GW SEAS New Graduate Student Online Orientationseasgrad
This presentation provides information for new graduate students on key topics including submitting documents, setting up GW accounts, academic planning, policies, and a required orientation quiz. It explains the GW email and identification systems and various campus resources. Academic requirements are outlined such as maintaining a minimum GPA, course loads, and consequences for failing grades. Withdrawal and leave of absence policies are also covered.
The document provides information about the Department of Biomedical Engineering at George Washington University, including that it has 6 full-time faculty and 178 undergraduate students, focuses on areas like medical imaging and instrumentation, and outlines academic policies and resources for students in the biomedical engineering program.
The document provides guidance to first-year students on managing their coursework and registering for next semester. It discusses checking mid-term evaluations, seeking help if unsatisfactory through tutoring or instructors, and the October 26th deadline to withdraw from a course. The document also outlines creating a schedule for the next semester through what-if analysis in Banner, exploring course offerings, obtaining advisor approval, and registering during assigned time windows.
To create a Turnitin assignment in your course page, turn on editing for the topic or unit and add a Turnitin assignment activity. Set submission settings like file types, originality reports, and whether students can edit submissions before or after the due date. Provide grading details and choose a grade scale if needed. Then set start, due, and post dates before saving and submitting the assignment.
This document provides information about using the PLATO Learning Environment (PLE) platform for online courses. It discusses reasons for using PLE, including offering elective courses not otherwise available and credit recovery. Credit recovery students must be motivated and can earn additional credits beyond the quarterly amount. The document provides instructions for teachers on logging into PLE as a teacher or student, creating a class and assigning courses, the importance of pretests, offline assignment requirements, answer keys, and credit amounts. It also covers tutorials for creating classes and assignments, student login requirements, and managing assignments and reports.
This document provides a quick guide to the academic module of a school automation software. It outlines the login process and homepage. The academic homepage has three tabs - Reports, Process, and Setup. Reports provides reports on academic policies, teachers, classes, subjects etc. Process allows adding/allocating classes, sections, streams, teachers etc. Setup allows adding details about classes, subjects, academic levels, sessions, policies etc. It provides an overview of the various functions available under each tab.
This document provides an overview of the key features and functionality available in a school management software system. The system allows administrators to manage staff, students, classes, attendance, exams and more. Key features include the ability to add/edit staff and student profiles individually or in bulk via file uploads, track student attendance, class rankings and exam performance, and generate reports like attendance sheets and student summaries for parents. The system also enables configuration of classes, sections, subjects and mapping teachers to subjects to facilitate scheduling.
The Department of Mechanical and Aerospace Engineering at George Washington University has 27 full-time faculty serving 165 undergraduate and 121 graduate students. The department spends $2.1 million annually on research and offers MS and non-thesis options in areas like aerospace engineering, robotics, and materials science. Students must register each semester until graduating and complete various forms for registration, research courses, and requesting incompletes available from the Graduate Student Services Office.
GW SEAS New Graduate Student Online Orientationseasgrad
This presentation provides information for new graduate students on key topics including submitting documents, setting up GW accounts, academic planning, policies, and a required orientation quiz. It explains the GW email and identification systems and various campus resources. Academic requirements are outlined such as maintaining a minimum GPA, course loads, and consequences for failing grades. Withdrawal and leave of absence policies are also covered.
The document provides information about the Department of Biomedical Engineering at George Washington University, including that it has 6 full-time faculty and 178 undergraduate students, focuses on areas like medical imaging and instrumentation, and outlines academic policies and resources for students in the biomedical engineering program.
The document provides guidance to first-year students on managing their coursework and registering for next semester. It discusses checking mid-term evaluations, seeking help if unsatisfactory through tutoring or instructors, and the October 26th deadline to withdraw from a course. The document also outlines creating a schedule for the next semester through what-if analysis in Banner, exploring course offerings, obtaining advisor approval, and registering during assigned time windows.
To create a Turnitin assignment in your course page, turn on editing for the topic or unit and add a Turnitin assignment activity. Set submission settings like file types, originality reports, and whether students can edit submissions before or after the due date. Provide grading details and choose a grade scale if needed. Then set start, due, and post dates before saving and submitting the assignment.
