The document proposes an alumni engagement plan called ROAR (Re-energized,
Outreach, Advocacy, Resources) with 4 phases: 1) Re-energizing the alumni association,
2) Interacting with students, 3) Career counseling and mentoring programs for each class,
4) Increasing alumni donations. It also proposes leasing campus buildings for alumni
offices and a bed & breakfast to increase alumni presence on campus. The goal is to
engage more alumni expertise with students to enhance academics at Lincoln University.
1) The document discusses creating a literate environment in the classroom by getting to know students as literacy learners, selecting appropriate texts, and adopting interactive, critical, and responsive instructional practices.
2) It emphasizes the importance of understanding students' interests in order to engage them and plan meaningful lessons. Selecting a balanced variety of texts aligned with instructional goals is also discussed.
3) The presentation describes using strategies like 3-2-1 to help students with comprehension and responding critically to texts. It aims to help students become strategic, lifelong readers.
The document lists various actions such as holding and hiding, running and eating, jumping and swimming, writing and watching, shooting and learning, buying and riding, biting and talking, and reading and helping.
1) O documento discute a implementação do ensino de espanhol no Brasil após a lei 11.161 de 2005, mencionando iniciativas do MEC como a inclusão de espanhol no PNLD e PNLEM.
2) Apresenta critérios para a avaliação de coleções didáticas no PNLD/PNLEM, como respeito à legislação e abordagem comunicativa e contextualizada.
3) Questiona se as propostas dos materiais em circulação refletem de fato esses princípios e as pesquisas sobre ensino e aprend
Pinterest is an up and coming form of social media that student organizations need to utilize. Check out this powerpoint on the ins and outs of pinterest and how it can help your organization thrive!
1) The document discusses creating a literate environment in the classroom by getting to know students as literacy learners, selecting appropriate texts, and adopting interactive, critical, and responsive instructional practices.
2) It emphasizes the importance of understanding students' interests in order to engage them and plan meaningful lessons. Selecting a balanced variety of texts aligned with instructional goals is also discussed.
3) The presentation describes using strategies like 3-2-1 to help students with comprehension and responding critically to texts. It aims to help students become strategic, lifelong readers.
The document lists various actions such as holding and hiding, running and eating, jumping and swimming, writing and watching, shooting and learning, buying and riding, biting and talking, and reading and helping.
1) O documento discute a implementação do ensino de espanhol no Brasil após a lei 11.161 de 2005, mencionando iniciativas do MEC como a inclusão de espanhol no PNLD e PNLEM.
2) Apresenta critérios para a avaliação de coleções didáticas no PNLD/PNLEM, como respeito à legislação e abordagem comunicativa e contextualizada.
3) Questiona se as propostas dos materiais em circulação refletem de fato esses princípios e as pesquisas sobre ensino e aprend
Pinterest is an up and coming form of social media that student organizations need to utilize. Check out this powerpoint on the ins and outs of pinterest and how it can help your organization thrive!
IIT in Sri Lanka offers several degree programs in Information Technology and Business Studies. Students have the option to continue their higher education at state universities or private universities. IIT implemented an e-learning program using the P3 Model and Baldrige Education Excellence Model, which divides tasks among planning, design, production, and evaluation teams. The e-learning program was piloted with 36 students across 2 modules, and evaluations found students were facilitated and learned in a better environment through new teaching methods.
Engaging with hard-to-reach groups through public libraries in Leicester, Eng...Hui-Yun Sung
This document summarizes a study exploring how public libraries in Leicester, England engage with "hard-to-reach" community groups. The study identified 7 key components for successful community engagement through interviews and observations at Leicester Central Library: belonging, being communicative, relevance, sustainability, flexibility, commitment, and being genuine. The research question examined the important aspects of community engagement through public libraries.
Wilfredo meets and falls in love with Madeline, an upper-class girl, but their different social backgrounds create obstacles for their relationship. Wilfredo waits for Madeline at a party, but she does not show up. They later speak at Madeline's work and realize that due to their social class differences, they cannot be together. The story follows Wilfredo as he works hard and graduates top of his class in engineering, blossoming into a successful man.
Las 10 reglas básicas de la netiqueta incluyen: 1) tratar a los demás en línea como quieres ser tratado, 2) seguir los mismos estándares de comportamiento que usarías en la vida real, y 3) ser consciente de dónde estás en el ciberespacio y comportarte de manera apropiada.
