The transcription of grades SCEC
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- A referendum was held among University of Toronto medical students to gauge support for replacing the current grading system of Honours/Pass/Fail with a Credit/No Credit system. - 84% of medical students participated in the referendum, with 77% in favor of the change. - Based on the strong student support and participation in the referendum, the document recommends that the faculty pursue a change in the grading transcription system.
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![USING THE PITCHBOOK TEMPLATE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],EXECUTIVE SUMMARY Our Recommendation: There is sufficient imperative at this time to prompt a change in grade transcription. Students have demonstrated a clear and uniform desire for a change.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Transcription presentation
The document discusses options to change the medical school grading system from Honours/Pass/Fail to Credit/No Credit. It notes that focus groups and surveys show strong student support for reviewing the grading system. The referendum questions ask students if they feel informed enough to vote, and if they support replacing H/P/F with Credit/No Credit. A minimum response rate of 80% is required for years 1&2 and 60% for years 3&4. If more than 20% feel uninformed in any class, the vote will be postponed. The document discusses arguments for and against each grading system in relation to student stress, clinical assessments, post-graduate selection, and patient safety.
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Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
High school whitepaper-final
The white paper discusses CDA and career and technical high schools as an effective entry into early care and education.
High School Whitepaper-Final
The document discusses whether career and technical high schools (CTE) are an effective entry point for early childhood education careers. It analyzes surveys of CTE teachers/administrators and students who earned a Child Development Associate (CDA) credential in high school. The surveys found that CTE programs are capable of creating pathways to the field and that earning a CDA in high school encourages continued education. However, challenges remain around varying training standards, lack of funding, and low compensation for early childhood educators. Overall, the CDA credential appears well-aligned with recommendations to improve the early childhood workforce.
Temerity of Hope
This document summarizes a study on fostering integration and success for transfer students at California Polytechnic State University. The study was framed around Snyder's hope theory and examined data from NSSE surveys and a survey of EOP transfer students. Key findings included a need for improved transfer preparation, advising, and support services for underrepresented groups. Recommendations included developing transfer student pathways through joint programs, orientation, advising and support services to improve integration and help students achieve their goals.
Building Your Transfer Outreach Plan
Half of potential transfer students will not reach out to admissions until they are ready to apply. With their list of schools they are considering as small as 2-4, it's ever important to ensure you are "top of mind" for potential transfer students.
As we enter the spring recruitment season when transfer recruitment becomes a big priority for many schools, it's important to stay informed of top trends and resources for building your brand, capturing student interest, and engaging and converting prospects through enrollment.
This presentation will focus on top ways colleges are using new technology to go beyond the table in the student lounge and focus on high impact and measurable methods of finding and connecting with their prospects.
Mentorship Program at Southern Miss
This presentation was designed for a project 3.3 in my English 333 class (technical writing). The project was given to the class with the goal of addressing an issue in the community. The issue I addressed was the lack of a proper mentor-ship program at University of Southern Mississippi.
Venes santiago i lead5433 module 2 analysis childhood obesity
This document outlines a proposed plan to address childhood obesity at a school. It begins by defining childhood obesity and noting the increasing rates. It then describes a three stage change process of analysis, planning, and implementation. The analysis identifies strengths like supportive teachers, but also weaknesses such as barriers to healthy lifestyles. Proposed changes include providing healthy food alternatives, supplementing education on nutrition, and conducting surveys to measure outcomes. The plan aims to create long term health benefits through supporting students in developing healthy habits.
Write Sample-Spring 2016 Success Counseling Report
The Student Success Program at the University of Arizona's Honors College conducted an assessment of its program in Spring 2016. The assessment found that:
1) Students reported an overall positive experience with the Student Success Program based on survey responses, with average scores in the high "A" range.
2) The most helpful aspects of appointments according to students were engagement conversations and resources provided.
3) While most students felt nothing needed to be improved, some suggested better connecting their major to career goals and improving appointment scheduling.
4) In response, the Student Success Program will overhaul its intake process, consider altering third-year appointments, increase collaboration with academic advisors, and conduct a more comprehensive assessment.
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Early college high schools have been shown to significantly improve student outcomes. Students who attended early colleges were more likely to enroll in college, complete a postsecondary degree, and do so at higher rates and faster than similar students who did not attend early colleges. A cost-benefit analysis found that the lifetime benefits of early colleges for students were over $58,000 on average, far exceeding the average additional cost of around $3,800 per student over four years of high school compared to traditional high schools. The policy brief recommends that policymakers support the expansion of early college programs to help more students be better prepared for and complete postsecondary education.
