This transcript is for Vanessa Johnson from The Catholic University of America. It shows her coursework and grades from fall 2011 to spring 2015 while pursuing a Bachelor of Arts in English. Over the course of her studies, Vanessa maintained a cumulative GPA of 3.579 and completed 105 credit hours. Her coursework included classes in English, French, history, philosophy, theology, and more.
This document summarizes a presentation on strengthening Chinese language teaching. It discusses challenges like varied program types and lack of funding. It outlines criteria for effective Chinese teachers and sources of professional support like ACTFL. It describes teacher certification programs from the World Languages Institute and Department of Asian Languages and Cultures. It also discusses a NJ Chinese Teacher Roundtable for collaboration and an online platform for the Chinese teaching community.
This document discusses preparing Chinese language teachers for American schools. It notes the growing demand for Chinese teachers due to rising student enrollment in Chinese language courses. It outlines some common approaches to teacher preparation, including master's programs, summer programs, and workshops, each with certain benefits and limitations. The document also describes Indiana University's case study of a comprehensive teacher preparation program incorporating academic year, summer, and periodic training. It stresses the importance of preparing teachers with knowledge of self, students, context, learning, curriculum, and instructional techniques. In conclusion, it lists some of the top challenges facing Chinese teacher education programs and classroom instruction.
Tia B. Simmons' unofficial transcript totals show that she has completed 146 credit hours towards her Bachelor of Arts degree in English with a minor in Sociology at the University of North Florida. The transcript details courses completed at prior institutions like Florida State College at Jacksonville and Jacksonville University that were accepted as transfer credits, as well as courses taken at UNF from Spring 2015 to Fall 2016. Her overall GPA for all coursework is 3.63.
Sarah Demrose Academic History - Undergraduate - LinkedInSarah Demrose
This document summarizes the undergraduate transfer credits and academic history of a student who earned a Bachelor of Science in Education degree in 2012. It shows that they transferred 37 credit hours from Eastern Michigan University, Washtenaw Community College, and completed their remaining coursework at Eastern Michigan University. Their academic performance improved over time, with their final cumulative GPA being 3.26 based on 154 total credit hours earned between transferred and completed courses.
Aaron Harmaty attended Chatham High School and graduated in 2011. He then attended Harvard University in summer 2013 and transferred credits. At his current university, Aaron is pursuing a Bachelor's degree in Humanities & Social Sciences with a major in History and concentration in Law and Society. Over six semesters, Aaron has maintained a high GPA above 3.8 and consistently earned Dean's List honors while taking a variety of history, language, social science and music courses.
- Jacob Kahn is an accounting major at Queens College. He has maintained a high GPA of 3.893 over 6 semesters and has earned 78 credits so far.
- In his early semesters as an undeclared major, he took a variety of introductory courses including anthropology, ethics, psychology and economics.
- More recently as an accounting major, his coursework has focused on accounting, business law, finance, statistics and history courses relevant to his field.
- He is on track to complete his accounting degree having earned strong grades across both introductory and advanced accounting courses.
This document discusses preparing Chinese language teachers for American schools. It notes the growing demand for Chinese teachers due to rising student enrollment in Chinese language courses. It outlines some common approaches to teacher preparation, including master's programs, summer programs, and workshops, each with certain benefits and limitations. The document also describes Indiana University's case study of a comprehensive teacher preparation program incorporating academic year, summer, and periodic training. It stresses the importance of preparing teachers with knowledge of self, students, context, learning, curriculum, and instructional techniques. In conclusion, it lists some of the top challenges facing Chinese teacher education programs and classroom instruction.
Duranda Lewis-Marchell has over 20 years of experience in education. She holds a Master's degree in Reading Education from the University of North Dakota and a Bachelor's degree in Elementary Education from the same institution. Her professional experience includes teaching various elementary and middle school subjects at several Christian schools across the country. She has also held administrative roles such as Director of Administrative Services and faculty mentor. Lewis-Marchell remains actively involved in her community through volunteer work and presentations to educational organizations.
