2019-2020 Undergraduate Catalog
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Student Affairs in Higher Education (Sahe) Minor
STUDENT AFFAIRS IN HIGHER EDUCATION (SAHE) MINOR ACADEMIC ADVISING Partnering with students to successfully navigate college Connect With Your Advisor Location: Main Hall 208 Current UCCS Students Phone: 719.255.3260 Appointments: www.uccs.edu/advising/current-students Website: www.uccs.edu/advising Drop In Advising: Most Wednesdays, 1:00pm - 4:00pm Prospective Students: www.uccs.edu/admissions/contact GENERAL ACADEMIC INFORMATION Minimum Minor Requirements Student Responsibilities 18 credit hours Students are required to know and follow: 9 upper-division credit hours (3000-4999 level) All academic policies set forth by the University, College, and 2.0 Minor GPA academic department in the UCCS Catalog: catalog.uccs.edu Residency: Last 9 credit hours of the minor must be completed All course prerequisites designated by the University. Failure to while registered at UCCS meet course pre-requisites may result in an administrative drop of the course from a student’s schedule: see degree audit for NOTE: Speak with an academic advisor to declare a minor. list of course prerequisites within academic minor. MINOR REQUIREMENTS Explore SAHE: SAHE | College of Education (uccs.edu) Minor Requirements Student Affairs in Higher Course/Area Course Title Credit Hours Education Minor LEAD 2000 Student Affairs Foundations 3 (18 hours) LEAD 3000 How College Students Develop 3 LEAD 3010 Diversity in Higher Education 3 All courses must be completed with a grade of C or better. LEAD 4010 Internship in Leadership in Higher Education 3 SAHE Electives Complete 6 credit hours from the courses below. 6 COMM 1020, 1440, 2150, 3330, 3350, COUN 3100, 3500, 4070, 4500, GPS 4090, LEAD 1600, 2010, 3020, 3030, 3040, 4500, SOC or WEST 4470, SOC or WEST 4530, WEST 1010, 4040 Total 18 2021-2022 . -
Academic Affairs Guidelines
ACADEMIC AFFAIRS GUIDELINES Section 2: Academic Programs and Curriculum: Guidelines and Procedures Title: Curriculum and Program Definitions Number (Current Format) Number (Prior Format) Date Last Revised 2.1 II.F.1 10/2018 Reference: BOR Policy 2:25 – Articulation of General Education Courses: South Dakota Technical Institutes without a Memorandum of Agreement with the Board of Regents BOR Policy 2:29 – Definition of Credits and Related Institutional Requirements BOR Policy 2:23 – Program and Curriculum Approval BOR Policy 2:7 – Baccalaureate General Education Curriculum BOR Policy 2:26 – Associate Degree General Education Curriculum Related Form(s): 1. Undergraduate Degree Programs 1.1. Bachelor’s Degree Universities award a bachelor’s degree to a student for satisfactory completion of a prescribed course of study. Bachelor’s degree programs shall require one hundred twenty (120) credit hours. The Board of Regents may grant exceptions those cases in which a program must comply with specific standards established by external accreditation, licensure or regulatory bodies or for other compelling reasons approved by the executive director in consultation with the Board of Regents’ president (Board Policy 2:29). A diploma and transcript signify the measure of achievement and verify the degree. The bachelor’s degree enables a student to acquire a certain amount of general learning and become proficient in a particular field of study or a profession. The curricular structure of a bachelor’s degree program includes a system general education core curriculum (thirty [30] credit ours per Board Policy 2:7), support courses, major courses, and electives. 1.2. Associate Degrees 1.2.1. -
Friday Prime Time, April 17 4 P.M
April 17 - 23, 2009 SPANISH FORK CABLE GUIDE 9 Friday Prime Time, April 17 4 P.M. 4:30 5 P.M. 5:30 6 P.M. 6:30 7 P.M. 7:30 8 P.M. 8:30 9 P.M. 9:30 10 P.M. 10:30 11 P.M. 11:30 BASIC CABLE Oprah Winfrey Å 4 News (N) Å CBS Evening News (N) Å Entertainment Ghost Whisperer “Save Our Flashpoint “First in Line” ’ NUMB3RS “Jack of All Trades” News (N) Å (10:35) Late Show With David Late Late Show KUTV 2 News-Couric Tonight Souls” ’ Å 4 Å 4 ’ Å 4 Letterman (N) ’ 4 KJZZ 3The People’s Court (N) 4 The Insider 4 Frasier ’ 4 Friends ’ 4 Friends 5 Fortune Jeopardy! 3 Dr. Phil ’ Å 4 News (N) Å Scrubs ’ 5 Scrubs ’ 5 Entertain The Insider 4 The Ellen DeGeneres Show (N) News (N) World News- News (N) Two and a Half Wife Swap “Burroughs/Padovan- Supernanny “DeMello Family” 20/20 ’ Å 4 News (N) (10:35) Night- Access Holly- (11:36) Extra KTVX 4’ Å 3 Gibson Men 5 Hickman” (N) ’ 4 (N) ’ Å line (N) 3 wood (N) 4 (N) Å 4 News (N) Å News (N) Å News (N) Å NBC Nightly News (N) Å News (N) Å Howie Do It Howie Do It Dateline NBC A police of cer looks into the disappearance of a News (N) Å (10:35) The Tonight Show With Late Night- KSL 5 News (N) 3 (N) ’ Å (N) ’ Å Michigan woman. (N) ’ Å Jay Leno ’ Å 5 Jimmy Fallon TBS 6Raymond Friends ’ 5 Seinfeld ’ 4 Seinfeld ’ 4 Family Guy 5 Family Guy 5 ‘Happy Gilmore’ (PG-13, ’96) ›› Adam Sandler. -
The Rhythm of College Life