This document provides information about using the PLATO Learning Environment (PLE) platform for online courses. It discusses reasons for using PLE, including offering elective courses not otherwise available and credit recovery. Credit recovery students must be motivated and can earn additional credits beyond the quarterly amount. The document provides instructions for teachers on logging into PLE as a teacher or student, creating a class and assigning courses, the importance of pretests, offline assignment requirements, answer keys, and credit amounts. It also covers tutorials for creating classes and assignments, student login requirements, and managing assignments and reports.
This document provides a quick guide to the academic module of a school automation software. It outlines the login process and homepage. The academic homepage has three tabs - Reports, Process, and Setup. Reports provides reports on academic policies, teachers, classes, subjects etc. Process allows adding/allocating classes, sections, streams, teachers etc. Setup allows adding details about classes, subjects, academic levels, sessions, policies etc. It provides an overview of the various functions available under each tab.
This document provides an overview of the key features and functionality available in a school management software system. The system allows administrators to manage staff, students, classes, attendance, exams and more. Key features include the ability to add/edit staff and student profiles individually or in bulk via file uploads, track student attendance, class rankings and exam performance, and generate reports like attendance sheets and student summaries for parents. The system also enables configuration of classes, sections, subjects and mapping teachers to subjects to facilitate scheduling.
The Department of Mechanical and Aerospace Engineering at George Washington University has 27 full-time faculty serving 165 undergraduate and 121 graduate students. The department spends $2.1 million annually on research and offers MS and non-thesis options in areas like aerospace engineering, robotics, and materials science. Students must register each semester until graduating and complete various forms for registration, research courses, and requesting incompletes available from the Graduate Student Services Office.
This document provides information for students in the Engineering Management & Systems Engineering (EMSE) department at George Washington University. It outlines contact information for department staff, fields of study and areas of focus within the department, academic policies on registration, grades, incompletes, and EMSE-specific policies. Resources for students are also listed, including the GW Graduate Bulletin and an online quiz students must pass to register for courses.
The document outlines the steps a student would take to register for school, including meeting with an admissions officer to discuss goals and select a degree program, determining if any prerequisites or placement tests are needed, selecting courses and financial aid options, completing paperwork, and attending orientation before the first day of class. Key aspects covered are discussing career goals, degree completion times, online versus land-based options, tutoring availability, transcript reviews, financial aid approval, and book ordering.
The document outlines the objectives and content of a workshop on configuring and customizing gradebooks. Participants will learn to set up points-based and percentage-based gradebooks using the Gradebook wizard, customize gradebook settings like highest/lowest scores and extra credit, describe report categories, and customize and share report results. It provides definitions of important terms and outlines the different ways to grade assignments, set them up in the gradebook, and common report categories. The assignment is to practice these activities in a sandbox by running the Gradebook Wizard, creating assignments, linking them, grading content items and a manual assignment.
This document provides instructions for students to view their academic requirements and degree audit using the MyCampus Student Self-Service tools. It outlines how to access the advisement report through the Student Center page by clicking on My Academics and then View my advisement report. The advisement report shows which degree requirements have been satisfied by completed coursework and which remain unsatisfied, including in-progress courses that will satisfy requirements once finished.
The document provides instructions for teachers to get started using the Edline website to communicate class information to students and parents. It outlines how to create an Edline account, add class content like course descriptions, calendars, assignments and grades, and post documents, links and news. It also explains how to rollover assignments from year to year and send grade reports from the school grading system to Edline.
1) The document provides guidance to first-year students on managing their course schedule and registration for the next semester. It discusses reviewing degree requirements, general education courses, possible majors and minors, and overlapping courses.
2) Students are advised to meet with their advisor during the advising period to discuss their proposed course schedule and get a registration PIN number.
3) The document reviews the registration process in the university's online system and important upcoming dates like the registration timeframe based on completed credit hours.
The document provides instructions for using UAccess to search for courses, view course descriptions and prerequisites, add courses to a shopping cart, and enroll in classes during priority registration periods. It highlights key areas like general education requirements, restricted courses, course evaluations, dates and deadlines, and policies around withdrawing from or replacing grades in courses. Students are advised to consult their advisement reports and advisors when selecting classes in UAccess.
