DOCSLIB.ORG

Course Catalog

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Course Catalog 2015-2016 District Course Catalog Applied Technology Center Northwestern High School Rock Hill High School South Pointe High School District Information District Office 660 North Anderson Road High Schools P.O. Drawer 10072 Rock Hill, SC 29731 Northwestern High School Telephone (803) 981-1000 2503 W. Main Street Fax (803) 981-1094 Rock Hill, SC 29732 www.rock-hill.k12.sc.us Telephone (803) 981-1200 Fax (803)981-1250 Superintendent James Blake, Principal Kelly U. Pew, Ph.D. Rock Hill High School Associate Superintendent 320 W. Springdale Road for Instruction & Accountability Rock Hill, SC 29730 Harriet L. Jaworowski, Ph.D. Telephone (803) 981-1300 Fax (803)981-1343 Executive Director of Ozzie Ahl, Principal Secondary Education Judy Mobley South Pointe High School 801 Neely Road Rock Hill, SC 29730 Board of Trustees Telephone (803) 980-2100 Walter Brown Fax (803 980-2105 Mildred Douglas Al Leonard, Ed.D., Principal Terry Hutchinson Elizabeth “Ann” Reid Applied Technology Center Helena Miller 2399 W. Main Street Dr. Jane Sharp Rock Hill, SC 29730 Jim Vining Telephone (803) 981-1100 Fax (803)981-1125 Don Gillman, Director Mission Statement Rock Hill Schools will provide all students with challenging work that authentically engages them in the learning process and prepares them for successful futures. Motto “Engaging students for successful futures.” Table of Contents General Information Advanced Course Sequence Registration Process…………………. 1 Advanced Programs Summary………….. 17 Schedule Changes…………………..... 1 English/History………………………….. 18 Retaking a Course…………………….. 2 Math……………………………………… 19 Promotion and Retention……………... 2 Science………………………………….. 20 High School Assessments……………. 3 Foreign Language………………………. 21 Graduation Requirements…………….. 3 Computer Literacy Courses…………… 4 High School Alternative Programs Commencement Exercices…..……….. 4 Virtual High School…......................... 22 Honor Graduates………………………. 4 Content & Credit Recovery………… 22 Grade Point Average………………….. 5 Phoenix Academy………………….. 23 Class Rank……………………………… 5 Renaissance Academy…………….. 23 Athletic Academic Eligibility ……………. 5 Curriculum Framework & Majors Gold Seal Diploma…………………….. 6 Grade Point Conversion Chart……….. 6 Curriculum Framework……….. ……….... 24 Beyond High School School of Arts, Audio-Video Technology Educational & Career Planning………. 7 and Humanities Educational/Career Assessments……. 7 Arts and Humanities Cluster Career information delivery system….. 7 Digital Art and Design………………..…… 25 World Wide Web………………............ 7 Journalism and Mass Communication… 25 SCOIS……..……………………………. 7 Foreign Language…………….………… 26 PLAN……………………..…………….. 7 English………………………….……… 26 PSAT…………………………..……….. 7 Visual Arts……………………….………. 27 ASVAB…………………………………. 7 Performing Arts………………….……… 27 College Bound……..………………….. 8 Theater Arts………………….…………… 28 College Preparatory Prerequisite History……………………………….…….. 28 Requirements……….……………….. 9 Media Technology ……………….......... 29 ACT…………………………….………… 10 Education and Training Cluster SAT…………………………………….. 10 Teaching & Training………………………. 29 COMPASS………..…………………….. 11 Educational Lottery Scholarships…….. 11 Cross Curricular Cluster Educational Lottery Scholarship Advanced Placement……………………... 30 Awards……………………............. 12 International Baccalaureate...……………. 30 Occupation and Employability……………. 31 Advanced Curricular Opportunities International Baccalaureate……….….. 13 Advanced Placement Program……….. 14 Dual Credit Program……………….... 15 Dual Credit Course Offerings……...… 16 School of Business Management & School of Health & Human Services Information Systems Heath Science Cluster Business Management & Administration Health Science…………….………… 42 Cluster Health & Wellness…………………...…… 43 Graphics & Business Information……….. 31 Sports Medicine...………………………… 43 General Management…………………… 32 Nutrition…………………………………… 44 Sports Management……………………… 32 Human Services Cluster Finance Cluster Cosmetology……………………………… 44 Accounting………………………………… 33 Law, Public Safety, Corrections & Security Hospitality & Tourism Cluster Cluster Culinary Arts……………………….………. 33 Criminal Justice & Public Safety…….….. 45 Information Technology Cluster Military Science…………………………… 45 Programming & Software Development… 34 Government & Public Administration Cluster Marketing Cluster Social Science……………………….. 