This document summarizes a presentation on strengthening Chinese language teaching. It discusses challenges like varied program types and lack of funding. It outlines criteria for effective Chinese teachers and sources of professional support like ACTFL. It describes teacher certification programs from the World Languages Institute and Department of Asian Languages and Cultures. It also discusses a NJ Chinese Teacher Roundtable for collaboration and an online platform for the Chinese teaching community.
This document discusses preparing Chinese language teachers for American schools. It notes the growing demand for Chinese teachers due to rising student enrollment in Chinese language courses. It outlines some common approaches to teacher preparation, including master's programs, summer programs, and workshops, each with certain benefits and limitations. The document also describes Indiana University's case study of a comprehensive teacher preparation program incorporating academic year, summer, and periodic training. It stresses the importance of preparing teachers with knowledge of self, students, context, learning, curriculum, and instructional techniques. In conclusion, it lists some of the top challenges facing Chinese teacher education programs and classroom instruction.
Tia B. Simmons' unofficial transcript totals show that she has completed 146 credit hours towards her Bachelor of Arts degree in English with a minor in Sociology at the University of North Florida. The transcript details courses completed at prior institutions like Florida State College at Jacksonville and Jacksonville University that were accepted as transfer credits, as well as courses taken at UNF from Spring 2015 to Fall 2016. Her overall GPA for all coursework is 3.63.
Sarah Demrose Academic History - Undergraduate - LinkedInSarah Demrose
This document summarizes the undergraduate transfer credits and academic history of a student who earned a Bachelor of Science in Education degree in 2012. It shows that they transferred 37 credit hours from Eastern Michigan University, Washtenaw Community College, and completed their remaining coursework at Eastern Michigan University. Their academic performance improved over time, with their final cumulative GPA being 3.26 based on 154 total credit hours earned between transferred and completed courses.
Aaron Harmaty attended Chatham High School and graduated in 2011. He then attended Harvard University in summer 2013 and transferred credits. At his current university, Aaron is pursuing a Bachelor's degree in Humanities & Social Sciences with a major in History and concentration in Law and Society. Over six semesters, Aaron has maintained a high GPA above 3.8 and consistently earned Dean's List honors while taking a variety of history, language, social science and music courses.
- Jacob Kahn is an accounting major at Queens College. He has maintained a high GPA of 3.893 over 6 semesters and has earned 78 credits so far.
- In his early semesters as an undeclared major, he took a variety of introductory courses including anthropology, ethics, psychology and economics.
- More recently as an accounting major, his coursework has focused on accounting, business law, finance, statistics and history courses relevant to his field.
- He is on track to complete his accounting degree having earned strong grades across both introductory and advanced accounting courses.
This document discusses preparing Chinese language teachers for American schools. It notes the growing demand for Chinese teachers due to rising student enrollment in Chinese language courses. It outlines some common approaches to teacher preparation, including master's programs, summer programs, and workshops, each with certain benefits and limitations. The document also describes Indiana University's case study of a comprehensive teacher preparation program incorporating academic year, summer, and periodic training. It stresses the importance of preparing teachers with knowledge of self, students, context, learning, curriculum, and instructional techniques. In conclusion, it lists some of the top challenges facing Chinese teacher education programs and classroom instruction.
Duranda Lewis-Marchell has over 20 years of experience in education. She holds a Master's degree in Reading Education from the University of North Dakota and a Bachelor's degree in Elementary Education from the same institution. Her professional experience includes teaching various elementary and middle school subjects at several Christian schools across the country. She has also held administrative roles such as Director of Administrative Services and faculty mentor. Lewis-Marchell remains actively involved in her community through volunteer work and presentations to educational organizations.
1) The document outlines a degree plan proposal for a Bachelor of Science in Integrative Studies with a general studies track for student Nolan Byrnes.
2) The plan includes completing general education requirements, lower division courses such as computers, public speaking and anatomy, and upper division courses in areas such as leadership, health, and American pop culture to fulfill the major requirements.