Este documento proporciona un análisis comparativo de herramientas web 2.0 para el aprendizaje colaborativo. Describe brevemente seis herramientas: Mindmeister, MediaWiki, People Aggregator, Google Docs, TWiki y Confluence. Luego evalúa estas herramientas según su capacidad para apoyar la comunicación, colaboración, edición de contenido y otras actividades de aprendizaje colaborativo.
The boy in the biscuit tin unabridged audio bookbookuit
Ibby stays with her aunt and finds her cousins Francis and Alex playing with a magic trick box. Ibby does not believe in magic until she witnesses Francis shrink down to miniature size after Alex uses the biscuit tin. The audiobook is about this magical event and is over 2 hours long, narrated by Ruth Sillers.
Este documento describe la evolución de la educación a distancia a través de cuatro generaciones, desde los años 1850 hasta la actualidad. Explica los diferentes medios, características de la comunicación y denominaciones utilizadas en cada generación. También analiza conceptos como el modelo síncrono y asíncrono, el aula virtual, e identifica los principales actores en el proceso formativo a distancia.
El documento resume las preferencias de estudiantes jóvenes en varias áreas como música, deportes, arte y literatura. Señala que a los estudiantes les gusta más la bachata y el reggaetón musicalmente, el baloncesto deportivamente, y las obras de Gabriel García Márquez literariamente. También les gusta más el arte moderno y el pintor Camille Pissarro.
This document outlines how to conduct a community study to investigate the languages present in a local area. It provides examples of activities students can do like collecting newspapers and signs in other languages, listening for foreign languages, and investigating how languages are used in local institutions. The document also recommends inviting community members to teach students about their home languages and cultures to strengthen home-school connections and cultural awareness. The overall goal is for students to research multilingualism in their own community through various hands-on methods.
Este documento discute a possibilidade de desenvolver a criticidade de alunos do ensino médio em uma escola pública através do ensino de inglês. A autora propõe que práticas de letramento crítico podem conectar o conhecimento escolar à realidade dos alunos e prepará-los para serem cidadãos autônomos e críticos. A pesquisa será realizada em uma escola no Rio de Janeiro e observando alunos do 1o ano do ensino médio.
Este documento describe los objetos virtuales de aprendizaje (OVA), que son recursos digitales distribuidos en internet con un propósito educativo. Los OVA se componen de metadatos que permiten describirlos y catalogarlos para su intercambio. Son reutilizables y potencian los procesos educativos al conectarlos con las tecnologías de la información y la comunicación.
This document provides a self-study report from Chandradhari Mithila College in Darbhanga, Bihar, India. Some key details:
- The college was founded in 1938 and has grown to around 6000 students and 43 permanent faculty members across 15 undergraduate and 12 postgraduate programs.
- The report covers the college's performance based on 7 criteria including curriculum, teaching, research, infrastructure, student support, governance and best practices.
- Under curriculum, the college works to regularly update and improve programs based on feedback. It offers some vocational courses in addition to traditional programs.
- Regarding teaching, the college emphasizes interactive learning and uses measures like remedial classes, projects and
The document is a student handbook for Lincoln College of New England that provides information to both current and prospective students. It includes sections on academic information such as advising, honesty, programs, requirements and policies. It also covers general policies, campus safety, student activities, conduct, housing and services. The handbook aims to outline important guidelines and resources available to support students during their time at the college.
The webinar provided best practices for colleges and community-based organizations (CBOs) to develop partnerships to support first-generation students. The panelists from various colleges and CBOs discussed finding and researching CBOs, developing communication systems, evaluating relationships, and lessons learned. They emphasized the importance of commitment, flexibility, transparency, and creating long-term relationships to improve college access and completion rates. Contact information was provided for representatives from Lawrence University, Holy Names University, College Track, and College Possible.
1 OHIO DOMINICAN UNIVERSITY Strategic Plan 2012-2.docxhoney725342
1
OHIO DOMINICAN UNIVERSITY
Strategic Plan 2012-2017
ROADMAP TO THE FUTURE
August 30, 2012
MISSION OF OHIO DOMINICAN UNIVERSITY:
As a Catholic liberal arts university in the Dominican tradition, Ohio Dominican University is guided in its
educational mission by the Dominican motto: to contemplate truth and to share with others the fruits of this
contemplation. Ohio Dominican educates all individuals committed to intellectual, spiritual and professional growth to
become lifelong learners committed to serving others in a global society, as ethical and effective leaders grounded in the
pursuit of truth, justice and peace.