46 Marketing Management………………… 34 Political Science……………………… 46 Marketing Merchandising………………… 35 Course Descriptions Marketing Communications…………….. 35 English/Language Arts……………….. 47 Mathematics……………………………. 51 School of Math, Science, Engineering & Science…………………………………. 54 Industrial Technologies Engineering…………………………….. 58 Social Studies………………………….. 59 Agriculture, Food, & Natural Resources Physical Education……………………. 62 Cluster Health…………………………………..… 64 World Languages…………………….. 64 Horticulture ………………………..… 36 Business & Computer Education…….. 68 Architecture & Construction Cluster Art………………………………………..… 71 Drafting & Pre-Engineering……………… 36 Theater Art……………………………….... 72 Electricity………………………………… 37 Band……………………………..……….... 73 Welding & Machine Tool Technologies… 37 Chorus……………………………….……. 73 Construction Engineering……………… 38 Orchestra…………………………...……… 74 Transportation, Distribution, & Logistics Dance ……………………………………… 75 Aerospace Education………………….… 75 Cluster Family Consumer Science……………..… 78 Automotive Service……………………….. 38 Additional Electives…………………….. 79 Automotive Collision Repair & Refinishing. 39 Occupational Diploma Criteria………… 80 Small Engine Technology…………………. 39 Occupational Diploma Courses…… 81 Logistics & Distribution…………………… 40 Science, Technology, Engineering, & ATC Course Descriptions Health & Human Services courses.. 84 Mathematics Cluster Information & Communication courses.. 86 Engineering…………………………….… 40 Construction Engineering courses….… 88 Mathematics……………………………… 41 Marketing & Finance courses…...……. 90 Science (Biology)………………………… 41 Transportation Engineering courses…. 90 Science (Physical Science)…………..... 42 Agricultural Science courses……….….. 92 GENERAL INFORMATION Registration Process 1. It is strongly recommended that all students take eight units each year. Students in grades 9 and 10 are required to take 8 units. Study halls are available to students in grade 12 only. 2. All courses are open to students of both sexes. 3. All students must earn one unit of Physical Education 1 or JROTC. 4. English and math courses are usually quite full. Students may not take two required English or math courses in the same academic year unless there is a school-defined, programmatic reason for it. Students taking English 1 or Algebra I in middle school must still take English or math course in the senior year. 5. Students may take one unit of credit in Rock Hill School’s summer school or Virtual High School and must have prior approval of the principal or the principal’s designee. 6. If a student enrolls after the beginning of a course, attendance counts from the first day of the course, not from the day of enrollment. Students transferring from another school or from another level of the same course receive credit for days attended in the previous class. 7. Students transferring from other schools receive credit for previously acquired coursework whenever comparable. 8. Students who become ineligible for courses due to failures must check their schedules when school starts to make sure that appropriate changes have been made. They should see their guidance counselor if there are any problems. 9. Students are encouraged to register for the level(s) of instruction recommended by the teachers in the core instructional areas (English, math, science, social studies and foreign language). If a student chooses to make selections that are different from teachers’ recommendations, a parent must request in writing the preferred level and course. 10. Students are reminded that once school begins, a change in level (Example: honors math to a college prep. math) may be impossible due to a lack of space in the course(s) to which they wish to move or limitations in rearranging other courses in the student’s schedule. In such cases, the student is required to remain in the course originally chosen. 11. Counselors assign classes for students who fail to complete the registration procedure. 