This annual report summarizes Clemson University's Summer Session for 2015. Some key highlights include:
- A total of 8,769 students enrolled in summer courses, taking 46,653 total credit hours.
- The majority of students were juniors/seniors (48%), South Carolina residents (60%), and from the College of Engineering, Computing and Applied Sciences (28%).
- Course offerings included 29% online courses and 26% upper division undergraduate courses.
- The College of Engineering, Computing and Applied
Bachelor's Degree Completion Program, in partnership with Alfred University and BMCC, in NYC. A practical, affordable way to complete your undergraduate degree in NYC. This program is designed for adults who have work and family schedules that cannot accommodate traditional full-time undergraduate programs.
Alfred University's Degree Completion program at SUNY Orange. Finish your Bachelor's Degree in Criminal Justice. Designed to work seamlessly with your SUNY Orange Associate's Degree. Financial Aid Available!
Bachelor's Degree Completion Program, in partnership with Alfred University and BMCC, in NYC. A practical, affordable way to complete your undergraduate degree in NYC. This program is designed for adults who have work and family schedules that cannot accommodate traditional full-time undergraduate programs.
Alfred University's Degree Completion program at SUNY Orange. Finish your Bachelor's Degree in Criminal Justice. Designed to work seamlessly with your SUNY Orange Associate's Degree. Financial Aid Available!
Oxford Area School District and Cecil College, in partnership, established an Early College Academy that enables students the opportunity to receive a high school diploma and an associate degree concurrently. Students, through a cohort approach, are scheduled for courses that fulfill the requirements of both the high school and the college. Attendees received an overview of the Early College Academy program including how students are provided with career awareness, college level study, and community support while they pursue the initial steps of their post-secondary education before high school completion. In addition, presenters detailed a cost effective plan for students, progressively rigorous curriculum, and implemented student supports that allow students to be competitive after high school.
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
CSBRGA2018 Jane Blacksmith "Post-Secondary Student Progress"Cree School Board
The Cree School Board supports students in their pursuit of post-secondary studies. Director Jane Blacksmith speaks about the progress and challenges in that sector at the Regional General Assembly in Eastmain.
CSUSM Specialized MBA (SMBA) Program information session 2020 entry 11.16.2019Hadi Zonouzi
The College of Business Administration offers an evening Specialized MBA program for those interested in pursuing an advanced business education.
The unique program consists of three phases: the Foundation, the Core, and the Specialization. Upon satisfactory completion of each phase of the program, students will receive a certificate, and upon completion of the final project/culminating experience, an MBA degree. Career Advisors will help provide students with a viable career plan.
Oxford Area School District and Cecil College, in partnership, established an Early College Academy that enables students the opportunity to receive a high school diploma and an associate degree concurrently. Students, through a cohort approach, are scheduled for courses that fulfill the requirements of both the high school and the college. Attendees received an overview of the Early College Academy program including how students are provided with career awareness, college level study, and community support while they pursue the initial steps of their post-secondary education before high school completion. In addition, presenters detailed a cost effective plan for students, progressively rigorous curriculum, and implemented student supports that allow students to be competitive after high school.
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
CSBRGA2018 Jane Blacksmith "Post-Secondary Student Progress"Cree School Board
The Cree School Board supports students in their pursuit of post-secondary studies. Director Jane Blacksmith speaks about the progress and challenges in that sector at the Regional General Assembly in Eastmain.
CSUSM Specialized MBA (SMBA) Program information session 2020 entry 11.16.2019Hadi Zonouzi
The College of Business Administration offers an evening Specialized MBA program for those interested in pursuing an advanced business education.
The unique program consists of three phases: the Foundation, the Core, and the Specialization. Upon satisfactory completion of each phase of the program, students will receive a certificate, and upon completion of the final project/culminating experience, an MBA degree. Career Advisors will help provide students with a viable career plan.
CSUSM Fully Employed MBA (FEMBA) Program information session 2020 entry 11.16...Hadi Zonouzi
The Fully Employed MBA (FEMBA) Program at California State University San Marcos located in Northern San Diego is designed for working professionals, allowing for a balance of work, school and personal life. We are confident that our FEMBA Program will provide you with the knowledge and skills needed for success in today’s dynamic and globally competitive marketplace.
