Graduate Education Parameters
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Undergraduate Education 1
Undergraduate Education 1 transfer applicants at the freshman or sophomore level, nor for the spring Undergraduate semester. Education Applications for admission are available beginning in August of the year prior to the year in which you would enter Berkeley. The application filing period is November 1-30. All applications must be submitted by As a prospective freshman or transfer student at UC Berkeley, you should November 30. give careful thought to preparing yourself adequately in reading, writing, mathematics, and other areas related to your intended major. The more Berkeley does not offer any early admissions or any early decisions. comprehensive and challenging your high school or college program is, the better prepared you will be for work at Berkeley. Helpful UC Links Please explore the tabbed information on this page to learn more about UC Admissions (http://www.universityofcalifornia.edu/admissions/) undergraduate education at UC Berkeley. Academic Requirements (http://www.universityofcalifornia.edu/ Undergraduate Degree Requirements admissions/freshman/requirements/) The Guide helps you learn about the requirements you will have to fulfill to earn your bachelor's degree. These requirements are prescribed by Application Fees and Fee Waivers four sources: the University of California system, the Berkeley campus, The basic application fee of $70 entitles you to apply to one University your college or school, and your major and, if applicable, a minor. All campus. (The fees is $80 for international and non-immigrant are summarized in the tabs to the right. For detailed requirements of applicants.) If you apply to more than one campus, you must pay your specific program, please see the Major Requirements tab on your an additional $70 for each campus you select. -
Doctorate Recipients from United States Universities: Summary Report 2004
Doctorate Recipients from United States Universities: Summary Report 2004 Survey of Earned Doctorates SPONSORED BY THE NATIONAL SCIENCE FOUNDATION, THE NATIONAL INSTITUTES OF HEALTH, THE U.S. DEPARTMENT OF EDUCATION, THE NATIONAL ENDOWMENT FOR THE HUMANITIES, THE U.S. DEPARTMENT OF AGRICULTURE, AND THE NATIONAL AERONAUTICS AND SPACE ADMINISTRATION HIGHLIGHTS This report presents data on recipients of research doctorates awarded by U.S. universities from July 1, 2003, through June 30, 2004. This information is taken from the 2004 Survey of Earned Doctorates (SED), an annual census of new doctorate recipients. • The 419 universities in the United States that conferred research doctorates awarded 42,155 doctorates during the 2003-2004 academic year (the eligibility period for the 2004 SED), an increase of 3.4 percent from the 40,770 doctorates awarded in 2003, and the highest number since the all-time high of 42,647 in 1998. • The number of doctorates awarded by broad field in 2004 was greatest in life sciences, which conferred 8,819 Ph.D.s. The numbers in the other broad areas were 6,795 in social sciences; 6,635 in education; 6,049 in physical sciences and mathematics (combined); 5,776 in engineering; 5,467 in humanities; and 2,614 in business and other professional fields. • Women received 19,098 doctorates, or 45 percent of all doctorates granted in 2004. This is very similar to last year’s percentage for women. Women earned 50 percent of the doctorates granted in life sciences, 55 percent in social sciences, 52 percent in humanities, 66 percent in education, and 46 percent in business/other professional fields. -
REQUEST for TERMINATION Child and Family Development - Early Childhood Education: Prekindergarten - Grade 2 Emphasis (B.S.F.C.S.)
REQUEST FOR TERMINATION Child and Family Development - Early Childhood Education: Prekindergarten - Grade 2 Emphasis (B.S.F.C.S.) I. Basic Information 1. Institution: University of Georgia Date: 12/5/2013 2. School/College: College of Family and Consumer Sciences 3. Department/Division: Human Development and Family Science (formerly Child and Family Development) 4. Program Degree: B.S.F.C.S. Major: Child and Family Development – Early Childhood Education: Prekindergarten – Grade 2 Emphasis 5. Deactivation _________________________ or Termination _________X________________ 6. Last date students will be admitted to this program ________Fall 2010_______________________ 7. Last date students will graduate from this program ________Spring 2012____________________ 8. Abstract of the deactivated or terminated program Provide a brief summary of the deactivated or terminated program that includes an overview and highlights of the response to the criteria in Section II. The Child and Family Development – Early Childhood Education: Prekindergarten – Grade 2 Emphasis major was established through the collaboration of the Departments of Human Development and Family Science (formerly Child and Family Development) and Educational Theory and Practice (formerly Elementary and Social Studies Education). The aim of the major was to develop exemplary teachers of young children for public or private settings. Upon completion of this major, students received a Bachelor of Science degree in Family and Consumer Sciences having met the Professional Standards Commission’s criteria for Pre-Kindergarten to Second Grade, allowing graduates to seek Pre-K to Fifth Grade teaching certification in the State of Georgia. This major, in a functional sense, has been discontinued since the spring of 2012, when the final students in the major graduated. -
What Is the Price of College?
