UCL ISOP September 2017 - Making up a Programme of Study Charlotte Odell
A guide for affiliate students arriving at UCL in September 2017, on how to make up your programme of study. Includes details on assessment and information on how to register for modules on Portico, the UCL Student Information Service.
3.2 Implementation of DS: USEK Experience and ApproachLEBPass Project
3.2 Revised institutional policies and procedures within Lebanese Partner Institutions
Presented by: Randa Al Chidiac, Holy Spirit University of Kaslik (USEK), Lebanon
UCL ISOP January 2017 - Making up a Programme of Studywdurdle
A guide for affiliate students arriving at UCL in January 2017, on how to make up your programme of study. Includes details on assessment and information on how to register for modules on Portico, the UCL Student Information Service.
3.2 Implementation of DS: LAU Experience and ApproachLEBPass Project
3.2 Revised institutional policies and procedures within Lebanese Partner Institutions
Presented by: Dr. Diane Nauffal, Lebanese American University (LAU), Lebanon
UCL ISOP September 2017 - Making up a Programme of Study Charlotte Odell
A guide for affiliate students arriving at UCL in September 2017, on how to make up your programme of study. Includes details on assessment and information on how to register for modules on Portico, the UCL Student Information Service.
3.2 Implementation of DS: USEK Experience and ApproachLEBPass Project
3.2 Revised institutional policies and procedures within Lebanese Partner Institutions
Presented by: Randa Al Chidiac, Holy Spirit University of Kaslik (USEK), Lebanon
UCL ISOP January 2017 - Making up a Programme of Studywdurdle
A guide for affiliate students arriving at UCL in January 2017, on how to make up your programme of study. Includes details on assessment and information on how to register for modules on Portico, the UCL Student Information Service.
3.2 Implementation of DS: LAU Experience and ApproachLEBPass Project
3.2 Revised institutional policies and procedures within Lebanese Partner Institutions
Presented by: Dr. Diane Nauffal, Lebanese American University (LAU), Lebanon
The Official Welcome talk from the UCL International Student Orientation Programme (ISOP) in January 2017, for affiliate students. Contains information on module registration and settling in to UCL.
Presentation on the relationship of the Certification of Teaching Capacity (CTC) form and the NC Educator Evaluation System for UNCP Spring 2013 Student Interns.
Washington community and technical colleges competency-based business transfer degree webinar focusing on curriculum development, faculty and completion coach roles
The Official Welcome talk from the UCL International Student Orientation Programme (ISOP) in January 2017, for affiliate students. Contains information on module registration and settling in to UCL.
Presentation on the relationship of the Certification of Teaching Capacity (CTC) form and the NC Educator Evaluation System for UNCP Spring 2013 Student Interns.
Washington community and technical colleges competency-based business transfer degree webinar focusing on curriculum development, faculty and completion coach roles
The Structure:
• Accountability*
• Assessment
• Graduation Plans
The Intent:
The goals:
• the development of a more
diverse workforce
• sending students to the
postsecondary level more
prepared
• The understanding is that each
student’s path to the workforce
is unique
BC Distributed Learning Administrators Meeting Sept 2013Tim Winkelmans
Collection of slides used for basic training and for main agenda portions of annual meeting of BC Distributed Learning Administrators and BC Ministry of Education. Includes policy and data updates.
Planning and Registration for Student SuccessSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2018 by: Dan Kellogg, Registrar.
The University of Wisconsin Flexible Option competency-based programs enable students to earn their degrees by demonstrating knowledge and concrete skills at their own pace. As part of the enrollment process, a student is assigned to an Academic Success Coach, and both will work together to develop an Academic Plan of Study (APS) that determines the number of competency-based projects in which the student will enroll over the span of three months to one year. The APS also serves as a foundation for the registration process for a 3-month subscription period within that year. Explore how the University of Wisconsin-Extension Registrar's Office works with Academic Success Coaches and their students using an extended Salesforce HEDA model, Opportunities, and Course Connections for the academic planning and registration process.
Watch a recording of this presentation: https://youtu.be/LDkoICKZ_5o
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How libraries can support authors with open access requirements for UKRI fund...
NCICU Deans Sept 2014
1. NCICU Teacher Education Deans Meeting
High Point University
September 5, 2014
http://ihe.ncdpi.wikispaces.net
2. Priority I: Communication
• NCDPI IHE website updates
– www.ncpublicschools.org/ihe
• LicSal access – limit to 2/campus
• 3 DPI listservs
– EdDeans
– EdPrepAdministration (licensure, Title II
reporting, IHE Reports, etc.)
– IHEFaculty
3. Priority I: Communication
• Praxis I/Praxis CORE – admission tests
• Candidates must have passed all 3
components of Praxis I prior to the first day
of Fall 2014 classes in order to
“grandfathered in”
• SAT/ACT exemptions also apply to Praxis
CORE testing.
4. Priority I: Communication
Licensure Exam Changes
• Per NCGS 115C-296 – the SBE must permit
applicants to meet licensure exam
requirements during their second year of
teaching provided the exam(s) were taken
at least once during the first year of
teaching.
• However, we must also comply with federal
requirements
5. Priority I: Communication
Licensure Exam Changes
• Praxis II requirements effective July 1, 2014
• See handout on wiki for details
• Middle grades, secondary, & K-12 subjects
(with the exception of EC licensure areas)
are now required to take Praxis II.
• ETS website has the current testing
requirements.