The document provides an overview of the DegreeWorks system and its features. It discusses the timeline for launching DegreeWorks, how students and faculty will access it, and how audits will differ depending on a student's catalog year. It then describes the main components of a DegreeWorks audit and how they are organized. Finally, it outlines some of DegreeWorks' capabilities like what-if analysis, look ahead planning, and GPA calculators, as well as some limitations and plans for training sessions.
This document provides instructions for students to complete online course evaluations at Snow College. It outlines two options - completing the evaluation before or after final grades are posted. Students can access evaluations by logging into their student account and clicking on "Current Registered Classes" to evaluate before grades or "Final Grades" after grades are posted. The evaluation consists of answering questions and submitting the completed form.
International Graduate Student Orientation 2015-2016seasgrad
This presentation provides international graduate students with information about key services and requirements at George Washington University's School of Engineering and Applied Science. It covers the location and services of the International Services Office, immigration check-in procedures, maintaining legal student visa status, academic advising roles, English language proficiency requirements, transcript submission deadlines, and an overview of transportation options in Washington D.C. The presentation aims to help new international students with a successful start to their academic program and life in the United States.
The Level 3 Diploma qualification is designed to provide specialized vocational training for various sectors and give learners the knowledge and skills needed for employment and career development. It is comparable to two A-Levels and attracts UCAS points, making it a pathway to higher education. CLMD takes a learner-focused approach, including diagnostic testing, individualized training, and optional Functional Skills math and English training. Learners' progress is tracked and support is tailored accordingly. The program is delivered through blended online and face-to-face learning.
This document provides instructions for students to add or drop classes through their student portal online. It outlines the steps to log in to the portal, view the course schedule and available classes, select a term, see class prerequisites and details, register for classes or drop existing classes, and finalize and print an updated class schedule. The tutorial explains how to navigate between the different tabs and options within the student portal to manage their course registration.
The document provides information to help students prepare for their academic future at the University of Arizona (UA). It outlines the UA's graduation requirements, explains how to use the Academic Advisement Report (ADVIP) to track degree progress and select appropriate courses, and provides tips on declaring a major, registering for classes, withdrawing from courses, and creating a four-year plan. Key points include identifying general education requirements completed, evaluating remaining requirements on the ADVIP, consulting an academic advisor when considering changes, and utilizing campus resources to explore majors and plan for graduation.
The document provides information and instructions for students to contact and meet with their academic advisor. It advises students to obtain their advisor's contact information by logging into their WebAdvisor account and finding it under the "My Profile" link. Students should contact their advisor one month before registration starts to schedule a meeting and review their Program Evaluation, which tracks their progress toward their degree. The document also explains how students can use WebAdvisor, the Online Course Search tool, and Smart Registration to register for the appropriate courses each semester with their advisor's guidance.
This unit provides information to help students prepare for their future course planning and graduation requirements. It discusses identifying general education requirements completed in the fall semester, using the ADVIP to determine appropriate spring courses, and describing UA graduation requirements. It also recommends regularly meeting with advisors, using the ADVIP to ensure degree progress, and provides tips for registering, adding, dropping and withdrawing from classes.
This unit discusses preparing for the future by identifying general education requirements completed in the fall semester, accessing the ADVIP to determine appropriate spring courses, and describing UA graduation requirements. It emphasizes using the ADVIP each semester to ensure requirements are on track, registering during priority dates, and exploring majors and careers through advising, clubs, research, and internships to stay on a four-year graduation plan.
This document provides information to help students develop academic plans at Northern Virginia Community College (NOVA). It discusses:
- Types of curricula including transfer, career, and certificate programs
- Declaring a major and being officially placed in a program
- General education requirements and electives
- Developing a sample two-three year plan by identifying career goals, major, and courses needed each semester
- Resources for assistance including advisors, counselors, and specific NOVA documents like the academic catalog.