VISION FOR OHIO DOMINICAN UNIVERSITY:
Ohio Dominican University has a strong regional reputation as a ‘first choice” institution. We are known for the high
quality of our faculty, staff and students. We embrace our Catholic and Dominican identity as well as our teaching
and learning excellence.
Our academic profile has greatly improved, and we are deeply committed to academic quality. Our curriculum is
robust, academically challenging, relevant and responsive to the changing and complex world we live in.
Our students are engaged and empowered. They graduate with a clear moral compass and a desire to contribute
meaningfully to society. They are well prepared for their chosen professions and motivated to make a significant
difference in their lives and others.
Our campus is beautiful and vibrant. Visitors are impressed by the sense of school spirit and a welcoming attitude.
Students participate in a robust variety of academic, artistic and athletic events displaying a distinctive ODU spirit.
We have achieved sustainable financial health, enabling us to reinvest our resources toward our most important
priorities. We have made the tough decisions necessary to diversify our funding streams, grow our endowment, and
achieve sustainable enrollment growth.
Technology is appropriately and sensibly infused throughout our campus, in our classes and operations. It enhances
teaching, learning and research.
2
ODU is strong academically and financially with the clear prospect for an ever brighter future within our grasp.
THE PLANNING PROCESS:
The Roadmap to the Future results from efforts of a 35-member task force comprised of
administrators, faculty and staff from across the University. Between September 2011 and April
2012, the task force met as a whole for six full days and spent many more hours gathering data and
working in smaller groups. Over 1,000 key stakeholders (alumni, faculty, staff, students, trustees,
Congregational members and community leaders) provided input about the challenges and
opportunities facing the University. Over the winter, members of the Planning Task Force worked
in committees to prepare a set of concept papers that contextualized the themes, explored the
challenges facing the University, and suggested ...
The document summarizes key aspects of the College Summit curriculum, which is used by almost 50,000 students and 800 educators nationwide. It provides a four-year scope and sequence to support students in creating and acting on a personalized postsecondary plan. The curriculum focuses on five core understandings: self-advocacy, college-career connection, academic excellence, college 101, and financial awareness. It includes teacher editions with lesson plans, assessments, and student editions to guide students through major tasks and milestones each grade.
The document outlines a reorganization and reaffirmation plan for the Alumni Association of Lincoln University (AALU). It notes that currently only one chapter is functional, officer positions are vacant, and less than 1% of alumni are dues-paying members. The plan proposes solutions such as filling vacancies, increasing membership and alumni giving, boosting alumni presence on campus, supporting academic and recruitment goals, and establishing the value of membership. The overall goal is to revitalize the AALU through improved structure, communication, and involvement of alumni.
This document provides a 3-year diversity plan for Montgomery College from 2010 to 2012. The plan identifies goals and objectives in 5 key areas: policies and procedures, college climate, recruitment and outreach, student success, and professional development. It was developed by a steering committee with input from stakeholders. The plan will be implemented by the Office of Equity and Diversity and overseen by the College President to promote diversity and inclusion among students, faculty and staff at the college.
This document outlines BCIT's strategic plan for 2014-2019. The plan was developed through extensive consultation with internal and external stakeholders. It reaffirms BCIT's vision, mission, and commitments. The plan identifies 7 strategic goals to focus on over the next 5 years, which will be implemented through annual operational plans. The context section notes key factors influencing BCIT's planning, such as increasing student diversity, demand for skilled workers in high-growth sectors, and the need to address BC's productivity gap. The plan aims to nurture talent, extend BCIT's reach, and ensure continuous renewal so the student experience exceeds expectations.
IIT in Sri Lanka offers several degree programs in Information Technology and Business Studies. Students have the option to continue their higher education at state universities or private universities. IIT implemented an e-learning program using the P3 Model and Baldrige Education Excellence Model, which divides tasks among planning, design, production, and evaluation teams. The e-learning program was piloted with 36 students across 2 modules, and evaluations found students were facilitated and learned in a better environment through new teaching methods.
Engaging with hard-to-reach groups through public libraries in Leicester, Eng...Hui-Yun Sung
This document summarizes a study exploring how public libraries in Leicester, England engage with "hard-to-reach" community groups. The study identified 7 key components for successful community engagement through interviews and observations at Leicester Central Library: belonging, being communicative, relevance, sustainability, flexibility, commitment, and being genuine. The research question examined the important aspects of community engagement through public libraries.