Americans are concerned about the price of college. About three- STATS IN BRIEF quarters of Americans believe that college U.S. DEPARTMENT OF EDUCATION DECEMBER 2019 NCES 2020-470 is not affordable for everyone who needs it (Lumina Foundation and Gallup 2016). Such attitudes may reflect the year-over- year increase in college expenses since 1981 (Snyder, de Brey, and Dillow 2017) and the decreasing proportion of college What Is the Price costs that are covered by the maximum Pell Grant award, an important form of federal student financial aid (Cahalan and of College? Perna 2015). To finance the cost of college attendance, undergraduate students are increasingly likely to take out loans, Total, Net, and Out-of-Pocket including private, Stafford, Direct PLUS Prices in 2015–16 Loans (Woo and Velez 2016; Horn and Paslov 2014). Scholars have raised concerns that the amount of debt borne by recent college graduates may delay the attainment of milestones associated with AUTHORS PROJECT OFFICER Courtney A. Moore David Richards adulthood later in life, such as buying a Albert Y. Liu National Center for Education Statistics house, getting married, and having Catharine Warner-Griffin children (Brown, Caldwell, and Sutherland Jackson Miller 2014; Gallup and Purdue University 2015; Insight Policy Research Looney and Yannelis 2015). Students can choose among colleges of various institution controls and levels and face systematically different prices as a result (Radwin and Wei 2015; Wei 2010). Control is a classification of whether the institution is publicly or privately funded and operated, and level is a classification Statistics in Brief publications present descriptive data in of whether the institution offers programs tabular formats to provide useful information to a broad audience, that are 4 years or longer, at least 2 including members of the general public. -
GW Strategic Planning Committee Report High-Quality Undergraduate Education (HQUE)
GW Strategic Planning Committee Report High-Quality Undergraduate Education (HQUE) Charge to the Committee Under the assumption of a residential undergraduate population of 8400 students, of which 30% ultimately complete a STEM major, develop a strategy with measurable outcomes to attract and retain a high-quality student body, and recommendations for the educational opportunities that we should provide to our students. The process for determining the strategy for high quality undergraduate education should involve consideration of two key elements: (1) a high-quality undergraduate student body, and (2) a high- quality and distinctive undergraduate education. Current State GW embarks on the strategic planning process from a position of strength. The University enjoys a unique location that attracts students and faculty while enabling opportunities for learning, service, and collaboration. Our student body has grown more diverse in the past 5 years, and our students are motivated and civic-minded. The building of the Science and Engineering Hall has helped to attract and retain STEM undergraduates. We enjoy a national reputation for undergraduate programs in politics, media, and international affairs, while supporting robust programs in the humanities, fine arts, business, nursing, social sciences, and engineering. At the same time, GW faces specific challenges in undergraduate education. Too many undergraduates describe their academic experience, especially in their early years, as an exercise in “checking boxes.” Many in our community express concern about GW’s affordability. Students, faculty and staff find the University burdened by silos that impede our creativity and ability to be responsive to curricular and other needs in a dynamic learning environment. -
Undergraduate Research and Higher Education of the Future
uarterlyCOUNCIL ON UNDERGRADUATE RESEARCH Summer 2017 Issue | Volume 37, Number 4 UNDERGRADUATE RESEARCH AND HIGHER EDUCATION OF THE FUTURE Also in this issue: Some Pathologies of Undergraduate Research — and How to Cure Them www.cur.org The Council on Undergraduate Research Quarterly is published uarterly in the Fall, Winter, Spring, and COUNCIL ON UNDERGRADUATE RESEARCH Summer by the Council on Summer 2017 Volume 37, Number 4 Undergraduate Research. Editor-in-Chief Engineering The mission of the Council on James T. LaPlant, College of Arts and Sciences Binod Tiwari, Civil and Environmental Undergraduate Research is to support Valdosta State University Engineering Department and promote high-quality undergraduate [email protected] California State University, Fullerton student-faculty collaborative research and [email protected] Issue Editors scholarship. Janice DeCosmo, Associate Dean Geosciences The Council on Undergraduate Research Undergraduate Academic Affairs Laura A. Guertin, Department of Earth Science Quarterly publishes scholarly work that exam- University of Washington Penn State-Brandywine ines effective practices and novel approaches, [email protected] [email protected] explores pedagogical models, and highlights Laurie Gould, Department of Criminal Justice and Health Sciences the results of assessment of undergraduate Criminology Niharika Nath, Life Sciences Department research. As a peer-reviewed publication of Georgia Southern University New York Institute of Technology- the Council on Undergraduate Research, the [email protected] -
Building a New Academic Institution: the Singapore University of Technology and Design