3) The rationale explains that Byrnes wishes to become an ESOL teacher and the proposed plan integrates his interests in education, culture, language, and field experience teaching to prepare him for that career.
This transcript summary provides the following information in 3 sentences:
The transcript is for Adrian N. Coursey and shows their completed undergraduate and graduate coursework. It displays their Bachelor of Arts in English awarded in 2011 and Master of Arts in English awarded in 2013 from the same institution. The transcript details their academic performance in each term, with their cumulative GPA of 3.63 for undergraduate work and 3.75 for graduate work.
Steven Mesaros has extensive experience teaching social science courses at the high school level in South Korea. He has taught courses in comparative politics, American government, American history, and international relations. He has also worked as an ESL and TOEFL instructor in Busan, South Korea, where he emphasized language acquisition through activities and started a reading club. Mesaros holds a Master's degree in Political Science from York University and a Bachelor's degree with Honors in Political Science from Trent University.
This document outlines the 2014 CIP time table and schedule for a Vietnamese student named Nguyen Thi Oanh enrolled in an intensive English program. It details her starting levels in various subjects, target scores, classes, teachers, times and locations over 24 weeks. It also includes her weekly schedule with optional native classes and self-study, as well as her monthly schedule highlighting tests, activities and travel.
This document summarizes the academic history of Jake Tyler Beaudin, including courses taken between Fall 2012-2013 and Spring 2015-2016 at an unnamed institution. It shows that Jake earned a Bachelor of Social Work degree in May 2016, with majors listed as Psychology and Social Work. Over the course of study, Jake completed 113 credit hours, maintaining a cumulative GPA of 3.29. The majority of courses were taken in social work, psychology, and sociology. Jake also participated in study abroad programs in Italy during the summer of 2013-2014.
This grade report is for Stefania Scott from the American Language Center Intensive English Communication Program at UCLA Extension for the summer term of 2010. It shows that she received an excellent grade in her Culture & Academic class with Abbie Strong, an average grade in her Conversation class with Ben Eisenbise, and failed her Conversation class with Cassi Trailman. The report was signed by the director, William H. Gaskill.
This unofficial transcript summarizes April H. Yancey's academic record, including 26 credits transferred from Virginia Western Community College. It shows her current progress toward a Bachelor of Science in Human Nutrition and Foods from the College of Agriculture, Natural Resources and Design at West Virginia University. In the spring of 2011, she earned a 3.46 GPA across 13 credits, including an A+ in Cross-Cultural Dietary Patterns. She is currently enrolled in 5 courses for the fall 2011 term. This transcript is not an official record of her academic achievements.
Thomas Pittman has an extensive career as an English instructor at Youngstown State University where he taught various writing and literature courses, and also worked previously as a journalist, educator, and webmaster. His curriculum vitae details his employment history, education, scholarships, professional memberships, and activities to provide an overview of his qualifications and experiences.
This unofficial transcript for Matthew C. Chupp summarizes his academic record, including 65 credit hours transferred from Valdosta State University and 61 credit hours completed at the University of Georgia. It provides information on grades, credit hours, grade point averages, academic standing, and notes that the transcript is unofficial and for informational purposes only. Transfer credit is listed chronologically by institution and term. The transcript totals summarize attempt hours, passed hours, earned hours, quality points, and overall GPA for institution courses and transferred courses.
- Tyler V. Boike earned a Bachelor of Science degree in Social Science with a minor in Education from an unnamed institution in May 2015.
- He transferred 68 credit hours from Wallace Community College in Hanceville and earned an additional 78 credit hours at his degree granting institution.
- His coursework at the degree granting institution spanned from Fall 2012 to Spring 2015 and included classes in education, history, political science, economics, and social science. He maintained a cumulative GPA of 3.47.
Rachel Thompson has 15 years of experience as an English teacher, including 10 years in online education. She currently serves as an instructional lead at Minnesota Virtual High School, where her responsibilities include managing teachers, curriculum development, and working with education technology vendors. She has extensive experience developing and facilitating professional development training.