Wilfredo meets and falls in love with Madeline, an upper-class girl, but their different social backgrounds create obstacles for their relationship. Wilfredo waits for Madeline at a party, but she does not show up. They later speak at Madeline's work and realize that due to their social class differences, they cannot be together. The story follows Wilfredo as he works hard and graduates top of his class in engineering, blossoming into a successful man.
Las 10 reglas básicas de la netiqueta incluyen: 1) tratar a los demás en línea como quieres ser tratado, 2) seguir los mismos estándares de comportamiento que usarías en la vida real, y 3) ser consciente de dónde estás en el ciberespacio y comportarte de manera apropiada.
Este documento proporciona un análisis comparativo de herramientas web 2.0 para el aprendizaje colaborativo. Describe brevemente seis herramientas: Mindmeister, MediaWiki, People Aggregator, Google Docs, TWiki y Confluence. Luego evalúa estas herramientas según su capacidad para apoyar la comunicación, colaboración, edición de contenido y otras actividades de aprendizaje colaborativo.
The boy in the biscuit tin unabridged audio bookbookuit
Ibby stays with her aunt and finds her cousins Francis and Alex playing with a magic trick box. Ibby does not believe in magic until she witnesses Francis shrink down to miniature size after Alex uses the biscuit tin. The audiobook is about this magical event and is over 2 hours long, narrated by Ruth Sillers.
Este documento describe la evolución de la educación a distancia a través de cuatro generaciones, desde los años 1850 hasta la actualidad. Explica los diferentes medios, características de la comunicación y denominaciones utilizadas en cada generación. También analiza conceptos como el modelo síncrono y asíncrono, el aula virtual, e identifica los principales actores en el proceso formativo a distancia.
El documento resume las preferencias de estudiantes jóvenes en varias áreas como música, deportes, arte y literatura. Señala que a los estudiantes les gusta más la bachata y el reggaetón musicalmente, el baloncesto deportivamente, y las obras de Gabriel García Márquez literariamente. También les gusta más el arte moderno y el pintor Camille Pissarro.
This document outlines how to conduct a community study to investigate the languages present in a local area. It provides examples of activities students can do like collecting newspapers and signs in other languages, listening for foreign languages, and investigating how languages are used in local institutions. The document also recommends inviting community members to teach students about their home languages and cultures to strengthen home-school connections and cultural awareness. The overall goal is for students to research multilingualism in their own community through various hands-on methods.
Este documento discute a possibilidade de desenvolver a criticidade de alunos do ensino médio em uma escola pública através do ensino de inglês. A autora propõe que práticas de letramento crítico podem conectar o conhecimento escolar à realidade dos alunos e prepará-los para serem cidadãos autônomos e críticos. A pesquisa será realizada em uma escola no Rio de Janeiro e observando alunos do 1o ano do ensino médio.
Este documento describe los objetos virtuales de aprendizaje (OVA), que son recursos digitales distribuidos en internet con un propósito educativo. Los OVA se componen de metadatos que permiten describirlos y catalogarlos para su intercambio. Son reutilizables y potencian los procesos educativos al conectarlos con las tecnologías de la información y la comunicación.
This document provides a self-study report from Chandradhari Mithila College in Darbhanga, Bihar, India. Some key details:
- The college was founded in 1938 and has grown to around 6000 students and 43 permanent faculty members across 15 undergraduate and 12 postgraduate programs.
- The report covers the college's performance based on 7 criteria including curriculum, teaching, research, infrastructure, student support, governance and best practices.
- Under curriculum, the college works to regularly update and improve programs based on feedback. It offers some vocational courses in addition to traditional programs.
- Regarding teaching, the college emphasizes interactive learning and uses measures like remedial classes, projects and
The document is a student handbook for Lincoln College of New England that provides information to both current and prospective students. It includes sections on academic information such as advising, honesty, programs, requirements and policies. It also covers general policies, campus safety, student activities, conduct, housing and services. The handbook aims to outline important guidelines and resources available to support students during their time at the college.
The webinar provided best practices for colleges and community-based organizations (CBOs) to develop partnerships to support first-generation students. The panelists from various colleges and CBOs discussed finding and researching CBOs, developing communication systems, evaluating relationships, and lessons learned. They emphasized the importance of commitment, flexibility, transparency, and creating long-term relationships to improve college access and completion rates. Contact information was provided for representatives from Lawrence University, Holy Names University, College Track, and College Possible.