CHAPTER 7 Building a New Academic Institution: the Singapore University of Technology and Design Thomas L. Magnanti The creation of any new university provides an opportunity to build upon the great traditions of higher education as well as to do some things differently, even challenge elements of the status quo. This chapter describes the creation of the Singapore University of Technology and Design (SUTD), a university established in collaboration with MIT that, in its design and aspirations, seeks to model MIT, a technically-oriented innovator in education and research that embraces both scholarship and practice. SUTD was established in a mature national environment of higher education alongside several world class institutions. It was intended to provide an alternative path for students, utilizing a distinctive footprint and distinctive approach to education. From the outset, SUTD strived to rethink many elements of a modern technically-oriented university. It was founded with a unique organizational and degree structure, without traditional departments or schools. It abandoned large lectures and instead embraced a hands-on, active learning approach to education, organized around cohort-based learning communities. Its approaches to education and research as well as its facility design and space allocation have been crafted to foster “multidisciplinarity.” It even abandoned the agrarian academic year calendar. It has been developed to date in what might be thought of as four phases: 1 Conception and founding (August 2007–January 2010). Development of the overall footprint, basic organizational structure, blueprint for undergraduate education, and governance structure, as well as collaborations with MIT and Zhejiang University. 2 Early development (January 2010–May 2012). -
SACSCOC Resource Manual for Principles of Accreditation
RESOURCE MANUAL for The Principles of Accreditation: Foundations for Quality Enhancement Southern Association of Colleges and Schools Commission on Colleges 2020 Edition RESOURCE MANUAL for The Principles of Accreditation: Foundations for Quality Enhancement 1866 Southern Lane Decatur, GA 30033-4097 www.sacscoc.org SACSCOC Southern Association of Colleges and Schools Commission on Colleges Third Edition Published: 2020 Statement on Fair Use The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) recognizes that for purposes of compliance with its standards, institutions and their representatives find it necessary from time to time to quote, copy, or otherwise reproduce short portions of its handbooks, manuals, Principles of Accreditation, and other publications for which SACSCOC has protection under the Copyright Statute. An express application of the Copyright Statute would require these institutions to seek advance permission for the use of these materials unless the use is deemed to be a “fair use” pursuant to 17 USC §107. This statement provides guidelines to institutions and their representatives as to what uses of these materials SACSCOC considers to be “fair use” so as not to require advance permission. SACSCOC considers quotation, copying, or other reproduction (including electronic reproduction) of short portions (not to exceed 250 words) of its handbooks, manuals, Principles of Accreditation, and other publications by institutions of higher education and their representatives for the purpose of compliance with SACSCOC’s standards to be fair use and not to require advance permission from SACSCOC. The number of copies of these quotations must be limited to 10. Representatives of institutions shall include employees of the institutions as well as independent contractors, such as attorneys, accountants, and consultants, advising the institution concerning compliance with SACSCOC’s standards. -
REINVENTING UNDERGRADUATE EDUCATION: a Blueprint for America’S Research Universities
The Boyer Commission on Educating Undergraduates in the Research University REINVENTING UNDERGRADUATE EDUCATION: A Blueprint for America’s Research Universities A Reinventing Undergraduate Education The Boyer Commission on Educating Undergraduates in the Research University REINVENTING UNDERGRADUATE EDUCATION: A Blueprint for America’s Research Universities © Permission, contact Shirley Strum Kenny This report is dedicated to the memory of Ernest L.Boyer, President of the Carnegie Foundation for the Advancement of Teaching until his death in December, 1995, and formerly Chancellor of the State University of New York and U.S. Commissioner of Education. During a lifetime of enthusiastic and thoughtful commitment to American higher education, he exhorted, advised, inspired, and invigorated a generation of academic leaders. His career was an extended exploration of what it means to be an educated person and how real education is attained. This report is an effort to continue examining the themes to which he brought so much. MEMBERSHIP of the Boyer Commission on Educating Undergraduates in the Research University Shirley Strum Kenny, Chair President, State University of New York at Stony Brook. Bruce Alberts President, National Academy of Sciences. Wayne C. Booth Professor Emeritus of English and Rhetoric, University of Chicago. Milton Glaser Designer, illustrator, and graphic artist. Charles E. Glassick Senior Associate, The Carnegie Foundation for the Advancement of Teaching. Stanley O. Ikenberry President, American Council on Education. Kathleen Hall Jamieson Dean, Annenberg School of Communication, University of Pennsylvania. Robert M. O’Neil Director, The Thomas Jefferson Center for the Protection of Free Expression, and Professor of Law, University of Virginia. Carolynn Reid-Wallace Senior Vice President for Education and Programming, Corporation for Public Broadcasting. -