This document contains academic records for Tatevik Svetlana Tonapetyan including personal information, degrees awarded, and quarterly course schedules and grades from 2013-2015 at CSULA where she majored in English and Linguistics. She earned a Bachelor of Arts degree in English in 2015 with High Honors and a second BA in Linguistics in 2016 with Honors. Her cumulative GPA was 3.949 and she made the Dean's List multiple quarters.
This document contains academic records for Tatevik Svetlana Tonapetyan including personal information, degrees awarded, and quarterly course schedules and grades from 2013-2015 at CSULA where she majored in English. She earned a Bachelor of Arts degree in English in 2015 with High Honors and a second BA in Linguistics in 2016 with Honors. Her cumulative GPA was consistently high, ranging from 3.916 to 3.949 through multiple quarters.
Natalie Rose Irwin received her final grades for the fall 2015 term at the University of Ontario Institute of Technology where she is pursuing an undergraduate BA (Hons) in Communication. She took five courses - Introduction to Communication, Living Digitally, Introductory Psychology, Introductory Sociology, and Writing for Social Sciences - and received an A+ in three courses and an A- in two courses, earning a term GPA of 3.94.
This document is Ryan Mcintyre's unofficial transcript from Cal Poly Pomona. It shows that he earned a Bachelor of Science degree in Mathematics with a sub-plan in Secondary Teacher Preparation/Pure Option. Over the course of his undergraduate career from 2011 to 2015, Ryan completed 165 units and earned a GPA of 3.06. He started in the Aerospace Engineering program before switching to Mathematics.
This document is Calvin Joonsuk Huh's official school transcript from Bergen County Technical High School. Over four years (grades 9-12), Calvin took a range of honors, Advanced Placement, and technical courses, earning mostly A's and B's. His cumulative GPA was 3.714. The transcript lists the courses taken each year, credits earned, final grades, and grade point averages. It certifies that Calvin will graduate in June 2015 and has earned a total of 137 credits.
Angelique Trutie has over 20 years of experience teaching mathematics at the secondary and post-secondary levels. She holds a Master's degree in Secondary Mathematics Education and has taught at several colleges, including the University of South Florida St. Petersburg, St. Petersburg College, and Hillsborough Community College. She is currently an adjunct professor at these institutions, teaching both developmental and college-level mathematics courses. Trutie has also participated in numerous professional development opportunities focused on teaching and learning strategies, and assessment. She is proficient in various technologies and mathematics software.
This document summarizes Justin O. Beslity's academic progress at Trinity College. It lists his major as Environmental Science, minor, GPA of 3.367, and advisor as Christoph Geiss. It details the distribution requirements he has completed and placement exam results. The bulk of the document transcripts all of the courses Justin has taken each term, the grades received, and cumulative credit totals. It also notes he received 1 credit for an AP Environmental Science exam.
The document provides information about the English Discipline at Khulna University in Bangladesh. It includes:
1) A welcome message from the Head of the Discipline emphasizing the important role of English in education and understanding human life.
2) A brief history of the Discipline, which was established in 1999 and currently offers BA, MA, and MA in English Language programs.
3) Details about the Discipline's academic programs and courses covering areas like literature, linguistics, language teaching, and more.
4) An overview of the Discipline's mission to provide quality education in English language, literature, and related fields to enable critical thinking.
Roger L. Booker Jr. is a PhD candidate with extensive academic and professional experience in history education. He holds multiple degrees including a BA in Kinesiology from the University of Texas and an MA in History from Texas State University. His career includes positions as a graduate assistant, adjunct professor, research assistant, and substitute and homebound teacher. He has taught various history and social studies courses at the secondary level. His scholarly work has focused on racial violence and civil rights, presenting on topics like the Houston Riot of 1917 and Brownsville Incident. He is founder and director of a nonprofit organization and actively volunteers in his community.
1) The document outlines a degree plan proposal for a Bachelor of Science in Integrative Studies with a general studies track for student Nolan Byrnes.
