2017-2018 Academic Catalog 2 Table of Contents Table of Contents
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ACADEMIC CATALOG 2019-2020 Contents
ACADEMIC CATALOG 2019-2020 Contents Mission Statement ...................................................................................................................................... 1 President’s Message ................................................................................................................................... 2 Visiting ......................................................................................................................................................... 3 History .......................................................................................................................................................... 4 Regis College at a Glance ......................................................................................................................... 5 Accreditation .............................................................................................................................................. 7 The Regis Pathways of Achievement ...................................................................................................... 9 Associate Degree Programs at a Glance ............................................................................................... 13 Regis Facilities and Services................................................................................................................... 16 General College Policies and Procedures............................................................................................. 20 Accreditation, State -
Institutional Master Plan Notification Form WHEELOCK COLLEGE
Institutional Master Plan Notification Form WHEELOCK COLLEGE Resource Center Project Renovation and Addition Submitted by: Submitted to: Trustees of Wheelock College Boston Redevelopment Authority 200 The Riverway One City Hall Square Boston, MA 02215 Boston, MA 02201 Prepared by: Catherine Donaher +associates with William Rawn Associates March 20, 2012 Table of Contents 1. Introduction 1 Rationale for the IMP Amendment 1 2. Existing Campus and Facilities 3 3. Institutional Master Plan Projects 6 Proposed Project Description 6 Proposed Future Projects 8 Zoning 8 4. Transportation and Environment 9 5. Community Benefits to Boston 11 Figures and Tables: Table 1. Existing Campus Facilities 5 Figure 1. Wheelock Campus Plan 12 Figure 2. Patio Project Site 13 Figure 3. Perspectives 14 Figure 4. View up Pilgrim Road‐ Existing and Proposed 15 Figure 5. View down Pilgrim Road‐ Existing and Proposed 16 1. INTRODUCTION Wheelock College is embarking upon a small new project on its campus called the Resource Center Project and wishes to amend its 2007 Boston Campus Institutional Master Plan to add this Institutional Project to the Plan. With the submission of this Institutional Master Plan Notification Form, the College is presenting its proposal to renovate a portion of and to create an addition to the Activities Center East Building totaling about 9260 SF. The building will house institutional uses including a state‐of‐the‐art technology and resource center to support students, faculty, alumni and community members, along with additional classrooms, and faculty offices relocated from basement space elsewhere on campus. The Proposed Project calls for renovation of 2295 SF within the existing Activities Center East (ACE) Building and for an addition to the AEC of about 6545 SF on a small footprint, about 3000 SF, in a three‐story, 38’ high building with one façade on Pilgrim Road. -
U.S. University Success
2015-2016 Your first step to U.S. university success In partnership with: 02 Welcome to ONCAMPUS Boston ONCAMPUS BOSTON 04 ONCAMPUS Boston supports your success is your path to success 06 Begin your university experience 08 Living and learning At ONCAMPUS Boston, located in the heart of America’s #1 college in Boston town, we prepare international students to succeed – academically, 10 Program benefits: the support you need to succeed socially, and professionally – with a 1–year immersion program that enables them to earn college credit while gaining a deeper 12 Your route to a university degree understanding of the U.S., its education system, and which options are best for you. 14 Your university transfer application The United States, widely recognized as a world leader in education, 16 Meet our partner universities offers a complex array of choices, from types of institutions (colleges, universities, specialty schools – over 4,000 in total), to majors and 26 Next steps minors, to extracurricular activities that can support networking and build leadership skills. With so many choices, it can be a challenge for any student to determine what is best for them. In fact, nearly 40% of all U.S. college students end up transferring from one school to another. ONCAMPUS Boston is proud In addition, the demand for a degree from a U.S. institution of higher to work in partnership with Wheelock College to offer a education has never been greater. As a result, many schools can be high-quality university transfer selective when choosing which students to accept into their programs. -
