e3 Conference in Warsaw, IN
This document provides information and tips for safely traveling through the web. It discusses internet basics like URLs and domain extensions. It also covers topics like avoiding inappropriate sites, social media safety, cyberbullying awareness and prevention, common online scams, and internet security best practices. Resources are provided on each topic for further education. The overall message is to be aware of potential online dangers but not to be afraid, and to take basic precautions like using privacy settings, avoiding giving out private information, and knowing how to get help if needed.
This document discusses integrating digital learning and e-learning into elementary classrooms. It provides examples of digital lessons and projects for young learners that address Common Core standards. The document emphasizes starting small with simple online tasks and using a gradual release model. Research shows that early digital learning can promote skills like digital citizenship, leadership, and problem-solving when lessons provide support for students and communication with parents.
Student Experiences and Learning Approach in Accelerated Online CoursesStaci Trekles
This document summarizes research into deep learning approaches in accelerated online graduate programs. A case study examined one online Master's program, collecting data from student surveys and interviews. Key findings were that students' learning approaches were influenced by time constraints, course structure, assignments, and interactions. Courses that used real-world projects, peer collaboration, and consistent structure helped students achieve deeper learning levels. The research highlighted best practices for designing accelerated online graduate courses and programs.
QM Standards 5 & 6: Interaction and TechnologyStaci Trekles
The document provides guidance on using tools like Quality Matters rubrics, WebEx, and discussion forums to promote interaction in online courses through both synchronous activities like live lectures and asynchronous activities like discussion boards. It emphasizes aligning interactions with course objectives and provides tips for giving feedback, conducting group work, recording and sharing WebEx sessions, and using alternative collaboration tools when needed. Contact information is provided for getting help with tools like WebEx.
This document provides an overview of the Scholarship of Teaching and Learning (SoTL). It defines SoTL as a means to systematically study and improve teaching and learning. The document outlines the basic steps of SoTL, including generating a research question, designing a study, collecting and analyzing data, and presenting findings. It emphasizes starting with a problem from one's own teaching and formulating a specific research question. Examples of SoTL questions are provided. The document also discusses what SoTL is and is not, as well as resources for publishing SoTL research.
Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.
This document provides an overview of various features in the Canvas learning management system including utilities like enrollment manager and course creation, using the rich text editor, embedding links and files, managing course content, importing and exporting tests and surveys, and using adaptive release. It explains that these features add flexibility and options for instructors to present content. The document then describes each feature in more detail and provides contact information for training support.
Making Time for Change in the ClassroomStaci Trekles
An overview of tools that you can use to increase productivity and save you TIME in the classroom! Lots of tips from experienced teachers are shared.
Presentation for the eVisionary 2013 conference in Valparaiso, IN.
Teaching Effectively with BlackBoard LearnStaci Trekles
This document discusses various tools for online course organization and management in Blackboard, including adding mashups and videos from sources like YouTube, setting up assignment drop boxes and rubrics to streamline grading, using SafeAssign for plagiarism checking, organizing content into learning modules, and managing student groups. It provides an overview of how to embed content from various sources, set up assignments and drop boxes, utilize SafeAssign and rubrics, create learning modules, and manage groups. Contact information is also included for additional support.
This document provides guidance for faculty on setting up an online course in Blackboard. It recommends starting by mapping out course materials, activities, and order before building the course. Faculty should add folders, files, links and arrange the sidebar menu to organize content. The document also covers student view settings, discussions, and modifying themes and banners. It emphasizes laying a basic structure with key elements like the syllabus and calendar before adding other features.
This document provides information about a faculty mentorship program for developing online/blended courses. It outlines that faculty will receive a holistic, personalized approach to course design with feedback. Mentors will work with faculty to meet course goals and have courses reviewed using a Quality Matters rubric. Faculty will receive a $1000 stipend for participation and have opportunities to become mentors in the future. A timeline is provided for the program throughout an academic year.
A Technology-Based Literacy Approach for Our Youngest English Language LearnersStaci Trekles
This document discusses using technology to enhance literacy skills for young English language learners. It presents a 3-part model of needs assessment, design/redevelopment of instruction, and implementation and assessment. The model is meant to help educators leverage technology while aligning it with sound pedagogy. Examples are given of apps and tools for computers, tablets, and mobile devices that target vocabulary, pronunciation, reading, and language skills in an engaging way for young learners. Best practices emphasized immersing children in their native culture and language while incorporating music, pictures, and interactivity.