This document provides an overview of the myUH Faculty Center and its components for accessing class rosters, viewing schedules, entering grades, and uploading CVs and syllabi. It also summarizes support resources for Blackboard, instructional design, and distance education programs at the University of Houston. The myUH Faculty Center is described as the academic toolbox for faculty and allows viewing of class rosters, schedules, entering grades, and accessing past semester information. Instructions are provided for logging in and navigating to key areas like class rosters, schedules, and grade entry. Contact information is included for questions.
The document provides an overview of financial aid at Columbus Technical College, including the types of aid available, requirements for aid programs, and policies regarding satisfactory academic progress. It discusses grants like Pell, HOPE, and Zell Miller as well as loans, work study, and how to check aid status online. It emphasizes that students must maintain a 2.0 GPA, 66.67% completion rate, and not exceed 150% of the normal time to complete their program in order to remain eligible for aid. Students who do not meet progress standards will be placed on warning or probation and risk losing future aid eligibility.
This document provides an overview and guidelines for students taking the Quality Assessment and Process Improvement course at Carl Albert State College. It outlines 10 learning outcomes for the course and provides information about course materials, contact information for the instructor, coursework expectations, grading, announcements, resources, technical support, academic honesty policies, disability guidelines, and tips for success. Students are expected to complete various assignments like essays, research papers, exams and discussion forums by the due dates to master critical thinking skills and quality improvement processes in healthcare.
This document provides an orientation for students completing junior field experiences at Messiah College. It outlines the mission and goals of the teacher education program, which are to develop educators who facilitate learning, reflect thoughtfully, apply knowledge effectively, learn continuously, care compassionately, and serve faithfully. The purpose of the junior field experience is to give students varied teaching-related experiences and provide a service to partner classrooms. The document details expectations for students, mentor teachers, and college supervisors during the field experience placement, including guidelines for lessons, observations, evaluations and maintaining contact information.
The document provides a user guide for accessing online certification courses through SWAYAM-NPTEL including how to sign in, find and join courses, access course content such as videos and assignments, view progress and grades, interact with mentors and other students, and contact support. Key steps include signing in through Google, filtering courses by category, joining a course by filling out a form, submitting assignments by their deadlines, viewing announcements, asking and answering questions, and checking grades on the progress page.
This document provides information for students in the Engineering Management & Systems Engineering (EMSE) department at George Washington University. It outlines contact information for department staff, fields of study and areas of focus within the department, academic policies on registration, grades, incompletes, and EMSE-specific policies. Resources for students are also listed, including the GW Graduate Bulletin and an online quiz students must pass to register for courses.
The document outlines the steps a student would take to register for school, including meeting with an admissions officer to discuss goals and select a degree program, determining if any prerequisites or placement tests are needed, selecting courses and financial aid options, completing paperwork, and attending orientation before the first day of class. Key aspects covered are discussing career goals, degree completion times, online versus land-based options, tutoring availability, transcript reviews, financial aid approval, and book ordering.
The document outlines the objectives and content of a workshop on configuring and customizing gradebooks. Participants will learn to set up points-based and percentage-based gradebooks using the Gradebook wizard, customize gradebook settings like highest/lowest scores and extra credit, describe report categories, and customize and share report results. It provides definitions of important terms and outlines the different ways to grade assignments, set them up in the gradebook, and common report categories. The assignment is to practice these activities in a sandbox by running the Gradebook Wizard, creating assignments, linking them, grading content items and a manual assignment.
This document provides instructions for students to view their academic requirements and degree audit using the MyCampus Student Self-Service tools. It outlines how to access the advisement report through the Student Center page by clicking on My Academics and then View my advisement report. The advisement report shows which degree requirements have been satisfied by completed coursework and which remain unsatisfied, including in-progress courses that will satisfy requirements once finished.
The document provides instructions for teachers to get started using the Edline website to communicate class information to students and parents. It outlines how to create an Edline account, add class content like course descriptions, calendars, assignments and grades, and post documents, links and news. It also explains how to rollover assignments from year to year and send grade reports from the school grading system to Edline.
1) The document provides guidance to first-year students on managing their course schedule and registration for the next semester. It discusses reviewing degree requirements, general education courses, possible majors and minors, and overlapping courses.