Annual Campus Security and Fire Report MCPHS University
Annual Campus Security and Fire Report Reporting year 2015 MCPHS University Submitted October 1, 2016 Table of Contents A Message from Public Safety 3 Campus maps 4-6 Important Telephone Numbers 7 The Clery Report 8 Timely Warning 9 Daily Crime and Fire Log 11 Procedures for Reporting a Crime 12 Anonymous Reporting 14 Confidential Reporting 14 Criminal Investigation 15 Off Campus Criminal Investigation 15 Off Campus Emergency 17 Services 19 Access to Campus Facilities 20 Security Awareness & Crime Prevention Programs 21 Crime Prevention 24 Policy on Missing Student 30 Policy on Alcohol/ Drug Use 31 Sexual Assault / Sex Offenses 32 Bystander Options 33 Policy on Sexual Harassment 40 Relationship Violence 41 Crime Statistics 48-50 Hate Crime Statistics 51-53 Fire Safety 58 Fire Safety Statistics 61 Emergency Response & Evacuation 62 Federal Trafficking 63 2 Controlled Substances 65 A message from MCPHS Department of Public Safety The mission of the MCPHS University Public Safety Department is to enhance the quality of life for the entire MCPHS University community by maintaining a secure and open environment where the safety of all is balanced with the rights of the individual. The Public Safety Department strives to accomplish its mission while adhering to its core values of Integrity, Professionalism, and Service. The success of this mission depends upon an effective working relationship between Public Safety personnel and the diverse elements of the MCPHS University community, including students, staff, faculty and visitors. Critical to this relationship is mutual respect. Therefore, we pledge to respect the diverse needs and interests of the community we serve. -
ALEXANDER RUGGERI [email protected] ; [email protected]
ALEXANDER RUGGERI [email protected] ; [email protected] EDUCATION Tufts University. English Literature Ph.D. Candidate. Projected Defense Oct 2020. New York University. Master of Arts Degree in English Literature. 2011. Roger Williams University. B.A. in English Literature. Second Major in Creative Writing. Concentration in History. Summa cum laude; with honors. 2007. RESEARCH INTERESTS Modernism; Sound Studies; British and American Literature; Poetry and Poetics; Phenomenology; Aesthetics; Film Studies and Theory; Literary Theory; Intellectual History; Classics Dissertation Title: Listening to Form: Modernism and the Auditory Subject SELECTED PUBLICATIONS "'By ear, he sd.': Open Listening with Charles Olson and John Cage." Staying Open: Charles Olson's Sources and Influences. Ed. Joshua Hoeynck, Wilmington, DE: Vernon Press. TEACHING EXPERIENCE Affiliated Faculty, Emerson College. Spring 2018-current. Graduate Instructor, Tufts University. 2014-2017. Adjunct Faculty, Bentley University. Fall 2018, Spring 2019. Adjunct Lecturer of English, Suffolk University. Fall 2015, Fall 2016. Adjunct Professor of English, Bunker Hill Community College. January 2013-May 2013. Adjunct Professor of English, Middlesex Community College. August 2012-May 2013. Tufts University International Student Programs, International Student Cultural Exchange. Summer 2018; 2019. Classes Taught Emerson College: Modernism and Sound 300-level: Fall 2019 Boundaries of Fantasy Literature, Spring 2019 Literary Foundations, Spring 2019, 2020 Modernism -
Robert A. Diehl, M.A. Pronouns: He/Him/His Email: [email protected]
Robert Diehl CV 1 Robert A. Diehl, M.A. Pronouns: he/him/his Email: [email protected] EDUCATION Boston University, Wheelock College of Education & Human Development, Boston, MA Expected May 2020 Doctor of Philosophy in Counseling Psychology, concentration in Sport & Performance Psychology (APA Accredited) • Dissertation Proposal Approved, May 2018 o Dissertation Title: Cultivating Resilience in the Face of ‘Not Enough’: Exploring Shame and Shame-Coping in US College Sport University of Denver, Denver, CO June 2011 Master of Arts in Sport & Performance Psychology • Master’s Project Title: Striving to Thriving: An Examination of the Factors Contributing to a Successful Transition to an Olympic Training Center Wesleyan University, Middletown, CT May 2006 Bachelor of Arts in Psychology ACADEMIC AWARDS Glenn Fellowship September 2015—May 2018 Boston University, Boston, MA • Awarded competitive, merit-based scholarship by Boston University’s Wheelock College of Education and Human Development that provides full funding for three years of doctoral training. Graduate Scholarship Recipient September 2010—June 2011 University of Denver, Denver, CO • Awarded competitive, merit-based scholarship by University of Denver’s Professional School of Graduate Psychology that provided a stipend for the second year of graduate training. CLINICAL EXPERIENCE Bridgewater State University Counseling Center, Bridgewater, MA September 2018—Present Clinical Practicum Intern (Supervisor: Chris Frazer, Psy.D.) Supervised hours: 20 per week • Provide brief and long-term individual psychotherapy to 5-7 college students per week. • Provide walk-in, crisis management to 5-7 college students per week. • Complete 1-2 new client intakes per week. • Engage in outreach to the greater university community through wellness programming once per month, including workshops with coaches and student-athletes in the athletics department. -