The document provides instructions for applying to the MBA program at the University of Florida. It outlines the 7 steps in the application process which include completing the application, supplemental materials, taking required tests (GMAT, TOEFL), submitting additional documents (resume, letters of recommendation, transcripts), potentially participating in an interview if invited, receiving an admissions decision, and submitting a deposit if accepted. It also describes the admission criteria such as requiring a bachelor's degree, 2+ years of work experience, strong academic ability and test scores, interpersonal and communication skills, and managerial promise.
This document summarizes an official transcript from Kansas State University. It provides instructions for verifying the authenticity of the digitally signed transcript, including checking for a valid digital certificate and signature. It also lists tests that can be done to validate that the transcript is an original, unaltered document from KSU, such as applying bleach or photocopying. The transcript legend defines various terms and policies related to KSU academic records, such as grading, honors, transfers, and withdrawals.
John Dellatto Columbia Official TranscriptJohn Dellatto
This official transcript from Columbia University documents the academic record of John Michael Del Latto Jr. It lists the courses taken in each semester from Fall 2014 to Spring 2016, including subject, course title, credits earned, and grades. It also notes the student's cumulative GPA each semester and any academic honors earned like the Dean's List. The transcript is digitally signed and contains a digital certificate that can be validated to authenticate it as an official record from Columbia University.
The document provides instructions for applying for an initial teaching license in Virginia. It outlines 8 steps to complete including submitting an application form, paying a fee, obtaining college/university verification, submitting experience reports, assessment scores, transcripts, copies of other licenses, and certification of child abuse training. It explains the criteria for initial licensure in Virginia and requirements regarding assessments, technology standards, emergency training, and a child abuse recognition course.
This document provides instructions for applying for an initial teaching license or division superintendent license in Virginia. Applicants must submit a completed application form, pay the application fee, and provide documents verifying their education, experience, training in child abuse recognition and emergency first aid/CPR, and other licensing requirements. Incomplete applications will not be processed. All materials should be submitted together in a single packet to the Virginia Department of Education Division of Teacher Education and Licensure.
This document provides guidance for seniors on completing their college application process. It outlines steps that should have already been taken, such as requesting recommendation letters and visiting schools. It also lists upcoming tasks like meeting with a counselor, attending a college fair, completing applications including essays and fees, and requesting transcripts and letters of recommendation. Finally, it discusses financial aid, important deadlines, dual enrollment options, and thanks students for attending the guidance meeting.
Procedures for illinois teacher certification december 2011 - presentations...Aurora University
This document outlines the 4-step procedures for obtaining an Illinois teacher certification from Aurora University:
1. Complete the Illinois State Board of Education application form with personal and academic information.
2. Fill out the state-approved program verification form.
3. Request an official transcript from Aurora University to be sent to the registrar.
4. Mail the completed forms and transcript request to the registrar, who will endorse the application and send official transcripts to begin the certification process online with ISBE.
The document is an official transcript from Herzing University detailing a student's academic record, including courses taken, grades received, GPA, academic honors, and degree awarded. It contains security features to authenticate that it has not been altered, including a digital signature and displaying a blue ribbon if validated online. The summary advises rejecting the transcript if these security features are not present or cannot be validated.
PetroSync - IWCF Well Intervention Pressure Control Level 3 & 4PetroSync
This program is offered with either IWCF or IADC certification and follows new progressive, role specific curriculum. Each course concludes with up to 5 closed-book examinations leading to the required certificate of competence in well intervention.
PetroSync - IWCF Well Intervention Pressure Control Level 2PetroSync
The compulsory examinations are : Principles & Producers, Completion Operations, and additional minimum of 1 examination is required from Coil Tubing Operation, Wireline Operations or Hydraulic Workover Snubbing) Operations.
The document provides information about resources and events to help graduates prepare for commencement at Cal State Fullerton. It outlines the graduation workshop covering topics like grad checks, academic advising, commencement videos, GradFest events, commencement tickets, ceremonies and more. GradFest is highlighted as an opportunity for graduates to purchase regalia, pick up free tickets, order announcements and more. Ticket distribution details and locations are also summarized.