My Education Participant Guide
2019-2020 TAP CURRICULUM MANAGING YOUR EDUCATION Table of Contents Section 1: Getting Started .................................................................... 2 Section 2: Learning the Basics .............................................................. 4 Section 3: Choosing a Field of Study .................................................... 25 Section 4: Choosing an Institution ....................................................... 39 Section 5: Gaining Admission.............................................................. 53 Section 6: Funding Your Education ...................................................... 68 MY Education Website Guide 2019-2020 ....................................... 101 Career Exploration Chart ................................................................... 106 Comparison Chart ............................................................................. 107 MY Education | Page 1 Managing Your (MY) Education Section 1: Getting Started Your decision to complete the DoD Education Track by participating in this workshop shows you have recognized the potential benefits of higher education for your career. Higher education is a pathway that can help you access new opportunities and can be a prerequisite for a number of jobs in the U.S. economy. This two-day workshop, which is designed for anyone interested in earning either an undergraduate or graduate degree, will assist you in identifying the education requirements for your desired career and provide you with information, resources, and strategies -
Academic Institution Implementation Agreement the Online Academy Positive Behavior Support Team the University of Kansas Server Contract
Academic Institution Implementation Agreement The Online Academy Positive Behavior Support Team The University of Kansas Server Contract The University Affiliated Program in collaboration with the Beach Center on Families and Disability agrees to make the Online Academy Positive Behavior Support modules ("Modules") available to ("Server Hosting Organization") for instructional and technical assistance purposes within the Research and Training Center on Positive Behavior Support and the Technical Assistance Center on Positive Behavior Intervention and Supports. The Modules will be made available for downloading to a server at no cost to the institution/organization for the Modules as long as an institutional commitment to implement the Modules is made in accordance with the Conditions of Implementation set out below. Conditions of Implementation: 1. The Modules or lessons may be offered as independent courses or integrated into regularly offered courses or as part of staff development efforts. 2. Password protection will be provided to control access to the Modules allowing only students who have signed contracts with an instructor recognized by the Online Academy PBS group. 3. The Modules shall not be offered for Continuing Education credit. 4. The pricing policies of the Server Hosting Organization shall apply in the offering of the Modules. 5. The Server Hosting Organization may add its name and course identification to the modules in order to meet its enrollment needs; however, the University of Kansas credits for the development and design of the Modules must remain as embedded in the Modules. 6. No modifications shall be permitted to the content of the Module. The Modules, however, maybe used in total or in part. -
Doctorate Recipients from U.S. Universities: 2015, Technical Notes
Doctorate Recipients from U.S. Universities: 2015 Technical Notes Data presented in Doctorate Recipients from U.S. Universities: 2015 were collected by the Survey of Earned Doctorates (SED). The survey is sponsored by six federal agencies: the National Science Foundation (NSF), National Institutes of Health (NIH), U.S. Department of Education (ED), U.S. Department of Agriculture (USDA), National Endowment for the Humanities (NEH), and National Aeronautics and Space Administration (NASA). This report presents the summary of these survey data. Survey Overview (2015 survey cycle) Purpose. The Survey of Earned Doctorates (SED) collects data on the number and characteristics of individuals receiving research doctoral degrees from U.S. academic institutions. Data collection authority. The information collected by the SED is solicited under the authority of the National Science Foundation Act of 1950, as amended. The Office of Management and Budget control number is 3145-0019, expiration date 30 June 2016. Survey contractor. NORC at the University of Chicago. Survey sponsors. The SED is sponsored by NSF, NIH, ED, USDA, NEH, and NASA. Key Survey Information Frequency. Annual. Initial survey year. Academic year 1957–58. Reference period. The academic year 1 July 2014 to 30 June 2015. Response unit. Individuals. Sample or census. Census. Population size. Approximately 55,000. Sample size. Not applicable. Survey Design Target population. The population for the 2015 SED consists of all individuals receiving a research doctorate from a U.S. academic institution in the 12-month period beginning 1 July 2014 and ending 30 June 2015. A research doctorate is a doctoral degree that (1) requires completion of an original intellectual contribution in the form of a dissertation or an equivalent culminating project (e.g., musical composition) and (2) is not primarily intended as a degree for the practice of a profession.