12. Advanced students enrolling in high school without English I and/or Algebra I in the 8th grade may qualify for advanced courses in the 9th grade by passing the district developed End-of-Course exams for English I and Algebra I or scoring in the appropriate range on the MAP test. Parents should notify the counselor of their interest to pursue this option. Schedule changes Students are encouraged to choose courses carefully during the registration period. Students receive a verification form of their requests following the completion of the registration process. The verification form allows students to review their requests and make any appropriate changes prior to a deadline. Once the master schedule is defined, if there are conflicts with the courses students selected or if courses are dropped due to small numbers, students should submit a request for course change complete with parent signature to the Guidance Office. 1 No preference changes are made after the school’s schedule change deadline. Schools announce this deadline during registration. Changes are made if final grades, summer school, Phoenix Academy and/or Virtual High School completion necessitates the change. Level change requests are considered only when initiated by the teacher. Additionally, level changes can
Load more

Recommended publications
  • Queens College Department of Anthropology FALL 2017
    Queens College FALL 2017 Department of Anthropology Updated 8/24/17 ANTHROPOLOGY 101 INTRODUCTION TO CULTURAL ANTHROPOLOGY 36581 4 M/W 10:45AM - 12:00PM Kiely Hall 150 Wendy Leynse/Busra Unluonen 36675 9 M/W 3:10PM - 4:25PM Kiely Hall 250 Scott Barton 36559 1 T/TH 7:45AM - 9:00AM Razran 347 Jimee Choi 36564 2 M/W 9:15AM - 10:30AM SB A101 Ola Galal 36572 3 T/TH 9:15AM - 10:30AM Razran 347 Jimee Choi 36589 5 T/TH 10:45AM - 12:00PM Kiely Hall 150 Irina Levin 36640 6 T/TH 12:15PM - 1:30PM Kiely Hall 150 Irina Levin/Agnes Eshak 36649 7 T/TH 1:40PM - 2:55PM Kiely Hall 250 Kevin Birth EVENING 36651 8 M/W 5:00PM - 6:15PM Kiely 250 Scott Barton Anthropology 101 examines customs, manners and ways of life – what anthropologists call culture – in selected groups around the world. By describing and comparing varieties of political and economic systems, family and kinship, personality and sexual behavior, art and leisure, this course offers insights about human culture, how it works, and what causes differences and similarities in human behavior. If the course is really successful, you should begin to see how anthropologists look at the world around us, what they perceive the human place in nature to be, and from what perspective or point of view they attempt to define and answer questions involving humankind. 3 hr.; 3 cr. Prerequisite: None Fulfills Pathways Requirement: Flexible Core - World Cultures & Global Issues (WCGI) ANTHROPOLOGY 102 INTRODUCTION TO HUMAN EVOLUTION 36543 1 M/W 7:45AM - 9:00AM Powdermaker 119 Chihiro Shibata 36709 11 M/W 10:45AM
    [Show full text]
  • 1991-1992 Course Catalog
    EMORY Oxford college OF EMORY UNIVERSITY 19 9 1/19 9 2 catalog EMORY (USPS 360190) is published monthly in February, April, May, June, three times in July, and five times in August by Creative Services of Emory University, Atlanta, GA, 30322. Second-class postage paid at Atlanta, GA. Vol. 76, No. 6, June 1991. Contents Oxford College Profile 3 Admission 7 Financial Information 11 Academic Programs 19 Educational Resources 27 Regulations 29 Course Descriptions 3 7 Trustees, Administration, and Faculty 55 Academic Calendar 63 ©1991 Emory University It is the policy of Emory University that discrimination against any individual for reasons of race, color, national origin, religion, sex, age, handicap, or veteran status is specifically prohibited. Accordingly, equal access to employment opportunities and educational programs is extended to all qualified persons. In addition, students, faculty, and staff are assured of participation in pro¬ grams and in the use of facilities of the university without discrimination. The university pro¬ motes equal opportunity through a positive and continuing affirmative action program. All members of the student body, faculty, and staff are expected to assist in making this policy valid in fact. Any inquiries regarding this policy should be directed to the Emory University Office of Equal Opportunity Programs. The university reserves the right to revise programs, information, requirements, regulations, or financial charges at any time. Whenever changes occur, an effort will be made to notify persons who may be affected. A<u3E ■• «BK s?«^Rni»r ^JEsara&nK^ I • ■:,-. ■m,T- v S«f<iv< Oxford College Profile Oxford College, the two-year coeducational liberal arts division of Emory University, is located in Oxford, Georgia, on the original Emory campus, thirty-eight miles from the university's campus in Atlanta.