This document provides information about admission procedures and requirements for Al Amanah Islamic University. Students must apply before the semester begins and have a minimum 2.0 GPA. Requirements include completing an application, paying a $100 fee, and submitting transcripts and photos. Tuition is currently waived, with a $30 per credit hour fee. Transfer students must also meet admission criteria and may receive credit for assessments, prior coursework, or experiential learning. Key application documents and dates are listed.
The document outlines PEAC's alternative recertification protocols for the 2020-2021 school year in light of the COVID-19 pandemic. It discusses conducting recertification remotely and digitally using online platforms to assess institutional quality and compliance with standards within quarantine parameters. Evidence of compliance will be submitted digitally through documents, video recordings, and online meetings. Schools must show continued efforts to meet standards and how programs have been adapted for the interim. A school recovery and readiness assessment tool and plan are presented to help schools address concerns from the pandemic and transition to different learning modalities.
The Fire Science Diploma program and associated certificate programs at Moultrie Technical College prepare students for careers in firefighting and fire leadership. The diploma programs include Fire Science Technology, Firefighter/EMT, and certificate programs include Firefighter I & II, Fire Company Officer, and Fire Officer I & II. The programs provide classroom and hands-on training to develop the skills and qualifications needed for fire service jobs and certifications. Completion times range from one term for certificates to five terms for the diploma programs.
RMCAAT Exam Dates, Fees, Eligibility & Notification
RTU (Rajasthan Technical University ) The RTU conducts RMCAAT earlier called RMCAAP for students looking to gain admission into the MCA Program. It is a state-level exam.
State-Level Examination -1. The Means only individuals who are the state of residence can take the exam.
2. Students who reside of the State are eligible to apply for RMCAAT, however for 2021, it will be replaced by NIMCET which means that admissions to admission to the MCA Program will be based on the student's NIMCET score. NIT Raipur conducts NIMCET Exam.
3. Usually RTU is the one to conduct the test, however in 2014, the Board of Technical Education, Jodhpur was conducting the exam. RMCAAT is conducted in June or May.Read more.
https://www.cheggindia.com/entrance-exams/rmcaat/
Columbia Southern University University Catalog 7AD.docxMARRY7
Columbia Southern University | University Catalog 7
ADMISSIONS
Columbia Southern University (CSU) has an open admission
policy. Applications and enrollments are accepted throughout the
calendar year.
Admission Requirements
Undergraduate Programs
Unconditional admission requires applicants to self-certify
on the CSU application for admission and provide evidence
of graduation from an approved high school program, or the
equivalent, deemed acceptable to CSU. Acceptable evidence
includes a copy of an official high school transcript indicating the
date of high school graduation, a GED certificate indicating state
required passing scores or score sheet indicating state required
passing scores, a DD-214 indicating successful completion of
high school or a post-secondary transcript indicating the date
of graduation from an approved high school program. To meet
Federal Student Aid (FSA) eligibility requirements at CSU,
applicants must be admitted unconditionally.
Conditional admission allows applicants who have self-certified
graduation from an approved high school program, or the
equivalent, on the CSU application for admission to enroll
in a program for twelve (12) semester hours pending the
receipt of evidence of high school completion as required for
unconditional admission.
• Homeschooled students must demonstrate successful
completion of homeschooling at the secondary level as
defined by state law. A detailed guide for meeting the
CSU admission requirements is available in the CSU
Homeschooled Admission Guidelines located at http://www.
columbiasouthern.edu/admissions/homeschool.
• International students must self-certify as to successful
completion of the equivalent of Grade 12 in a U.S.
secondary school and provide an appropriately
authenticated official transcript issued by a governmental
authority that attests to the successful completion of a
program considered to be equivalent to an accredited high
school diploma or GED certificate. A detailed guide for
meeting the CSU admission requirements is available in the
CSU International Admission Guidelines located at http://
www.columbiasouthern.edu/admissions/international.
Verification and Exceptional Cases
All documents submitted for review to determine admission
status are subject to verification. If an applicant is selected by
CSU to verify successful high school completion, the applicant
must provide evidence of high school graduation deemed
acceptable by CSU. Applicants may use the CSU Transcript
Request Service and CSU will request the transcript on behalf
of the student. Verification may also be required if the U.S.