6. Priority I: Communication
Elementary Exam Changes
Before Oct. 1, 2014
• Praxis II 0511/5511
– Must be passed prior
to IHE
recommendation (to
meet federal HQ
requirements)
As of Oct. 1, 2014
• Foundations of
Reading
• General Curriculum
(both subtests)
– New Pearson tests
must be passed prior
to IHE
recommendation
7. Priority I: Communication
Special Ed: G.C. Exam Changes
Before Oct. 1, 2014
• Praxis II 0543/5543 &
Praxis II 0511/5511
– Must be passed prior to
IHE recommendation (to
meet federal HQ
requirements)
As of Oct. 1, 2014
• Praxis II 0543/5543
– must be passed prior to IHE
recommendation (federal HQ)
• Foundations of Reading &
• General Curriculum (both
subtests)
– New Pearson tests must be
taken at least once during first
year of teaching, passed during
2nd year.
8. Priority I: Communication
Licensure Exam Changes
• Elementary & Special Ed: General
Curriculum Pearson Licensure Exam Scores
effective October 1, 2014
– Foundations of Reading – 229
– General Curriculum: Multi-Subject – 227
– General Curriculum: Mathematics - 227
9. Priority I: Communication
• Online Modules for IHE Faculty to Use as
Test Prep Resources housed at
https://center.ncsu.edu/ncpd/
– Preparation for Foundation of Reading
Licensure Exam
– Preparation for the N.C. General Curriculum
Mathematics Subtest
10. Priority I: Communication
• NCGS & SBE policy do not prohibit campuses from having
policies that are more rigorous than state requirements
• Several campuses are considering requiring General
Curriculum exam (take and/or pass) as part of the TEP
admission process.
– What’s your campus doing?
• Several campuses are considering requiring candidates to
taken and/or pass licensure exams prior to IHE
recommendation.
– What’s your campus doing?
11. Priority I: Communication
• Graduate pay update
• "SECTION 8.22. Notwithstanding Section 35.11 of this act, only the
following teachers and instructional support personnel shall be paid on
the "M" salary schedule or receive a salary supplement for academic
preparation at the six-year degree level or at the doctoral degree level for
the 2014-2015 school year and subsequent school years:
• (1) Certified school nurses and instructional support personnel in
positions for which a master's degree is required for licensure.
• (2) Teachers and instructional support personnel who were paid on that
salary schedule or received that salary supplement prior to the 2014-2015
school year.
12. Priority I: Communication
• Graduate pay update cont’d
• (3) Teachers and instructional support personnel who (i) complete a
degree at the master's, six-year, or doctoral degree level for which
they completed at least one course prior to August 1, 2013, and (ii)
would have qualified for the salary supplement pursuant to State
Board of Education policy TCP-A-006, as it was in effect on June 30,
2013."
13. Priority I: Communication
• Graduate pay update cont’d
• SECTION 8.3.(b) The Joint Legislative Education Oversight Committee
shall study (i) the payment of salary supplements for teachers and
instructional support personnel who complete a degree at the
master's, six-year, or doctoral degree level and (ii) the use of State
funds to provide for, in addition to base salary and other applicable local
supplements, differentiated pay for classroom teachers based on a
teacher's demonstrated effectiveness and additional responsibilities in
advanced roles.
• SECTION 8.3.(c) The Joint Legislative Education Oversight Committee
shall report the results of the study required by subsection (b) of this
section, including recommendations for any proposed legislative changes,
to the General Assembly prior to the convening of the 2015 General
Assembly.
14. Priority I: Communication
• Upcoming PD Opportunities/State Meetings
– Sept 25-26 – NC-ACTE Fall Forum, North Raleigh Hilton
• DPI presentation/input session on draft of NC Digital Teaching &
Learning Standards
– Oct. 13 – IHE AIG Meeting (Duke University), registration
forthcoming
– Oct. 14 – NCDPI Social Studies Supervisor Meeting,
James Hunt Library, Raleigh (registration info sent via IHE
listservs)
15. Partnership Opportunities
• NCDPI is seeking potential IHE partners who
would be interested in offering graduate credit (for
a fee) upon completion of various online
professional development courses.
• If your campus would like to know more about
potentially offering grad credits for these courses,
email Rachel McBroom.
17. Priority II: Program Approval
• Teaching & MSA Blueprint Submission Deadlines
– September 15th for tentative January SBE approval
– February 15th for tentative June SBE approval
• Superintendent Licensure Program Remodeling
– 1st round of reviews complete
– Resubmissions due September 30th
18. Priority II: Program Approval
• 2014-15 Approved Programs Grid should be
posted to web by Sept. 15th.
• NCDPI needs official notification (i.e. on
campus letter head) if you plan to
discontinue an approved program.
19. Priority II: Program Approval
– Addressing the state program approval process
is a TOP PRIORITY for 2014-15.
– CAEP Staff Member Q&A
21. Priority III: Reporting
• Ed Prep Year at a Glance Document
• IHE Wiki Reporting Page will be updated to
include dates and FAQ’s
22. Priority III: Reporting
• Title II
– ETS Title II Pass Rate Collection began Sept.
2nd
– $1500 resolution fee will not be waived this year
– Each institution is responsible for uploading
campus data into the ETS system. NCDPI will
not calculate pass rates for any campuses.
23. Priority III: Reporting
• Educator Preparation Report Cards (RttT &
SL 2013-360)
– Anticipated public release October 2014