Running head TRANSFER STUDENT ENROLLMENT POLICYTRAN.docx
Running head: TRANSFER STUDENT ENROLLMENT POLICY
TRANSFER STUDENT ENROLLMENT POLICY
4
Transfer student enrollment policy
Tangela Jones
Walden University
Transfer students represent a significant opportunity for both institutions and students. Apparently, Apex State University is encountering a serious fall in student registration which on the other hand has an impact on total tuition income. Therefore as the director in charge of enrollment management, I will present a paper detailing transfer policies and procedures. The essence is to break down to the president how the process is operated, whom the stakeholders are, their departments and positions, the chain of command in terms of whom they answer to and what kind of resistance can be expected.
First and foremost, college and university administrators are bound to develop a more coherent as well as an integrated view of the environment they inhabit in order to be more effective as they work in them (Birnbaum, 1988). Focusing on the policies and procedures in transfer student enrollment, an individual must apply for admission to the university. In summary, the application process requires one to submit to the admissions office such credentials as a completed application for the undergraduate transfer admission, a non-refundable application processing fee and also to mention an official transcript submitted to all institutions attended showing all work completed to date. How these policies and procedures are not exclusive in the sense that additional credentials may be requested subject to area of study.
It is no doubt that transfers students represent a significant opportunity for both institutions and students. State Ape University has five major stakeholders groups who play different roles to ultimately complete the institution vision and mission. Administrators are responsible for the maintenance as well as supervision of the university. Academic staffs are also critical in matters of academics. They include professors of different ranks, lecturers and also to mention researchers. Their role in the transfer enrollment process is to support systems for retaining transfer students and more importantly help transfer students persist to graduation (Tierney, 2008). Resistance can be encountered in different scenarios especially when stakeholders don’t share interests.
Reference
Birnbaum, R. (1988). How colleges work: The cybernetics of academic organization and leadership. San Francisco, CA: Jossey-Bass.
Tierney, W. G. (2008). The impact of culture on organizational decision making: Theory and practice in higher education. Sterling, VA: Stylus.
...
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The organization was seeking funding from the NYC DOE in order to carry out its mission of expanding public and legislative support for the use of a holistic admissions approach in the city's specialized high school admissions process.
"Students Behaviour While Choosing a Bschool" project work.
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Over 50% of students transitioning from further education to higher education had either not received instruction on citing literature or were unsure if they had received instruction. New students consistently identified characteristics of trustworthy websites such as being a top Google result, having an author information section, and loading quickly. The main sources students seek healthcare information from are online sources rather than social media.HEADED TO COLLEGE
New York City’s new small public high schools of
choice (“SSCs” for short) are well positioned
to meet this challenge because of their focus
on providing academically rigorous curricula
and personalized learning environments
for their students.
Ncair 2011 presentation
Belmont Abbey College conducted a survey of 203 first-year students to understand their intentions to persist and how this relates to college choice and adjustment. The survey found that students who intended to transfer were less likely to return after the first semester and reported feeling less successful adjusting socially. Those for whom BAC was a lower choice were also less likely to return. The college plans to use this information to contact at-risk students earlier and help them engage more to improve retention.
Voter Perceptions: Common Core State Standards and Assessments
On February 25, 2014 Achieve hosted a webinar open to state leaders and partners in all 50 states on the release of Achieve’s third national poll – Voter Perceptions: Common Core State Standards & Tests – which shows solid majorities of voters support common standards, common assessments, and allowing teacher and students time to adjust to these new expectations. Chad Colby, Achieve’s Director of Strategic Communications and Outreach, was joined on the webinar by Alex Bratty, Partner with Public Opinion Strategies and Dave Walker, Vice President of Greenberg Quinlan Rosner Research, to present an overview of the findings and discuss implications for leaders at the state level. This year's poll shows that awareness of the Common Core State Standards (CCSS) is inching up, even though nearly two-thirds of those surveyed still have heard "nothing" or "not too much" about the CCSS. Of those that said they had read, seen or heard recently about the standards, opinions were almost equally split between favorable and unfavorable, yet a plurality still favor implementation. Once voters were read a brief description of the CCSS, a solid majority, 69%, favored implementing the standards. For the first time in Achieve's series of polls, voters were asked about the effect of the Common Core and new tests on accountability and teacher evaluations. Voters believe that both student testing and teacher evaluations are important and should continue during implementation. Consequences, voters said, should only come for teachers, students and schools after an adjustment period, with a majority favoring a one or two year adjustment period. For more information, visit http://www.achieve.org/meetings-webinars
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Introduction to objective, scope and outcome the subject
Chapter 2
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- 1. THE TRANSCRIPTION OF GRADES: REFERENDUM RESULTS E. Brecher, A. Brown , K. Emms, K. Lee, K. VanDewark, H. Yan University of Toronto Faculty of Medicine