2) Students are advised to meet with their advisor during the advising period to discuss their proposed course schedule and get a registration PIN number.
3) The document reviews the registration process in the university's online system and important upcoming dates like the registration timeframe based on completed credit hours.
The document provides instructions for using UAccess to search for courses, view course descriptions and prerequisites, add courses to a shopping cart, and enroll in classes during priority registration periods. It highlights key areas like general education requirements, restricted courses, course evaluations, dates and deadlines, and policies around withdrawing from or replacing grades in courses. Students are advised to consult their advisement reports and advisors when selecting classes in UAccess.
The document provides an overview of the DegreeWorks system and its features. It discusses the timeline for launching DegreeWorks, how students and faculty will access it, and how audits will differ depending on a student's catalog year. It then describes the main components of a DegreeWorks audit and how they are organized. Finally, it outlines some of DegreeWorks' capabilities like what-if analysis, look ahead planning, and GPA calculators, as well as some limitations and plans for training sessions.
This document provides instructions for students to complete online course evaluations at Snow College. It outlines two options - completing the evaluation before or after final grades are posted. Students can access evaluations by logging into their student account and clicking on "Current Registered Classes" to evaluate before grades or "Final Grades" after grades are posted. The evaluation consists of answering questions and submitting the completed form.
International Graduate Student Orientation 2015-2016seasgrad
This presentation provides international graduate students with information about key services and requirements at George Washington University's School of Engineering and Applied Science. It covers the location and services of the International Services Office, immigration check-in procedures, maintaining legal student visa status, academic advising roles, English language proficiency requirements, transcript submission deadlines, and an overview of transportation options in Washington D.C. The presentation aims to help new international students with a successful start to their academic program and life in the United States.
The Level 3 Diploma qualification is designed to provide specialized vocational training for various sectors and give learners the knowledge and skills needed for employment and career development. It is comparable to two A-Levels and attracts UCAS points, making it a pathway to higher education. CLMD takes a learner-focused approach, including diagnostic testing, individualized training, and optional Functional Skills math and English training. Learners' progress is tracked and support is tailored accordingly. The program is delivered through blended online and face-to-face learning.
This document provides instructions for students to add or drop classes through their student portal online. It outlines the steps to log in to the portal, view the course schedule and available classes, select a term, see class prerequisites and details, register for classes or drop existing classes, and finalize and print an updated class schedule. The tutorial explains how to navigate between the different tabs and options within the student portal to manage their course registration.
The document provides information to help students prepare for their academic future at the University of Arizona (UA). It outlines the UA's graduation requirements, explains how to use the Academic Advisement Report (ADVIP) to track degree progress and select appropriate courses, and provides tips on declaring a major, registering for classes, withdrawing from courses, and creating a four-year plan. Key points include identifying general education requirements completed, evaluating remaining requirements on the ADVIP, consulting an academic advisor when considering changes, and utilizing campus resources to explore majors and plan for graduation.
The document provides information and instructions for students to contact and meet with their academic advisor. It advises students to obtain their advisor's contact information by logging into their WebAdvisor account and finding it under the "My Profile" link. Students should contact their advisor one month before registration starts to schedule a meeting and review their Program Evaluation, which tracks their progress toward their degree. The document also explains how students can use WebAdvisor, the Online Course Search tool, and Smart Registration to register for the appropriate courses each semester with their advisor's guidance.
This unit provides information to help students prepare for their future course planning and graduation requirements. It discusses identifying general education requirements completed in the fall semester, using the ADVIP to determine appropriate spring courses, and describing UA graduation requirements. It also recommends regularly meeting with advisors, using the ADVIP to ensure degree progress, and provides tips for registering, adding, dropping and withdrawing from classes.
This unit discusses preparing for the future by identifying general education requirements completed in the fall semester, accessing the ADVIP to determine appropriate spring courses, and describing UA graduation requirements. It emphasizes using the ADVIP each semester to ensure requirements are on track, registering during priority dates, and exploring majors and careers through advising, clubs, research, and internships to stay on a four-year graduation plan.