    [Show full text]
  • ANT Anthropology
    College of Arts and Sciences ANT Anthropology ANT 101 WHAT MAKES US HUMAN? INTRO TO ANTHROPOLOGY. (3) This course explores what it means to be human by studying human cultures, past and present. Students will develop an understanding of anthropology that emphasizes the concepts and methods of the major sub-fields, i.e., cultural, biological, archaeology, and linguistics. ANT 102 ARCHAEOLOGY: MYSTERIES AND CONTROVERSIES. (3) Scientific archaeology has a problem: fringe ideas about mysteries of the past attract more interest than scholarly accounts of these same mysteries. In discussing the “mysterious” side of archaeology, this course asks why consideration of the past invites some of the most bizarre speculations about human life. Why do fringe theories about lost civilizations, intergalactic interactions, and mysterious technologies gain more popularity than mainstream theories? Why should serious archaeologists and students pay any attention to such “wacko” ideas? To answer these questions, this course attends to two kinds of controversies: fantastic claims in the past (such as the Myth of the Moundbuilders and the Shroud of Turin) and debates in the present (such as the cultural affiliation of Kennewick Man and uses of archaeology to promote discrimination). ANT 103 SPORTS, CULTURE, AND SOCIETY. (3) From little league baseball to the world of college and professional sports and the numerous ESPN channels that track them, it is clear that sports play a significant role in our culture and society and yet, we often take for granted this significance. This course introduces students to the anthropology of sports through an examination of the rituals, political and economic dimensions, and social and cultural meanings of sports from around the globe in both the past and the present.
    [Show full text]
  • ANTHROPOLOGY and SOCIOLOGY (Div. II) Chair, Professor OLGA SHEVCHENKO Professors: D
    ANTHROPOLOGY AND SOCIOLOGY (Div. II) Chair, Professor OLGA SHEVCHENKO Professors: D. EDWARDS, FOIAS*, JACKALL*, JUST, NOLAN. Associate Professor: SHEVCHENKO. Lecturer: GUTSCHOW. Visiting Assistant Professor: KOWALSKI, RULIKOVA, SHOFFSTALL. Affiliated Faculty: GALVIN, HOWE, MANIGAULT-BRYANT. Bolin Fellow: VENA. Postdoctoral Fellow: SULLIVAN. The Department of Anthropology and Sociology at Williams aims to help students achieve an integrated understanding of biography, history, culture, and social structure in both traditional and modern societies. Anthropology explores the full range of human experience by introducing students to the study of tribal and peasant societies, especially those on the periphery of the West, as well as to the cultural complexities of stratified, industrial societies such as our own. Integrated with the study of specific peoples is an examination of the various analytical schemes anthropologists have developed to understand them. Courses offered in the department represent two of Anthropology’s major subfields: sociocultural anthropology—that is, the comparative study of human social life, institutions, and beliefs—and archaeology, the study of the origins and lifeways of prehistoric peoples. Sociology studies the social and institutional intricacies of modern industrial societies and the social psychological dilemmas facing the individual in our epoch. Sociology courses introduce students to classical and contemporary social thought about men and women and society, to the systematic analysis of social institutions and social interaction, and to the social analysis of modern culture. The Sociology major at Williams emphasizes the humanistic tradition of sociology, stressing qualitative approaches to understanding how social reality is constructed. MAJORS The department offers separate majors in both Anthropology and Sociology, with a broad and diverse array of courses in both disciplines.