Department of Education selects a student for verification and
requests validation of high school graduation.
In the event that an applicant is not able to obtain an official
high school transcript due to natural disaster, the Registrar will
review an admission petition to determine admission eligibility.
In these ca ...
The document provides answers to frequently asked questions regarding teacher certification and renewal of certification in Florida. It explains that teachers are responsible for tracking and reporting their own renewal hours, which must total 120 hours over 5 years. It provides details on the renewal process, acceptable activities for earning hours, and how to report hours to the Florida Center for Instructional Support. Teachers should maintain records of their hours and contact their district's Master In-Service Coordinator when reporting or transferring hours.
This document provides answers to frequently asked questions regarding Florida teacher certification renewal requirements. It outlines that teachers must complete 120 in-service points every 5 years to renew their certificate, including 20 points in teaching students with disabilities. Teachers are responsible for tracking and reporting their own hours to the Florida Center for Instructional Support (FCIS) through their school's Master In-Service Coordinator. Hours can be earned through approved conferences, workshops and coursework, and must be in specific educational areas with matching component numbers. Teachers should maintain records and report hours annually to ensure credits are recorded correctly.
This document summarizes how to verify the authenticity of an official transcript from Trine University that was received either in printed or electronic format. For a printed transcript, the recipient can check security features on the document. For an electronic transcript, it will contain a digital certificate that can be validated by clicking on the signature properties. An invalid or unknown digital signature means the transcript should be rejected.
The document provides an overview of the Technical Education Database System (TEDS), which is used to collect and report student data for career and technical education programs in Kentucky. TEDS collects enrollment data, student outcomes, certifications and test scores to comply with federal reporting requirements and assess program effectiveness. The summary outlines the key information entered into TEDS, including student demographics, program enrollment, completion status, certifications and follow-up surveys. It also reviews the process for importing data from other systems and reporting timelines.
Similar to Purdue University Calumet Licensing Information - School of Education (20)
This document discusses using the SAMR model to integrate iPads into lessons. It provides an overview of the SAMR model and its four levels - substitution, augmentation, modification, and redefinition. Examples are given of how to apply each level to a civil war history lesson. The document also discusses choosing appropriate apps for content delivery and productivity. Tips are provided for digital citizenship and classroom management when using technology. Overall, the document aims to help educators meaningfully integrate iPads and apps into lessons using the SAMR model.
1:1 in the Elementary Setting: One Year LaterStaci Trekles
This document summarizes research on teachers' perceptions and use of iPads in a K-5 elementary school during the first and second years of a 1:1 iPad implementation program. In the second year, teachers felt more confident using iPads but actual iPad use decreased across subjects. While technical and administrative support improved, professional development was still lacking. Overall, the results suggest that sustaining meaningful educational technology integration requires ongoing training and support as teachers develop experience over multiple years.
Independence, Critical Thinking, and Blended LearningStaci Trekles
This document discusses blended learning and the importance of promoting independent learning and critical thinking in online environments. It provides an overview of what blended learning is and considerations for ensuring student readiness for online learning. Key aspects that make blended learning effective include having intrinsically motivated and independent students, readily available technology support, and strong time management skills. The document emphasizes developing self-regulation, problem-solving, and goal-setting skills in students through independent learning. It also includes rubrics and resources for assessing and planning effective blended learning programs.
This document discusses strategies for promoting academic integrity and preventing cheating. It provides an overview of common reasons why students cheat and various methods they use. It then outlines different technological tools that can be used to deter cheating, such as plagiarism detection software, locked browsers for online exams, and remote proctoring services. The document emphasizes the importance of also using pedagogical approaches like clearly communicating policies, teaching proper citation, and helping students with time management.
Differentiation and Apps: Understanding your students and course designStaci Trekles
This document discusses how technology can help differentiate instruction for students with unique learning needs. It defines differentiation as ensuring goodness of fit between a student's learning processes and curriculum/instruction. Technology allows for personalized learning adaptations and exposure to varied content. The document provides examples of technologies that can assist students with specific needs like slow processing speed or language difficulties. It also cautions that technology may not always be appropriate and outlines factors to consider when evaluating technologies for children.
Scholarship of Teaching and Learning - Data AnalysisStaci Trekles
Discussion of methods and tools to use for data analysis in SoTL projects, including available tools like Qualtrics, BlackBoard, and resources for qualitative analysis options.