The Rhythm of College Life For many students, going to college is filled with ambiguity and doubt. It may be their first time away from home for an extended period. There is powerful tension between their desire for more freedom and autonomy and their need for reassurance and support. Parents, too, have mixed emotions when their children leave home. They often feel a sense of loss accompanied by a sense of freedom. The house seems so quiet. At the same time, the house seems too quiet! Separation Anxiety People are more comfortable with the familiar. Your son or daughter has probably spent several years with the same friends from the same high school. The teachers are familiar, the school campus is familiar, and the town is familiar. College means finding a whole new set of friends, adapting to professors who do not treat them the way their high school teachers did, and navigating a campus where everything is not located in one building. Beginning a new adventure on campus at Tiffin University generates both excitement and anxiety. For students who adapt quickly, any apprehension is quickly overcome. For others, the transition may take a little longer and include some struggle with homesickness. Some students begin to feel anxious several weeks before they even leave home. Others seem OK at first only to find themselves feeling homesick later, perhaps after returning from Christmas break. Most often, though, the first few days or weeks are the most difficult. At TU, we help students feel accepted and secure by creating an environment in which they can function well and meet challenges successfully. -
Narrative Topography: Fictions of Country, City, and Suburb in the Work of Virginia Woolf, W. G. Sebald, Kazuo Ishiguro, and Ian Mcewan
Narrative Topography: Fictions of Country, City, and Suburb in the Work of Virginia Woolf, W. G. Sebald, Kazuo Ishiguro, and Ian McEwan Elizabeth Andrews McArthur Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 © 2012 Elizabeth Andrews McArthur All rights reserved ABSTRACT Narrative Topography: Fictions of Country, City, and Suburb in the Work of Virginia Woolf, W. G. Sebald, Kazuo Ishiguro, and Ian McEwan Elizabeth Andrews McArthur This dissertation analyzes how twentieth- and early twenty-first- century novelists respond to the English landscape through their presentation of narrative and their experiments with novelistic form. Opening with a discussion of the English planning movement, “Narrative Topography” reveals how shifting perceptions of the structure of English space affect the content and form of the contemporary novel. The first chapter investigates literary responses to the English landscape between the World Wars, a period characterized by rapid suburban growth. It reveals how Virginia Woolf, in Mrs. Dalloway and Between the Acts, reconsiders which narrative choices might be appropriate for mobilizing and critiquing arguments about the relationship between city, country, and suburb. The following chapters focus on responses to the English landscape during the present era. The second chapter argues that W. G. Sebald, in The Rings of Saturn, constructs rural Norfolk and Suffolk as containing landscapes of horror—spaces riddled with sinkholes that lead his narrator to think about near and distant acts of violence. As Sebald intimates that this forms a porous “landscape” in its own right, he draws attention to the fallibility of representation and the erosion of cultural memory. -
“It's Gonna Be Some Drama!”: a Content Analytical Study Of
“IT’S GONNA BE SOME DRAMA!”: A CONTENT ANALYTICAL STUDY OF THE PORTRAYALS OF AFRICAN AMERICANS AND HISTORICALLY BLACK COLLEGES AND UNIVERSITIES ON BET’S COLLEGE HILL _______________________________________ A Dissertation presented to the Faculty of the Graduate School at the University of Missouri _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _____________________________________________________ by SIOBHAN E. SMITH Dr. Jennifer Stevens Aubrey, Dissertation Supervisor DECEMBER 2010 © Copyright by Siobhan E. Smith 2010 All Rights Reserved The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled “IT’S GONNA BE SOME DRAMA!”: A CONTENT ANALYTICAL STUDY OF THE PORTRAYALS OF AFRICAN AMERICANS AND HISTORICALLY BLACK COLLEGES AND UNIVERSITIES ON BET’S COLLEGE HILL presented by Siobhan E. Smith, a candidate for the degree of doctor of philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. Professor Jennifer Stevens Aubrey Professor Elizabeth Behm-Morawitz Professor Melissa Click Professor Ibitola Pearce Professor Michael J. Porter This work is dedicated to my unborn children, to my niece, Brooke Elizabeth, and to the young ones who will shape our future. First, all thanks and praise to God, from whom all blessings flow. For it was written: “I can do all things through Christ which strengthens me” (Philippians 4:13). My dissertation included! The months of all-nighters were possible were because You gave me strength; when I didn’t know what to write, You gave me the words. And when I wanted to scream, You gave me peace. Thank you for all of the people you have used to enrich my life, especially those I have forgotten to name here. -
Course Catalog 2019-2021 Beloit College Catalog 2019-20