2) The plan includes completing general education requirements, lower division courses such as computers, public speaking and anatomy, and upper division courses in areas such as leadership, health, and American pop culture to fulfill the major requirements.
3) The rationale explains that Byrnes wishes to become an ESOL teacher and the proposed plan integrates his interests in education, culture, language, and field experience teaching to prepare him for that career.
This transcript summary provides the following information in 3 sentences:
The transcript is for Adrian N. Coursey and shows their completed undergraduate and graduate coursework. It displays their Bachelor of Arts in English awarded in 2011 and Master of Arts in English awarded in 2013 from the same institution. The transcript details their academic performance in each term, with their cumulative GPA of 3.63 for undergraduate work and 3.75 for graduate work.
Steven Mesaros has extensive experience teaching social science courses at the high school level in South Korea. He has taught courses in comparative politics, American government, American history, and international relations. He has also worked as an ESL and TOEFL instructor in Busan, South Korea, where he emphasized language acquisition through activities and started a reading club. Mesaros holds a Master's degree in Political Science from York University and a Bachelor's degree with Honors in Political Science from Trent University.
This document outlines the 2014 CIP time table and schedule for a Vietnamese student named Nguyen Thi Oanh enrolled in an intensive English program. It details her starting levels in various subjects, target scores, classes, teachers, times and locations over 24 weeks. It also includes her weekly schedule with optional native classes and self-study, as well as her monthly schedule highlighting tests, activities and travel.
This document summarizes the academic history of Jake Tyler Beaudin, including courses taken between Fall 2012-2013 and Spring 2015-2016 at an unnamed institution. It shows that Jake earned a Bachelor of Social Work degree in May 2016, with majors listed as Psychology and Social Work. Over the course of study, Jake completed 113 credit hours, maintaining a cumulative GPA of 3.29. The majority of courses were taken in social work, psychology, and sociology. Jake also participated in study abroad programs in Italy during the summer of 2013-2014.
This grade report is for Stefania Scott from the American Language Center Intensive English Communication Program at UCLA Extension for the summer term of 2010. It shows that she received an excellent grade in her Culture & Academic class with Abbie Strong, an average grade in her Conversation class with Ben Eisenbise, and failed her Conversation class with Cassi Trailman. The report was signed by the director, William H. Gaskill.
This unofficial transcript summarizes April H. Yancey's academic record, including 26 credits transferred from Virginia Western Community College. It shows her current progress toward a Bachelor of Science in Human Nutrition and Foods from the College of Agriculture, Natural Resources and Design at West Virginia University. In the spring of 2011, she earned a 3.46 GPA across 13 credits, including an A+ in Cross-Cultural Dietary Patterns. She is currently enrolled in 5 courses for the fall 2011 term. This transcript is not an official record of her academic achievements.
Thomas Pittman has an extensive career as an English instructor at Youngstown State University where he taught various writing and literature courses, and also worked previously as a journalist, educator, and webmaster. His curriculum vitae details his employment history, education, scholarships, professional memberships, and activities to provide an overview of his qualifications and experiences.
This unofficial transcript for Matthew C. Chupp summarizes his academic record, including 65 credit hours transferred from Valdosta State University and 61 credit hours completed at the University of Georgia. It provides information on grades, credit hours, grade point averages, academic standing, and notes that the transcript is unofficial and for informational purposes only. Transfer credit is listed chronologically by institution and term. The transcript totals summarize attempt hours, passed hours, earned hours, quality points, and overall GPA for institution courses and transferred courses.
- Tyler V. Boike earned a Bachelor of Science degree in Social Science with a minor in Education from an unnamed institution in May 2015.
- He transferred 68 credit hours from Wallace Community College in Hanceville and earned an additional 78 credit hours at his degree granting institution.
- His coursework at the degree granting institution spanned from Fall 2012 to Spring 2015 and included classes in education, history, political science, economics, and social science. He maintained a cumulative GPA of 3.47.