1 OHIO DOMINICAN UNIVERSITY Strategic Plan 2012-2.docxhoney725342
1
OHIO DOMINICAN UNIVERSITY
Strategic Plan 2012-2017
ROADMAP TO THE FUTURE
August 30, 2012
MISSION OF OHIO DOMINICAN UNIVERSITY:
As a Catholic liberal arts university in the Dominican tradition, Ohio Dominican University is guided in its
educational mission by the Dominican motto: to contemplate truth and to share with others the fruits of this
contemplation. Ohio Dominican educates all individuals committed to intellectual, spiritual and professional growth to
become lifelong learners committed to serving others in a global society, as ethical and effective leaders grounded in the
pursuit of truth, justice and peace.
VISION FOR OHIO DOMINICAN UNIVERSITY:
Ohio Dominican University has a strong regional reputation as a ‘first choice” institution. We are known for the high
quality of our faculty, staff and students. We embrace our Catholic and Dominican identity as well as our teaching
and learning excellence.
Our academic profile has greatly improved, and we are deeply committed to academic quality. Our curriculum is
robust, academically challenging, relevant and responsive to the changing and complex world we live in.
Our students are engaged and empowered. They graduate with a clear moral compass and a desire to contribute
meaningfully to society. They are well prepared for their chosen professions and motivated to make a significant
difference in their lives and others.
Our campus is beautiful and vibrant. Visitors are impressed by the sense of school spirit and a welcoming attitude.
Students participate in a robust variety of academic, artistic and athletic events displaying a distinctive ODU spirit.
We have achieved sustainable financial health, enabling us to reinvest our resources toward our most important
priorities. We have made the tough decisions necessary to diversify our funding streams, grow our endowment, and
achieve sustainable enrollment growth.
Technology is appropriately and sensibly infused throughout our campus, in our classes and operations. It enhances
teaching, learning and research.
2
ODU is strong academically and financially with the clear prospect for an ever brighter future within our grasp.
THE PLANNING PROCESS:
The Roadmap to the Future results from efforts of a 35-member task force comprised of
administrators, faculty and staff from across the University. Between September 2011 and April
2012, the task force met as a whole for six full days and spent many more hours gathering data and
working in smaller groups. Over 1,000 key stakeholders (alumni, faculty, staff, students, trustees,
Congregational members and community leaders) provided input about the challenges and
opportunities facing the University. Over the winter, members of the Planning Task Force worked
in committees to prepare a set of concept papers that contextualized the themes, explored the
challenges facing the University, and suggested ...
The document summarizes key aspects of the College Summit curriculum, which is used by almost 50,000 students and 800 educators nationwide. It provides a four-year scope and sequence to support students in creating and acting on a personalized postsecondary plan. The curriculum focuses on five core understandings: self-advocacy, college-career connection, academic excellence, college 101, and financial awareness. It includes teacher editions with lesson plans, assessments, and student editions to guide students through major tasks and milestones each grade.
The document outlines a reorganization and reaffirmation plan for the Alumni Association of Lincoln University (AALU). It notes that currently only one chapter is functional, officer positions are vacant, and less than 1% of alumni are dues-paying members. The plan proposes solutions such as filling vacancies, increasing membership and alumni giving, boosting alumni presence on campus, supporting academic and recruitment goals, and establishing the value of membership. The overall goal is to revitalize the AALU through improved structure, communication, and involvement of alumni.
This document provides a 3-year diversity plan for Montgomery College from 2010 to 2012. The plan identifies goals and objectives in 5 key areas: policies and procedures, college climate, recruitment and outreach, student success, and professional development. It was developed by a steering committee with input from stakeholders. The plan will be implemented by the Office of Equity and Diversity and overseen by the College President to promote diversity and inclusion among students, faculty and staff at the college.
This document outlines BCIT's strategic plan for 2014-2019. The plan was developed through extensive consultation with internal and external stakeholders. It reaffirms BCIT's vision, mission, and commitments. The plan identifies 7 strategic goals to focus on over the next 5 years, which will be implemented through annual operational plans. The context section notes key factors influencing BCIT's planning, such as increasing student diversity, demand for skilled workers in high-growth sectors, and the need to address BC's productivity gap. The plan aims to nurture talent, extend BCIT's reach, and ensure continuous renewal so the student experience exceeds expectations.