Course Catalog 2019-2021 Beloit College Catalog 2019-20 Published by Beloit College 700 College St. Beloit, WI 53511 For more information, contact the Registrar’s Office at 608-363-2640 or www.beloit.edu/registrar. The courses of study, assignment of faculty, programs, facilities, policies, services, and activities and fees described herein are subject to change, revision, cancellation, or withdrawal without published notice and without liability, at the discretion of the trustees, faculty, and administrative officers of the college. Students are bound by the requirements and policies set forth in the Beloit College catalog—the edition that pertains to their first year on campus or a more current version, whichever is appropriate. It is the policy of Beloit College not to discriminate against students, applicants for admission and financial aid, or employees on the basis of sex, race, color, religion, national origin, ancestry, age, sexual orientation, physical or mental disabilities, or other traits protected by law that are unrelated to institutional jobs, programs, or activities. ©2019 Beloit College. All rights reserved. No part of this publication may be reproduced, stored in a retrieval systems, or transmitted in any form or by any means, electronic, mechanical, photocopying, or otherwise, without prior written permission of Beloit College. BELOIT COLLEGE CATALOG 2019-21 PAGE 2 Table of Contents Chapter 1 Curriculum and Academic Requirements 4 Mission and Goals • Curriculum Overview • Degrees Offered • Degree Requirements • Degree -
Developing Globally-Minded Engineers Through Academic Specializations and Minors
Developing Globally-Minded Engineers Through Academic Specializations and Minors Global E3 Annual Meeting 2015 Presenters ● Rachel Armstrong, College of Engineering Honors Program, University of Michigan ● Teresa Finis, International Programs in Engineering, University of Illinois Urbana-Champaign ● Amanda Hammatt, International Engineering Studies & Programs, University of Wisconsin-Madison ● Pedro Linares, Universidad Pontifica Comillas ● Elizabeth Mekaru, International Programs in Engineering, University of Michigan Introduction Engineering Global Leadership Honors Program College of Engineering Honors Program, University of Michigan Certificate in International Engineering International Engineering Studies & Programs, University of Wisconsin-Madison International Minor for Engineers International Programs in Engineering, University of Michigan International Minor in Engineering International Programs in Engineering, University of Illinois at Urbana-Champaign International Track Universidad Pontificia Comillas Agenda ● Description of academic specializations, minors, and certificates ● Elements that make these programs unique: addressing challenges ● Student Recruitment and Retention ● Co-Curricular Experiences ● Development ● Questions to the Panel ● Small Group Discussion International Minor in Engineering-UIUC ● History o Established in 1983 o Started as an Int’l Certification in 1981 ● more than 80% of engr. Freshmen completed two or more years of language in high school ● Provide an opportunity for students to prepare for the int’l world in which they live o Graduated 1st Int’l Minor in Engr-Germanic Studies 1983 International Minor in Engineering-UIUC ● Desired Learning Outcomes o Achieving proficiency in a foreign language . on-campus courses . courses and residency abroad o Experience of living in the region/country of focused Minor . Developing a cultural awareness would not otherwise gain o Having an overall understanding of country/region . language . cultural . -
Centre College Family Engagement Handbook
CENTRE COLLEGE FAMILY ENGAGEMENT HANDBOOK A GUIDE TO THE RESOURCES AVAILABLE THROUGHOUT THE CENTRE EXPERIENCE TABLE OF CONTENTS Meet our new President ............................................... 3 OTHER SAFETY INFORMATION Statement of Purpose, Mission Statement, Call Alert Center, Sexual Misconduct Policy, and Haven Statement of Community, The Centre Alma Mater: for Parents ................................................................. 40 Centre Dear ................................................................. 4 A Brief History of Centre College .............................. 5 FINANCIAL INFORMATION About the Family Engagement Program Staff .............. 6 Money Matters .................................................... 41-43 About The Centre Parent Fund Student Employment ................................................ 42 and The Parents Association ........................................ 7 Financial Aid ............................................................. 43 Pointers for Parents, Guardians, and Families ......... 8-11 Payments and Billing ................................................. 43 Centre College Bookstore .......................................... 11 Things to Bring and Not Bring .................................. 12 ACADEMIC INFORMATION Miscellaneous Matters ............................................... 13 Important Academic Dates & Deadlines ................... 44 Emergency and General Contact Information ........... 14 FAQ: Academics ........................................................ 45 -