Paws for a Cause
Arlington Catholic High School Paws for a Cause By Brendan Meehan Guest Reporter organization, enhances the lives of At first glance, many people people with disabilities by providing would look at my dog Ziti and as- highly trained assistance dogs and sume he is my house pet. What they on-going support to ensure quality would not know was that Ziti has a partnerships. Since then, more than very special job, and a second life. 6,000 people have been placed in the Ziti, as those who have met him program, which assures, “The assis- would know, is one of the most en- tance dogs we breed, raise, and train ergetic and excited dogs one could aren’t just the ears, hands, and legs ever meet. Ziti, however, has a of their human partners. They’re softer side as a service dog in train- also goodwill ambassadors, and ing. Service animals can be defined often their best friends. They open as animals who have specialized up new opportunities and new pos- training to enable the greater in- sibilities, and spread incredible joy.” dependence of another being. For I’ve been raising these animals me, Ziti proves to be another fine since middle school, and Ziti is the example of the time and effort that third dog that I have fostered. In go into training a service animal. his time with me, he will learn over Founded in 1975, Canine Compan- forty commands, become an out- ions for Independence, a non-profit standing candidate for obedience training, and learn how to help an- Photo by Brendan Meehan It wasn’t actually even my idea to get involved with service animals. -
INTERCOLLEGIATE ATHLETICS Recent Trends in Teams and Participants in National Collegiate Athletic Association Sports
United States Government Accountability Office Report to Congressional Addressees GAO July 2007 INTERCOLLEGIATE ATHLETICS Recent Trends in Teams and Participants in National Collegiate Athletic Association Sports GAO–07–535 July 2007 INTERCOLLEGIATE ATHLETICS Accountability Integrity Reliability Highlights Recent Trends in Teams and Participants Highlights of GAO-07-535, a report to in National Collegiate Athletic congressional addressees Association Sports Why GAO Did This Study What GAO Found Since the 1970s, the roles of women While the numbers of both men’s and women’s intercollegiate sports teams as both students and athletes have increased from 1991-1992 to 2004-2005, women’s teams showed greater gains changed in higher education, with than men’s teams. In fact, there have been more women’s than men’s teams female enrollment surpassing male since the mid-to-late 1990s for both the entire NCAA membership and the enrollment, and female athletic group of colleges that were consistent members of the NCAA throughout participation showing gains as well. These changes have generated this period. For both groups of schools, most women’s sports and some public interest in whether women men’s sports showed increases in teams, but many men’s sports showed participate in athletics at mixed or small changes in the number of teams. comparable levels to men and whether men’s opportunities have The numbers of both male and female athletic participants increased from decreased as a result of the 1991-1992 to 2004-2005—with female participants showing larger rates of increased opportunities for women. increase—but men’s participation levels were greater than women’s Under the Comptroller General’s throughout this time period, both in absolute terms and relative to their authority, GAO assessed the extent respective enrollments. -
2013Viewbook Web.Pdf
Welcome to Emmanuel College. Emmanuel College is academic excellence in the Table of Contents liberal arts and sciences. The Emmanuel Learning Experience 2 Boston 3 It is commitment to mission and service to others. The Sciences 4 It is discovery through research, internships and global study. Research + Scholarship 6 It is community spirit on campus and beyond. Internships + Career Development 8 It is engagement with the vibrant and diverse city of Boston. Colleges of the Fenway 10 Study Abroad 11 It is a place to bring your all. A place to call your own. A place Start Here — Campus + Boston Map 12 where you can make a difference and discover your passion. Campus + Residence Life 14 Sisters of Notre Dame de Namur 16 Mission + Ministry 17 It is personal. Athletics 18 It is powerful. Leadership + Engagement 20 It is your next step. Alumni Network 22 Visit + Apply 24 Welcome to Emmanuel College. The Emmanuel Learning Experience A HANDS-ON APPROACH Here, every class is taught by a professor, not a teaching assistant, creating a deep, personal student-faculty relationship that begins on day one. With more than 50 areas of study to explore, our goal is to instill in you the knowledge, skills and habits of a mind developed through the study of the liberal arts and sciences. We are a community with a lifelong passion for teaching and learning, rooted in the commitment to rigorous intellectual inquiry and the pursuit of truth. We believe in an education shaped by the Catholic intellectual tradition — one that develops your academic potential, your sense of self and your commitment to serve others. -