Using Mnemonics to Engage Students and Improve Recall: The Simersong Story Staci Trekles
A presentation on the creation and use of creative musical mnemonics to improve retention and engagement in difficult subjects such as biology and anatomy. Includes discussion on how videos are created and provided to students, and student reaction.
Blended Learning: Doing it Right the First TimeStaci Trekles
This document discusses blended learning curriculum and how to do it effectively. It summarizes a study on factors that influence student engagement in online and blended learning. The study found that clear communication from teachers, meaningful assignments, and flexibility are important for student success. It also found that students may misjudge their readiness for online learning and need preparation and support. The document provides resources and a framework to help educators develop blended curriculum and support students. It emphasizes considering all areas like technology skills, time management, and instructor presence when planning blended programs.
QM Standards 2, 3, & 4: Objectives and AlignmentStaci Trekles
This document summarizes a Quality Matters boot camp for online course development. It provides guidance on creating measurable learning objectives, using formative and summative assessments, developing clear expectations for students, and selecting appropriate assessment methods. Recommendations are given for using multimedia like videos and interactive tools to enhance learning. Strategies are outlined for providing feedback to students and grading assessments within the course management system. A variety of online tools and additional resources are also referenced.
QM Standards 1 & 7: Course Beginnings and SyllabiStaci Trekles
Thank you for attending our Quality Matters Boot Camp. The boot camp provided guidance on using the Quality Matters rubric and standards to develop online courses, including mapping objectives, using folders and modules, and constructing accessible course menus. It also reviewed how to complete Quality Matters self-reviews.
A workshop about the ins and outs of assessment, including formative vs. summative assessment, and following each of Kirkpatrick's 4 levels, even in education, to produce higher-quality courses and programs that truly measure what they set out to measure.
Testing Tools: Qualtrics, BlackBoard, and RespondusStaci Trekles
A workshop on some of the testing and survey tools available at Purdue, including Qualtrics for anonymous surveys, BlackBoard for classroom testing, and Respondus for importing text documents into BlackBoard as tests.
A workshop on how to work with all students on an equal playing field, including making sure your courses are accessible to students with disabilities.
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
A workshop on specific tools that help mitigate academic integrity violations. Strategies for pedagogical ways to handle this issue are shared as well. Tools covered include SafeAssign, Respondus Lockdown Browser and Monitor, Remote Proctor Now, and ProctorU.
Assessment: Managing Tests, Projects, and Grade CenterStaci Trekles
A Fall 2015 workshop on how to manage tests, projects, and the Grade Center within BlackBoard. Includes tips on how to develop effective tests that measure what they intend to measure.
A workshop focused on aligning your course objectives to your assessments and activities planned for your course. Includes a discussion of the value of Bloom's Taxonomy within each domain to help you choose objectives that best match what you want students to learn. Also covers Quality Matters standards 2, 3, 4 and points to the online QM self-review tool.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. Passing Praxis I & II Scores
Degree Posted to Official Transcript
CPR Requirement Complete
3. Must Have a Valid Teaching License to be
Admitted to the Program
Can complete certification or Master’s Degree
Final Grades/Degree Posted to Official
Transcript
4. Teaching License Required for Entry to
Program
Passing SLLA Score
Degree Posted to Official Transcript
Letter From School Corp Verifying Years of
Teaching Experience
5. Completion of program
Final Grades Posted to Official Transcript
Confirmation from Advisor/Program Director
of Requirements Met
6. Degree Posted to Official Transcript
CPR Requirement if First Indiana Educators
License
7. Required for all Initial Educator Licenses
Required for all Renewals as of July 1, 2012
View Link for Requirements & Approved
Providers
http://www.doe.in.gov/student-
services/licensing/cpr-heimlich-maneuver-
aed-certification
9. Create Profile
Be Sure to Provide Valid-Current Email
Address in Application
Choose PUC as the Recommending Institution
Upload Copy of CPR Card (front & back)
Be Certain Requirements are Met Prior to
Applying
11. Initial license Applications Cannot be
Processed Until Grades and Degrees Have
Posted
Dec Grads-usually by Mid January
May Grads-usually by Mid June
All Applications are Processed in the Order
Received