1985-01-A: Requirements for Initiation Or Change of Credit- Based Academic Programs
PA State System of Higher Education Board of Governors Effective: March 19, 1985 Page 1 of 3 Policy 1985-01-A: Requirements for Initiation or Change of Credit- Based Academic Programs See Also: Adopted: March 19, 1985 Amended: October 9, 2003, January 19, 2012, April 10, 2014, October 8, 2015, January 25, 2018, and July 12, 2018 A. Purpose To delegate to the Chancellor the Board of Governors’ authority as set forth in 24 PS 20- 2006A(a)(5) for the approval of new undergraduate and graduate degree programs. B. Introduction The high-value and relevant academic programs of Pennsylvania’s State System of Higher Education universities prepare our students for success in their lives and careers in our global society. This policy will ensure all new academic programs undergo a consistent, fair, and timely process to determine the need and appropriateness for the State System. C. Definitions Academic Major: Main field of study in an academic program. For baccalaureate degrees, the academic major (comprised of core and cognate courses) and general education are the two principal components of the degree. For master’s degrees, the academic major (common core), concentration or specialization, and capstone experience(s) are the principal components of the degree. Academic major can be a sequence of courses, activities, and/or experiences constituting a major field of study, culminating in a credit-based degree or certificate. Academic Minor: An organized program of study that comprises the fundamental requirements of an academic major (core and cognate courses) equivalent to a minimum of 18 semester credit hours. As a secondary field of study, the academic minor should reflect a minimum of six credits of advanced standing coursework. -
Proposal for a New Academic Minor in Population and Public Health
Proposal for a New Academic Minor in Population and Public Health Background and Purpose In contrast to clinical medicine which focuses attention on individual patients, public health is concerned with the health of populations. Its efforts to control disease rely primarily on prevention rather than on curing individual patients. The Association of Schools of Public Health defines public health as, ―the science and art of protecting and improving the health of communities through education, promotion of healthy lifestyles, and research for disease and injury prevention‖ (www.whatispublichealth.org). The responsibilities of public health professionals cover a wide range of services, including identifying the cause of a disease outbreak, monitoring air and water quality, vaccinating a community, preparing for emergencies, and inspecting restaurants. The emergence of public health as a distinct field may be dated to the 19th century with such events as the creation of the smallpox vaccine and the discovery that a London cholera outbreak could be traced to a single neighborhood water pump. In recent years, public health has taken on a broader set of issues such as social inequalities and global environmental challenges, and is increasingly insistent on scientific, ―evidence-based‖ research and interventions. With its foci on the common good and on protecting the public, particularly those who are disadvantaged, an education in population and public health prepares students for careers consistent with the John Carroll vision statement, to ―graduate individuals of intellect and character who lead and serve by engaging the world around them and around the globe‖ (www.jcu.edu/about/vmc2.htm). The university’s core values that are especially relevant to an education in public health include: A culture of service and excellence that permeates every program and office. -
City, University of London Institutional Repository
City Research Online City, University of London Institutional Repository Citation: Berköz, Levent Donat (2012). A gendered musicological study of the work of four leading female singer-songwriters: Laura Nyro, Joni Mitchell, Kate Bush, and Tori Amos. (Unpublished Doctoral thesis, City University London) This is the unspecified version of the paper. This version of the publication may differ from the final published version. Permanent repository link: https://openaccess.city.ac.uk/id/eprint/1235/ Link to published version: Copyright: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to. Reuse: Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. City Research Online: http://openaccess.city.ac.uk/ [email protected] A Gendered Musicological Study of the Work of Four Leading Female Singer-Songwriters: Laura Nyro, Joni Mitchell, Kate Bush, and Tori Amos Levent Donat Berköz Thesis Submitted in Fulfilment of the Requirements for the Degree of Doctor of Philosophy City University London Centre for Music Studies June 2012 1 TABLE OF CONTENTS TABLE OF CONTENTS ………………………………………………………… 2 LIST OF FIGURES ……………………………………………………………… 5 ACKNOWLEDGEMENTS ……………………………………………………… 7 DECLARATION ………………………………………………………………… 9 ABSTRACT ……………………………………………………………………… 10 INTRODUCTION ……………………………………………………………….. 11 Aim of the thesis………………………………………………………………….