Rachel Thompson has 15 years of experience as an English teacher, including 10 years in online education. She currently serves as an instructional lead at Minnesota Virtual High School, where her responsibilities include managing teachers, curriculum development, and working with education technology vendors. She has extensive experience developing and facilitating professional development training.
This document contains academic records for Tatevik Svetlana Tonapetyan including personal information, degrees awarded, and quarterly course schedules and grades from 2013-2015 at CSULA where she majored in English and Linguistics. She earned a Bachelor of Arts degree in English in 2015 with High Honors and a second BA in Linguistics in 2016 with Honors. Her cumulative GPA was 3.949 and she made the Dean's List multiple quarters.
This document contains academic records for Tatevik Svetlana Tonapetyan including personal information, degrees awarded, and quarterly course schedules and grades from 2013-2015 at CSULA where she majored in English. She earned a Bachelor of Arts degree in English in 2015 with High Honors and a second BA in Linguistics in 2016 with Honors. Her cumulative GPA was consistently high, ranging from 3.916 to 3.949 through multiple quarters.
Natalie Rose Irwin received her final grades for the fall 2015 term at the University of Ontario Institute of Technology where she is pursuing an undergraduate BA (Hons) in Communication. She took five courses - Introduction to Communication, Living Digitally, Introductory Psychology, Introductory Sociology, and Writing for Social Sciences - and received an A+ in three courses and an A- in two courses, earning a term GPA of 3.94.
This document is Ryan Mcintyre's unofficial transcript from Cal Poly Pomona. It shows that he earned a Bachelor of Science degree in Mathematics with a sub-plan in Secondary Teacher Preparation/Pure Option. Over the course of his undergraduate career from 2011 to 2015, Ryan completed 165 units and earned a GPA of 3.06. He started in the Aerospace Engineering program before switching to Mathematics.
This document is Calvin Joonsuk Huh's official school transcript from Bergen County Technical High School. Over four years (grades 9-12), Calvin took a range of honors, Advanced Placement, and technical courses, earning mostly A's and B's. His cumulative GPA was 3.714. The transcript lists the courses taken each year, credits earned, final grades, and grade point averages. It certifies that Calvin will graduate in June 2015 and has earned a total of 137 credits.
Angelique Trutie has over 20 years of experience teaching mathematics at the secondary and post-secondary levels. She holds a Master's degree in Secondary Mathematics Education and has taught at several colleges, including the University of South Florida St. Petersburg, St. Petersburg College, and Hillsborough Community College. She is currently an adjunct professor at these institutions, teaching both developmental and college-level mathematics courses. Trutie has also participated in numerous professional development opportunities focused on teaching and learning strategies, and assessment. She is proficient in various technologies and mathematics software.
This document summarizes Justin O. Beslity's academic progress at Trinity College. It lists his major as Environmental Science, minor, GPA of 3.367, and advisor as Christoph Geiss. It details the distribution requirements he has completed and placement exam results. The bulk of the document transcripts all of the courses Justin has taken each term, the grades received, and cumulative credit totals. It also notes he received 1 credit for an AP Environmental Science exam.
The document provides information about the English Discipline at Khulna University in Bangladesh. It includes:
1) A welcome message from the Head of the Discipline emphasizing the important role of English in education and understanding human life.
2) A brief history of the Discipline, which was established in 1999 and currently offers BA, MA, and MA in English Language programs.
3) Details about the Discipline's academic programs and courses covering areas like literature, linguistics, language teaching, and more.
4) An overview of the Discipline's mission to provide quality education in English language, literature, and related fields to enable critical thinking.
Roger L. Booker Jr. is a PhD candidate with extensive academic and professional experience in history education. He holds multiple degrees including a BA in Kinesiology from the University of Texas and an MA in History from Texas State University. His career includes positions as a graduate assistant, adjunct professor, research assistant, and substitute and homebound teacher. He has taught various history and social studies courses at the secondary level. His scholarly work has focused on racial violence and civil rights, presenting on topics like the Houston Riot of 1917 and Brownsville Incident. He is founder and director of a nonprofit organization and actively volunteers in his community.