    [Show full text]
  • Anthropology AA-T 20192020
    Program Code: sac.anth.aat Associate in Arts in Anthropology for Transfer 2019-2020 The Associate in Arts in Anthropology for Transfer (AA-T in Anthropology) is designed to prepare students for transfer into the CSU system to complete a baccalaureate degree in Anthropology. Completion of the Associate in Arts in Anthropology for Transfer degree also provides guaranteed admission with junior status to the CSU system, although not to a particular campus or major. Upon completion of the Associate in Arts in Anthropology for Transfer (AA-T in Anthropology) students will have an understanding of both the breadth and depth of the Anthropology discipline. This knowledge will be grounded in the comprehension of Anthropology principles, concepts, ideas, theories, research, and terminology. Students will also have the capacity to write and think in a critical and analytical way about issues pertaining to Anthropology and its application. Learning Outcome(s): Students will recognize and analyze the complex diversity of humans and their ancestors by examining our biological, cultural and evolutionary adaptation utilizing the scientific method. Required Core: (9 units) Units Anthropology 100, Introduction to Cultural Anthropology —OR — Anthropology 100H, Honors Introduction to Cultural Anthropology 3 Anthropology 101, Introduction to Physical Anthropology 3 Anthropology 103, Introduction to Archeology 3 List A: Select One (3 units) 3-4 Anthropology 104, Language and Culture (3) —OR — Anthropology 104H, Honors Language and Culture (3) Anthropology 101L, Physical Anthropology Laboratory (1) Social Science 219, Statistics and Probability (4) —OR — Social Science 219H, Honors Statistics and Probability (4) List B: Select One to Two (3-5 units). Any course from List A not already used.
    [Show full text]
  • Finalperformancenarrativevisual
    LG-46-13-0249-13 IMLS Sparks! Grant Final Report - Mapping Curriculum and Community: Visualizing the Claremont Colleges (2013-14) Submitted 29 October 2014 by Char Booth (Director of Research, Teaching, & Learning Services), Natalie Tagge (Social Sciences Team Leader), Dani Cook (Information Literacy & Learning Technologies Coordinator), Sara Lowe (Assessment Librarian), and Sean Stone (STEM Team Leader). Overview The Claremont Colleges Library (CCL) received a 2013 IMLS Sparks! Ignition Grant to support its 2013-2014 efforts to visualize the interconnected learning communities of its seven institutions. The Visual Curriculum Mapping (VCM) project applied concept mapping software to produce and archive web-based interactive maps of fifty-two academic subjects and their consortial intersections in order to support information literacy (IL) across the curriculum and identify opportunities for community and capacity building at the Claremont Colleges (7Cs). This innovative approach combined visualization and knowledge management strategies to confront a range of information, change, and resource management challenges created by the rapidly shifting landscape of libraries and higher education. Charting our academic landscape created the foundation for an annual bird’s-eye snapshot of how the 7Cs coincide academically, highlighting strategic points for IL and collections intervention across the curriculum and providing our diverse academic communities with a unique means of identifying shared opportunities. Project Activities & Changes The VCM Project consisted of four phases (subdivided into eight tasks) that were implemented between August 1st of 2013 and July 31st of 2014. The below table outlines these phases and tasks, indicating project roles and outlining deliverables. Adjustments to and expansions of project tasks are indicated in the Status column as well as in a bulleted list following the table.