Criterion, Key Indicator, Metrics
Data Driven
Quantitative (about 68.68%) and Qualitative peer judgment (about 31.35%)
Validated by third party and peers
Completely automated
Communication is system driven
Follow fixed timeline
Online survey of students and designated user portals
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
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?
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
3. Summer
Session
Overview
•Overview
• Summer Session:
• Include all credit bearing courses taught by Clemson faculty
members during the period between the end of Spring semester
and the beginning of Fall semester each calendar year (mid-May
until early-August). Includes:
• Seven summer terms
• Multiple course modalities
• Different student populations
• Data Sources for this Report
• All data included in this report were provided by Office of
Institutional Research (OIR). Data reflect student registrations,
courses taught, and instructor characteristics captured at one
point in time during the 2016 Summer Session; these data were
also reported to South Carolina’s Commission for Higher
Education by OIR.
• Source data files include:
• 2016 Student data
• 2016 Course data
• 2016 Instructor data
Seven summer
terms:
Summer,
First & Second Summer,
Minimesters A, B, C & D
Course modalities:
On-campus courses
Off-campus courses
Online courses
Student Populations:
Undergraduate Students
Graduate Students
Visiting (i.e., transient
students from other
Universities),
Students taking courses
for professional
development
4. Definitions
• Key Measures
Headcount:
The total number of individual students
enrolled in one or more courses during
summer session.
Student Credit Hours (SCH):
The total number of non-duplicative credit
hours taken by all students during summer
session.
Courses:
The total number of courses taught during
Summer Session.
Adjusted Courses:
The total number of courses taught during
Summer Session excluding thesis and
dissertation sections (#8910/9910).
Labs:
The total number of labs taught during
Summer Session (also included in Course
and Adjusted course counts).
% of Fall SCH:
The total number of summer 2015 SCH as
a percentage of the previous Fall
semester’s (i.e., 2014) total SCH.
Headcount* 8,769
Student Credit Hours* 46,653
Courses** 1,958
Adjusted Courses** 1,332
Labs** 230
% of Fall 2014 SCH 17.5%
Sources:
*2016 Student data file
**2016 Course data file
6. Student Profile:
Class Level
• Class Level Profile
Class Level Headcount SCH
First Year (Freshman) 213 1,032
Second Year (Sophomore) 696 3,391
Third Year (Junior) 1,442 7,597
Fourth Year & Beyond (Senior) 2,750 17,132
Unclassified Undergraduate 537 1,887
Graduate I (Masters) 1,968 9,976
Graduate II (Doctoral) 860 4,617
Unclassified Graduate 303 1,021
Grand Total 8,769 46,653
Source: 2016 Student data file
7. Student Profile:
Class Level
• Percentage of SCH by Class
Levels
Source: 2016 Student data file
First Year
(Freshman)
2%
Fourth Year &
Beyond (Senior)
37%
Graduate I
(Masters)
22%
Graduate II
(Doctoral)
10%
Second Year
(Sophomore)
7%
Third Year
(Junior)
16%
Unclassified
Graduate
2%
Unclassified
Undergraduate
4%
8. Student Profile:
Residency
Residency (i.e.,
geographic location of
parents) headcounts
and student credit hours.
Residency Count
SC 5,233
Non-Resident 2,609
International 927
Grand Total 8,769
• Residency
Residency SCH
SC Resident 28172
Non-Resident 13,739
International 4,742
Grand Total 45,456Source: 2016 Student data file
60%
30%
10%
SCH by Residency Type
SC Resident Non-Resident International
9. Student Profile:
Fee Codes
Resident:
Students who were
billed at the in-state rate
for Summer Session
Resident by exception:
Out-of-state students
who were billed at the
in-state rate for Summer
Session
Non-resident:
Out-of-state students
who were billed at the
non-resident rate for
Summer Session
• Fee Codes
SC Residency SCH
Resident 27,280
Non-Resident 13,571
Resident by Exception 4,605
Total 45,456
SC Residency Count
Resident 5,090
Non-Resident 2,486
Resident by Exception 941
Total 8,517
Source: 2015 Student data file Resident
60%
Non-
Resident
30%
Res. By
Exception
10%
Percent Of Total SCH By
Fee Codes
10. Student Profile:
CollegeAffiliation
Of the students who are
taking summer courses,
which colleges house
their majors?