This document provides a summary of key information for students at the Institute of Lifelong Learning (LILL) at the University of Leicester for the 2010-2011 academic year. It outlines the structure of courses and modules, university regulations, attendance policies, illness procedures, teaching and learning resources like Blackboard, progression requirements, fees and finances, assessment policies, facilities and support services, and complaint and appeals processes. The goal is to give students all the basic information needed to be successful in their studies at LILL and the University of Leicester.
This document provides a summary of key information for students at the Institute of Lifelong Learning (LILL) at the University of Leicester for the 2010-2011 academic year. It outlines the structure of courses and modules, university regulations, attendance policies, illness procedures, teaching and learning resources like Blackboard, progression requirements, fees and finances, assessment policies, facilities and support services, and contact details for LILL staff. The purpose is to give students all the basic information needed to be a successful student on a LILL programme.
The document is the annual report from the University Students' Council (USC) of Western University. It provides:
1) A message from the USC President/CEO highlighting the USC's commitment to strategic planning, values, accountability, and stakeholder engagement as outlined in their 2012 Long Term Plan.
2) An overview of the USC's mission, vision, pillars of principle, and executive council members.
3) An executive summary of the USC's successes over the past year, including overhauling their governance structure, record sales in food and beverage, and renovating their conference center. It also discusses creating a new Creative Services Department to streamline design and printing services for
The Pilgrim Program is a unique program designed by New England College to help undergraduate international students adjust to life at the college, American culture, and the classroom. The year-long program provides English language courses, courses in other subjects, out-of-classroom experiences, peer mentoring, and involvement in an International Student Association. The goals of the program are for students to be satisfied, experience a liberal arts education, develop social and intercultural skills, and increase civic engagement. The program aligns with New England College's mission of creating a supportive learning community that challenges personal and social growth. Inputs for the program include staff, classroom space, funding, and transportation resources to support programming.
The 2013-2014 Barstow Community College Fact Book provides data and statistics about the college's student population, enrollment trends, student outcomes, courses, programs, faculty and staff. Some key highlights include:
- The Latino student population has increased and now makes up 38.1% of the total, closer to the 42% Latino population in the service area.
- More students are stating goals of completing associate degrees and transferring to four-year institutions.
- Success rates in credit courses have stabilized after hitting a low of 65.9% in 2010-2011, reaching 71.4% in 2013-2014.
- The distance education program accounts for about half of all course enrollments, with more students
The document provides a SWOT analysis for International Islamic University Chittagong (IIUC) in Bangladesh. It outlines the university's strengths as having separate facilities for male and female students and over 24 years of experience in education. Weaknesses include an inadequate research culture and lack of opportunities for continuing education. Opportunities exist in offering financial assistance to students and international exchange programs. Threats are the absence of effective degree accreditation and experienced staff leaving for other opportunities. The document concludes SWOT analysis can help identify strengths, weaknesses, opportunities, and threats to develop strategic plans.
The document proposes an inaugural "Alumni Week" at Plymouth University in April 2016 to raise awareness of alumni engagement and showcase how alumni can support the university. Activities will include launching a digital campaign to reconnect with lost alumni, an alumni portrait exhibition, events in key cities, and initiatives to promote student mentoring and employability. The goal is to increase alumni engagement by updating alumni records, recruiting mentors and volunteers, collecting alumni stories, and growing social media followers. The Alumni Advisory Board is asked to provide feedback on the proposed approach.
The document outlines the vision, mission, and goals of the King's University College Students' Council (KUCSC) to exemplify and empower the student experience. The KUCSC's 5 pillars are to be enriching and ethical, diplomatic and student-driven, engaging and supportive, accessible, and democratic, independent and collaborative. Long-term goals include creating an environment of care, compassion and collaboration; increasing visibility and understanding of the council; and effective advocacy and representation. Yearly goals for 2016-2019 include reviews of executive portfolios, student engagement, communications strategies, athletics programs, budgets, and strategic planning to best serve students.
The document outlines Dominican University of California's strategic plan for 2011-2015. The plan aims to transform the university through initiatives focused on capacity building, accountability, agility, and innovation. Key goals include strengthening academic programs, expanding enrollment in targeted areas, improving student outcomes, and ensuring financial sustainability to allow the university to adapt to future challenges. The strategic plan was developed through extensive consultation and identifies specific initiatives, metrics, and responsibilities to guide the university's development over the five-year period.
The document outlines a midterm project to develop mission, vision, value, and goal statements for a school district. It provides examples of statements for the mission, vision, curriculum and instruction, staff and personnel, climate, community, and values and goals of the School District of Elmbrook. The strategic plan includes targets in three key areas: student learning, fiscal responsibility, and connected learning community. References are also provided.