    [Show full text]
  • ELIZABETH ANNE EAMES PERSONAL U.S. Citizen
    ELIZABETH ANNE EAMES Comment [COMMENT1]: PERSONAL Rev. July 11, 2005 U.S. Citizen Anthropology Department Born Nov. 26, 1955 159 Pettengill Hall, Bates College in Helsinki, Finland Lewiston, ME 04240 One son, Nimal Ayò email: [email protected] Eames-Scott, born 1/16/92 207-786-6082(o) / 784-8317(h) / 786-8333(fax) EDUCATION Harvard University PhD Social Anthropology 1992 Harvard University MA Social Anthropology 1981 Bryn Mawr College BA magna cum laude Anthropology 1978 ACADEMIC AWARDS AND HONORS Special Faculty Grant {all four are Bates College grants 1998 Akers Sabbatical Leave Support Grant {in support of sabbatical research 1998 Professional Development Grant {in West Africa, 1998-99 1998 Roger C. Schmutz Faculty Research Grant {Combined total: $6,000} 1998 Roger C. Schmutz Faculty Research Grant {both Bates College grants in support of 1994 Research Grant, President's Discretionary Fund {research in Zimbabwe, June 1994. Combined total: $5000} 1994 Appointed Director, Bates College Women's Studies Program (four year term) 1994 Tenure 1994 Ladd Library Research Grant, Bates College (to purchase research material) 1989 National Geographic Committee on Research and Exploration (follow up research in Nigeria) 1985 Hoopes Teaching Prize, Harvard University 1985 Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship (30 months field research in Nigeria) 1981 Harvard University Travelling Fellowship (preliminary research in Nigeria) 1980 Bachelor's degree magna cum laude , Bryn Mawr College 1977 DISSERTATION Ìjà Obìnrin O n`dó /The
    [Show full text]
  • Emory College 2020 - 2021 Catalog About the College
    Emory College 2020 - 2021 Catalog About the College Emory College of Arts and Sciences combines the personal engagement and excellent teaching of a traditional liberal arts college with the ground-breaking scholarship and resources of a major research university. Our diverse, ethically engaged, and inquiry-driven community seeks to transform the world through leadership in research, teaching, and service. Our mission is supported by an internationally recognized faculty, dynamic staff, and superb facilities that adopt the latest innovations in technology and environmental sustainability. Nearly 40% of College students have some international experience by graduation, placing Emory among the top U.S. research universities for study abroad. Emory College faculty have published more than 750 books and have been distinguished recipients of the Pulitzer Prize, the National Humanities Medal, and the National Book Award. Through participation in interdisciplinary research centers across campus, College faculty bridge traditional barriers between the disciplines and work together to advance the frontiers of knowledge. Emory College 2020 - 2021 Catalog 1 College Profile Emory College of Arts and Sciences combines the personal concern of a small, liberal arts college with the rich diversity of a major, urban university. The oldest and largest division of Emory University, Emory College of Arts and Sciences has provided instruction in the arts and sciences to talented, highly motivated students for more than 165 years. Today its faculty of some four hundred offers more than twelve hundred courses to nearly five thousand students drawn from every section of the United States and many foreign countries. The College offers students off-campus opportunities to participate in a wide range of internship programs or to study abroad, including the Bobby Jones Scholars Program with St.
    [Show full text]
  • Elizabeth Anne Eames Personal U.S
    ELIZABETH ANNE EAMES PERSONAL U.S. Citizen Anthropology Department Born Nov. 26, 1955 159 Pettengill Hall, Bates College in Helsinki, Finland Lewiston, ME 04240 One son, Nimal Ayò email: [email protected] Eames-Scott, born 1/16/92 207-786-6082(o) / 784-8317(h) / 786-8333(fax) EDUCATION Harvard University PhD Social Anthropology 1992 Harvard University MA Social Anthropology 1981 Bryn Mawr College BA magna cum laude Anthropology 1978 ACADEMIC AWARDS AND HONORS Maine Campus Compact Faculty Award for Service-Learning Excellence 2010 Harward Center Faculty Award for Sustained Commitment to Community Partnership 2009 Mellon Faculty Innovation Fund ($19,420 for developing a “Considering Africa” General Education Concentration) 2009 Faculty Development Grant [Bates College sabbatical grants for research 2006 Barlow Research Grant in East Africa. Combined total: $6000] 2006 Special Faculty Grant {all four are Bates College grants 1998 Akers Sabbatical Leave Support Grant {in support of sabbatical research 1998 Professional Development Grant {in West Africa, 1998-99 1998 Roger C. Schmutz Faculty Research Grant {Combined total: $6000} 1998 Roger C. Schmutz Faculty Research Grant (both Bates College grants in support of research 1994 Research Grant, President's Discretionary Fund in Zimbabwe, June 1994. Combined total: $5000) 1994 Tenure 1994 Ladd Library Research Grant, Bates College (to purchase research material) 1989 National Geographic Committee on Research and Exploration (follow up research in Nigeria) 1985 Hoopes Teaching Prize, Harvard University