Colleges Count
CAAH 497
CAFLS 1,233
CBBS 1,830
COES 2,757
HHD 1,043
SOE 610
ID 547
Grand Total 8,517
• Which Students are Taking
Summer Courses?
*Note: ID = interdisciplinary
Source: 2015 Student data file
AAH
6%
CAFLS
15%
CBBS
22%
COES
32%
HHD
12%
ID
6%
SOE
7%
Headcount By College
11. CollegeActivity:
Total number of courses
taught and SCH
produced by each
college.
• Courses* Taught by Colleges
*Note:
Adjusted to exclude all thesis
and dissertation sections
(#8910/9910).
ID = interdisciplinary
Source: 2015 Course data file
College #Courses SCH
CAAH 313 8,431
CAFLS 184 4,214
CBBS 248 9,392
COES 341 11,304
HHD 135 3,321
SOE 145 4.377
ID 25 508
Total 1,391 41,547
CAAH
22%
CAFLS
13%
CBBS
18%
COES
25%
HHD
10%
SOE
10%
ID
2%
Courses Taught by Colleges-
Percentages
12. Student Profile:
Average credit
hours taken by
students during
Summer Session
• Average Credit Hours per
Student
All Students Average SCH
First Year (Freshman) 4.63
Second Year (Sophomore) 4.94
Third Year (Junior) 5.29
Fourth Year & Beyond (Senior) 6.18
Unclassified Undergraduate 3.51
Graduate I (Masters) 5.16
Graduate II (Doctoral) 5.60
Unclassified Graduate 3.69
Total Avg. All Students 5.34
Source: 2015 Student data file
13. CourseActivity:
Modality
On-campus courses
were held at Clemson’s
main campus.
Off-Campus courses
were offered at a
physical site away from
Clemson’s main campus
(e.g., University Center
Greenville, study
abroad).
Online courses were
offered online, as well as
hybrid courses.
• Course* Modality
*Note: Adjusted to exclude all
thesis and dissertation sections
(#8910/9910).
Source: 2015 Course data file
Mode Count Percent
On-Campus 563 40%
Off-campus 278 20%
Online 550 40%
Total 1,391 100%
40%
20%
40%
Course Modality Percentages
On-Campus
Off-Campus
Online
14. CourseActivity:
Modality
On-campus courses
were held at Clemson’s
main campus.
Off-Campus courses
were offered at a
physical site away from
Clemson’s main campus
(e.g., University Center
Greenville, study
abroad).
Online courses were
offered online, as well as
hybrid courses.
• SCH by Modality & College
*Note: Adjusted to exclude all
thesis and dissertation sections
(#8910/9910).
Source: Originally Published in
the February 2016 Provost
Annual Report to the Board of
Trustees
16. SCH by Course
Level from
summer 2008-
2015
• Real Growth Of Undergraduate
Summer Credit Hours From
Summer 2008 Level
Source: February 2016 Provost
Annual Report to Board of
Trustees
17. Faculty
Characteristics:
Rank and Type
• Faculty Characteristics
Faculty rank and
teaching type by full or
part time status of all
faculty members who
taught at Clemson
during Summer Session
2015.
Faculty Rank
Full-
Time
Part-
Time
Grand
Total
Assistant Professor 262 5 267
Associate Professor 482 14 496
Grad Student of record 1 29 30
Instructor 6 - 6
Lecturer 378 27 405
Professor 563 15 578
No Rank 54 65 119
Grand Total 1,746 155 1,901
Source: 2015 Instructor data file
Assistant
Professor
14%
Associate
Professor
26%
Grad. Student
of Record
2%Instructor
0%
Lecturer
21%
No Rank
6%
Professor
31%
Percentage of Total Summer Faculty
By Rank