EducationUSA Weekly Update, #330, May 20, 2013EducationUSA
This document summarizes various scholarships, fellowships, programs and surveys. It provides information on scholarships available at Keck Graduate Institute, a summer credit program at Mount Holyoke College, Concordia University adding an accounting major, an English seminar for international students at Syracuse University, studying in Colorado, an English academy program in New York or San Francisco, and a social media survey from EducationUSA. Contact information and links are provided for further details on each opportunity.
This document provides a strategic plan for the Bermuda Public School System for 2010-2015. It outlines the vision, mission, strategic priorities and student target outcomes of the plan. The strategic priorities include implementing an internationally recognized curriculum, improving teaching quality, strengthening leadership, increasing accountability and transparency, maximizing community involvement, improving efficiency, and enhancing school culture and climate. The plan provides an executive summary of the strategic priorities and goals. It also includes letters of support from the Minister of Education, Board Chairman and Commissioner of Education. The full plan document contains additional sections on governance, current performance data, history of consultations, budget, and appendices. The overall aim is to improve student outcomes and ensure Bermudian students can compete locally
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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1. LINCOLN UNIVERSITY
R.O.A.R. ALUMNI
WEBINAR 2012
Saturday, March 24th
Welcome!
Produced by Lancaster Craig & Associates
Raleigh, NC
2. LINCOLN UNIVERSITY
The LU Alumni ROAR Proposal
Presented by the Ad Hoc Committee of the Class of 1976
BACKGROUND
A concerned group of Lincoln alumni, primarily Class of 1976, has been
meeting since their 35th reunion in May with proactive aspirations of building
a consensus agenda amongst LU’s general alumni for offering their fellow
alums the best of their collective expertise, experience, both life and
professional, to the university and the current students therein enrolled.
Over the course of the past few months, we have sought to devise a plan of
action that could more directly and consistently engage alumni with the LU
administration and student body. We think we have a viable and necessary
interactive agenda that furthers our goals and objectives and is consistent
with the university’s stated mission.
3. LINCOLN UNIVERSITY
The following is a synopsis of our action plan. We would
appreciate your consideration and thoughtful input:
PHASE I – AALU Re-energized
First, we recognize the need for the Alumni Association of Lincoln
University (AALU) to be more proactive and visible on Lincoln’s
campus.
The AALU needs to be a more cohesive group with a sharper focus
on functionality and efficacy.
4. LINCOLN UNIVERSITY
The LU Alumni ROAR Proposal
Presented by the Ad Hoc Committee of the Class of 1976
PHASE I – AALU Re-energized
Our goal is to generate greater interest amongst alumni
through increased interaction with the university and the
student body. Therefore, we propose to initiate a movement
within the AALU to revisit its stated mission, shore up its administrative
capacity, enhance its communication toolbox and create an advocacy
strategy and process that will allow it play a larger support role of
University Administration initiatives with public officials.
5. LINCOLN UNIVERSITY
PHASE II – Interacting with Student Body
Second, we propose that AALU initiate an action plan to more
directly and consistently engage with students to maximize
their LU learning experience.
We propose to blend our interactive student enrichment effort
with initiative already in place at the Career Services and Academic Affairs
Offices.
The thrust of our proposal will be to recruit certified and/or experienced
professionals amongst the AALU membership to volunteer time, resources.
Information and experiences about their career paths upon graduation and
the things students need to do to maximize their academic opportunities at
Lincoln.
6. LINCOLN UNIVERSITY
POLL QUESTION # 1
Q: Since you’ve graduated, how many times have you visited
the campus?
Ansr: (A) never
(B) 1-5 times
(C) 6-10 times
(D) every year
7. LINCOLN UNIVERSITY
POLL QUESTION # 2
Q: How many times have you attended an LU function away
from campus?
Ansr: (A) never
(B) 1- 5 times
(C) 6 -10 times
(D) every chance I get.
8. LINCOLN UNIVERSITY
Therefore, we propose the following:
FINANCIAL LITERACY (Freshmen)
PERSONAL DEVELOPMENT (Sophomore)
CAREER COUNSELING (Junior)
MENTORING (Senior)
9. LINCOLN UNIVERSITY
POLL QUESTION # 3
Q: Have you responded to President Jennings’ proposal to
engage alumni on the campus?