Northeast Sector
Sites & Sectors Introduction 123 Northeast Sector 127 Site 12 133 Site 21 142 Site 25 145 Site A 155 Northwest Sector 167 Site 1 173 Site 2 183 Site 4 193 Site E 203 Southwest Sector 215 Site 6 221 Site 7 231 Site 9a/b 241 Site B 251 Site C 261 Site D 271 Southeast Sector 283 Site 10 289 Site 14 299 Site 16 309 Site 17a/b 319 Site 19 329 Introduction Of the 23 initial development sites on the St. George Campus, 14 remain. Opportunities for expansion, through balanced intensification, infill and strategic renewal exist within the University precinct on University land. On the remaining sites, approximately 277,000 gsm (214,000 net new gsm) of facilities, can be constructed within the existing and approved zoning envelopes. These and additional infill sites within the precinct can be rezoned to increase the capacity of the campus in the immediate term adding another 524,000 gsm (480,000 net new gsm) without requiring additional property. These opportunities will permit timely capital expansion to occur in the immediate and medium term, without adding the cost of land acquisition to future projects. The longer term must, however, include growth beyond the University boundaries. Collaboration and cooperation between the University community and municipal partners is essential to see success in these broader initiatives. Development sites have been grouped and reviewed by campus quadrant ‘sectors’. Within each sector, existing and new development sites are proposed. Each development site includes proposed zoning permissions which have resulted from a process of analysis including shadow and massing studies, circulation and servicing requirements, heritage building review and open space considerations. -
2020-21 CHSU Student Catalog and Handbook
2020-21 July 1, 2020 - June 30, 2021 Improving health care outcomes of people in the Central Valley Table of Contents Message from the President 6 COVID-19 Information 7 COVID-19 Notice 8 Using the Student Catalog and Handbook 9 Catalog Disclosure: Student Responsibility and Conditions of Accuracy 11 About CHSU 12 Mission, Vision and Values 13 CHSU General Information 14 Accreditation 15 Bureau for Private Postsecondary Education Disclosures 15 Western Association of Schools and Colleges (WSCUC) 16 Accreditation Council for Pharmacy Education (ACPE) 16 Commission on Osteopathic College Accreditation (COCA) 16 Complains Concerning Approval to Operate or Accreditation Standards Policy 17 CHSU Academic Calendar 2020-2021 19 Professionalism and Conduct 21 University Code of Ethical Conduct 22 Non-Discrimination and Equal Opportunity Statement 26 CHSU Awards and Recognition Policy 26 Completion of Evaluations and Surveys 26 Confidentiality of Information Policy 27 CHSU Due Process 27 CHSU Teach Out Policy 27 CHSU Policy and Procedure for Disease Prevention Caused by Exposure to Infectious and Environmental Hazards 28 Campus Facilities 31 Campus Facilities 32 CHSU Safety, Security and Emergency Response Policy 37 CHSU Student Injury on Campus Policy 47 2 | Page Financial Services/Financial Aid 48 Financial Services 49 Tuition Refund Policy - Withdrawal and Eligibility for Tuition Refund 50 CHSU Financial Disclosure 50 Student Rights Under the Student Tuition Recovery Fund (STRF) 51 Student Financial Aid Information 52 Federal Student Loans -
COF Dining Services RFP (PDF)
Massachusetts College of Art and Design MCPHS University Wentworth Institute of Technology Member Institutions of the Colleges of the Fenway consortium Boston, Massachusetts Request for Proposal Management of Campus Dining Services Prepared and Issued by: Colleges of the Fenway, Inc. and PETIT CONSULTING LLC Issue date: February 4, 2021 Colleges of the Fenway Request for Proposal – Management of Campus Dining Services TABLE OF CONTENTS Introduction ........................................................................................................................................................................................................... 1 I. Background and General Information..................................................................................................................................................... 3 1.1 Definitions.............................................................................................................................................................................................. 3 1.2 RFP Schedule ........................................................................................................................................................................................ 3 1.3 Overview of Member Institutions of the Colleges of the Fenway ................................................................................. 4 1.4 Student Profile ....................................................................................................................................................................................