This document provides information to help students develop academic plans at Northern Virginia Community College (NOVA). It discusses:
- Types of curricula including transfer, career, and certificate programs
- Declaring a major and being officially placed in a program
- General education requirements and electives
- Developing a sample two-three year plan by identifying career goals, major, and courses needed each semester
- Resources for assistance including advisors, counselors, and specific NOVA documents like the academic catalog.
This document provides an overview of the myUH Faculty Center and its components for accessing class rosters, viewing schedules, entering grades, and uploading CVs and syllabi. It also summarizes support resources for Blackboard, instructional design, and distance education programs at the University of Houston. The myUH Faculty Center is described as the academic toolbox for faculty and allows viewing of class rosters, schedules, entering grades, and accessing past semester information. Instructions are provided for logging in and navigating to key areas like class rosters, schedules, and grade entry. Contact information is included for questions.
The document provides an overview of financial aid at Columbus Technical College, including the types of aid available, requirements for aid programs, and policies regarding satisfactory academic progress. It discusses grants like Pell, HOPE, and Zell Miller as well as loans, work study, and how to check aid status online. It emphasizes that students must maintain a 2.0 GPA, 66.67% completion rate, and not exceed 150% of the normal time to complete their program in order to remain eligible for aid. Students who do not meet progress standards will be placed on warning or probation and risk losing future aid eligibility.
This document provides an overview and guidelines for students taking the Quality Assessment and Process Improvement course at Carl Albert State College. It outlines 10 learning outcomes for the course and provides information about course materials, contact information for the instructor, coursework expectations, grading, announcements, resources, technical support, academic honesty policies, disability guidelines, and tips for success. Students are expected to complete various assignments like essays, research papers, exams and discussion forums by the due dates to master critical thinking skills and quality improvement processes in healthcare.
This document provides an orientation for students completing junior field experiences at Messiah College. It outlines the mission and goals of the teacher education program, which are to develop educators who facilitate learning, reflect thoughtfully, apply knowledge effectively, learn continuously, care compassionately, and serve faithfully. The purpose of the junior field experience is to give students varied teaching-related experiences and provide a service to partner classrooms. The document details expectations for students, mentor teachers, and college supervisors during the field experience placement, including guidelines for lessons, observations, evaluations and maintaining contact information.
The document provides a user guide for accessing online certification courses through SWAYAM-NPTEL including how to sign in, find and join courses, access course content such as videos and assignments, view progress and grades, interact with mentors and other students, and contact support. Key steps include signing in through Google, filtering courses by category, joining a course by filling out a form, submitting assignments by their deadlines, viewing announcements, asking and answering questions, and checking grades on the progress page.
This document provides an overview and guidance for students taking a Quality Assessment and Process Improvement course. It outlines 10 learning outcomes, introduces the importance of critical thinking in healthcare careers, and provides details about course materials, assignments, exams, discussions, grades, announcements and resources to help students succeed. Contact information is included for the instructor and technical support.
This document provides steps for students at LSSU to build their class schedule. It instructs students to use the course catalog to find classes required for their program, make a tentative plan of study by meeting with their assigned advisor, and regularly use the online degree audit to verify their progress towards graduation requirements. Key terms related to academic advising and class scheduling are also defined.
This document provides information and guidance for course representatives (reps) on their role representing students. It outlines that reps should gather feedback from students, raise issues at Student Staff Committee meetings, and close the feedback loop by informing students of outcomes. Reps are encouraged to use multiple platforms to engage with students and receive training to strengthen their representation skills.
This document provides information and guidance for course representatives (reps) on their role and responsibilities. It outlines that reps should gather feedback from students, raise issues at Student Staff Committee meetings, and close the feedback loop by informing students of outcomes. Reps are encouraged to utilize various methods to communicate with students and receive training to strengthen their representation skills.
The document summarizes a town hall event for SPCS students that covered preparing for the start of classes, preparing for success in the semester, and a Q&A session. It provided checklists and tips for students including completing onboarding, reviewing technology needs, accepting financial aid, attending program meet and greet sessions, reviewing class schedules, and using support resources. Important dates were highlighted like the start of classes, add/drop deadline, and exams. Tips for success focused on organization, time management, engagement, health, and using email and library supports.