Ansr: (A) Yes (B) No
10. LINCOLN UNIVERSITY
A. FINANCIAL LITERACY (Freshmen)
1. Personal
a. Understanding Financial Concepts and Using Credit Wisely
b. Balancing a Checkbook/Savings Account
c. Building personal wealth/Estate Planning
2. National
a. Direct impact of national economy on personal finances
b. Understanding economic surveys/reports and their relationships to
personal finances
c. Where do you fit in?
3. Economic Environment
a. What is economic policy and how does it affect you?
b. Understanding globalization and its consequences
c. What are the politics behind economics and vice versa?
11. LINCOLN UNIVERSITY
B. PERSONAL DEVELOPMENT (Sophomore)
1. Choices and Consequences
a. For every choice an equal or greater consequence
b. Flexibility in decision-making/ Options built in
c. Due Diligence
2. Developing Personal Independence
a. Who are you and what do you want to be?
b. What do you have to do to be who you want to be?
c. Personal Accountability and Problem Solving/Conflict Resolution
3. Global View
a. Evaluate and Assess the world politically, economically and socially
b. Where do you fit in?
c. Is conformity worth the level of independence you strive to achieve?
12. LINCOLN UNIVERSITY
C. CAREER COUNSELING (Junior)
2. Available Opportunities
a. Reading and understanding the USD of Labor’s Career Guide
b. How extensive is your personal network?
c. How prepared are you to take on opportunities?
2. Career vs. Job
a. What is the difference?
b. How does either fit into your goals and objectives?
c. How/What to do to get it the way you want it and what to do if you can’t
3. Entrepreneurship
a. What is it and what does it mean to you?
b. How do you prepare to be your own boss and create your own opportunities?
c. Managing Accountability/Leadership Development
13. LINCOLN UNIVERSITY
Increase Alumni giving to LU
a. The fundraising aspect of our agenda must first address the financial
survival of the AALU. An annual budget to operate the association is in order
and an annual financial commitment by the association to contribute to LU
must be established.
b. Our recommendation for discussion purposes calls for raising the bar on
alumni contributions to AALU. We must press alumni to buy-in to giving
AALU a monthly contribution for 60 months (the time period between 5-year
reunions). This strategy serves dual purposes in that it gives the AALU a
strong enough revenue stream to actually plan and execute events pertinent
to its growth and survival; and it has the potential to generate a substantial
pot of funds to contribute to LU on an annual basis separate from what
individual classes may contribute every five years.
14. LINCOLN UNIVERSITY
D. MENTORING (Senior)
1. Intern Programs
a. Gauging opportunity in the work force
b. Hands-on Apprenticeships for satisfaction discovery
c. A foot in the Door
2. Hobbies and Volunteerism
a. Avocation as a satisfaction quotient
b. Broadening your horizons
c. All work and no play?
3. Knowledge Transfer
a. Direct contact with a successful person or business enterprise
b. Appreciating similarities but applauding differences
c. Preparing yourself for leadership vicariously.
15. LINCOLN UNIVERSITY
POLL QUESTION # 4
Q: Are you willing to serve as a -
Ansr: (1) mentor
(2) recruiter
(3) intern sponsor
(4) guest lecturer?
16. LINCOLN UNIVERSITY
The LU Alumni ROAR Proposal
Presented by the Ad Hoc Committee of the Class of 1976
We are seeking the university’s support for this initiative with the caveat that,
formalization of the final program will undergo faculty and staff review for
consistency and relevancy to what students are experiencing in the
classroom.
We see the AALU Student Enrichment Plan as an extension of the university
curriculum and seek to provide real world anecdotal experience through
planning, presentations, internships, counseling, mentoring and creative
problem solving.
17. LINCOLN UNIVERSITY
The LU Alumni ROAR Proposal
Presented by the Ad Hoc Committee of the Class of 1976
To Professionalize the Operation and Management of the Alumni
Association and to secure a presence on campus, we propose
leasing of two buildings from the University:
• The Lincoln House – to be converted and used as the Alumni
Association Office and museum
• Bond House – to be turned into a “Bed & Breakfast Social Center” for
visitors wishing to stay overnight/weekends on campus.
18. LINCOLN UNIVERSITY
What we are proposing above all is to be open to the university’s input and
partnership, so that we can raise the academic bar at Lincoln University. Our
goal is to engage enough alumni expertise with the student body in diverse
ways.
Let’s put LU back in the leadership position amongst HBCUs and other
institutions of higher learning across the country.