    [Show full text]
  • Scc Fall 2012 6.26.12
    semester begins august 27 accounting american college Santa Ana College classes on reverse side english anthropology art astronomy biology business sccollege.edu chemistry chicano studies communication computer information systems 2012 computer science counseling dance earth science economics education english environmental studies ethnic studies exercise Fall science french gemology schedule of classes geography geology history human development interdisciplinary studies italian library & Erlinda J. Martinez, Ed. D. information studies T: EN D management marketing I S E PR mathematics music nutrition Raúl Rodríguez, Ph.D. : John R. Hanna R • OLLEGE & food philosophy physical C ELLO C ANA science physics political A T Mark McLoughlin, Vice President Mark McLoughlin, Vice • CHAN AN S science psychology public works reading real estate Brian E. Conley, M.A. Brian E. Conley, • sign language social Juan Vázquez : T EN D science sociology spanish I S E R Ryan Ahari, Student Trustee Ryan Ahari, Student Trustee Phillip E. Yarbrough, President Phillip E. Yarbrough, special services survey/ • : S R. David Chapel, Ed.D. EE • ST mapping sciences tv/video U R communications theatre OF T RD arts water utility science IAGO CANYON COLLEGE P T women’s studies Arianna P. Barrios, Clerk Arianna P. RSCCD BOA Lawrence R. “Larry” Labrado SAN A Message from the President Dear Student: Welcome to the fall semester at Santiago Canyon College! Enrolling at SCC and pursuing a college education is an important decision for your future . Whether your goal is to transfer to a four-year university, earn an associate degree or certificate, or train for a new career, we’re here to help you succeed .
    [Show full text]
  • DOCUMENT RESUME HE 031 020 Summerfield, Judith The
    DOCUMENT RESUME ED 416 774 HE 031 020 AUTHOR Summerfield, Judith TITLE The Freshman Year Initiative: Creating Academic Communities for Students and Faculty at a Commuter College. INSTITUTION City Univ. of New York, Flushing, NY. Queens Coll. SPONS AGENCY Fund for the Improvement of Postsecondary Education (ED), Washington, DC. PUB DATE 1996-08-31 NOTE 49p. CONTRACT P116B30112 PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Academic Advising; College Faculty; *College Freshmen; Higher Education; Organizational Change; Program Development; *Student Development; Teacher Role; Teaching Assistants IDENTIFIERS *City University of New York Queens College ABSTRACT This final report describes activities and accomplishments of a 3-year program, the Queens College (New York) Freshman Year Initiative (FYI), which emphasizes the importance of the academic community and the role of faculty in integrating freshmen into the college community. The program has become institutionalized and currently involves 600 freshmen (two-thirds of the 1996 entering class), 24 upper-class teaching assistants, and 60 faculty from 22 departments across all divisions of the college. The major accomplishments are seen to be:(1) creation of a freshman class integrated into the academic and cultural life of the college;(2) involvement of full- and part-time faculty in the common enterprise of teaching freshmen; (3) institutional change that integrates all academic programs and support services affecting freshmen; and (4) a changed ethos that makes teaching freshmen a valued endeavor. Evidence of the program's success include establishment of a new office for the on-going program and formation of a new Provost's Steering Committee on Freshmen.
    [Show full text]
  • MCC College Catalog 2001-02
    Metropolitan Community Colleges 2001 Catalog Information Admission • Financial • Academic • Student Services • General Contents Metropolitan Community Colleges ......... 2 Family Educational Rights and Letter from the Chancellor ............................ 3 Privacy Act ............................................ 13 The Board of Trustees ................................... 4 Attendance................................................... 14 The Officers of the District ........................... 4 Dropping a Course ...................................... 14 Academic Calendar ....................................... 5 Withdrawal from College ............................ 14 Student Load ............................................... 14 All Roads Lead to MCC ........................... 6 Student Conduct .......................................... 14 Admission Information Student Disciplinary Procedure................... 14 Eligibility.......................................................7 Student Grievances...................................... 14 Program Admission ....................................... 7 Student Services College Admission ........................................ 7 Academic Advising .................................... 15 Admission of High School Students ............. 7 Employment Resources ............................... 15 Admission to JCCC Programs ......................7 Counseling and Guidance ........................... 15 Program Eligibility ........................................ 8 Support Services........................................
    [Show full text]