Online course rep training updated dec2017su-training
The document provides information about online training for course representatives (reps) at a university. It outlines the role of course reps in representing student views, gathering feedback, and passing feedback to staff. It also describes the feedback loop process, which involves reps gathering student opinions, sharing them with staff, getting input from staff, and then updating students on outcomes. The training helps reps understand their responsibilities and how to effectively engage with students and staff.
Online course rep training updated dec2017su-training
The document provides information about online training for course representatives (reps) at a university. It outlines the role of course reps in representing student views, gathering feedback, and passing feedback to university staff. It also describes the feedback loop process, which involves reps collecting student opinions, sharing them with staff, getting input from staff, and then updating students on outcomes.
The Career Center is introducing ProfessioNole Ready, a program to teach students nine professional competencies desired by employers. Students will complete modules and activities to display skills to employers. They can earn digital badges - ProfessioNole Ready Black, Garnet, or Gold - to showcase their skills. Instructors are encouraged to incorporate the Black badge into courses by having students complete introductory modules on topics like career management, communication, and networking.
Open Campus / Deerwood Center Adjunct Orientationfscjopen
This orientation introduces new faculty to the Deerwood Center campus. It provides an overview of campus administrators and resources available to support faculty, including the Campus Resource Center, faculty mentors, and learning communities. The orientation outlines faculty expectations around processes like textbook adoption, submitting syllabi and grades, and communicating absences. It also reviews student resources and highlights the semester checklist to help faculty prepare for each term. Finally, it discusses adjunct communications and opportunities for community engagement on campus.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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2. DEVELOPA PLAN WITH YOURADVISEE
• The student and the major professor should
meet to discuss the student’s plan of study
toward their degree within the student’sfirst
year of study.
• The student fills out the DegreeAudit Planner
through VandalWeb indicating the courses
they will complete.
• Once the student submits the plan for
approval the major professor will receivean
email notification.
4. HOW TO LOG INTOWORKFLOW
• A link to Workflow will be included in your email
notification.
• If you do not have your email notice handy go to
https://bannerwf.uidaho.edu:7787/wfprod/logon.j sp
• You will be prompted to enter your Universityof Idaho
credentials (Username and password).
• Remember to keep your username andpassword secure.
• Never click Remember my Username.
6. WORKLIST
• Once logged into Workflow you will see
your worklist – a list of study planswaiting
for your approval.
• Each worklist item will be identified bythe
student name so you will know which
student’s plan you will approve orreturn.
• If you open a worklist item you will be
presented with a study plan approvalform.
9. APPROVE THE STUDYPLAN
• Review the study plan informationpresented
on the approval form to ensure the student
has incorporated the courses discussed.
• If you wish to work on the item later click the
Save & Close button. The item remains on
your worklist to be completed at a laterdate.
• To approve the study plan and send to the
department for approval click Approve and
the Complete button. You must click
Complete to move the study plan to thenext
approval.
11. RETURN THE STUDY PLAN TO THE STUDENT
• After review of the study plan you may choose to send
the study plan back to the student to make changes
before approving.
• Add notes in the Comment box indicating the changes
you are looking for. The notes will be included in a
message the student receives indicating why thestudy
plan was returned to them.
• If you wish to return to the item later click the Save &
Close button and it remains on your worklist to be
completed at a laterdate.
• To return the study plan to the student click Return on
the approval form and click the Complete button. You
must click Complete to send the study plan back to the
student.
13. DEGREEAUDIT
• You may review the Study Plan within DegreeAudit
• Log into VandalWeb.
• Click on Faculty & AdvisorsMenu.
• Click on Student Menu.
• Click on DegreeAudit.
• Select a term, type in the Student ID number, and Submit.
• Click on the Planner tab to review the study plan.
• You may need to select the appropriate degreeif the
student is working on severalcredentials.
15. • When you have finished working onyour
worklist or are leaving your office
remember to Logoff Workflow.
• Also, remember to Exit VandalWeb.
• It is always a good idea to lockyour
computer as well.
• Don’t hesitate to contact the Office of the
Registrar with any questions you mayhave.
REMINDERS