Campuses Participating in the 2018-2019 Benchmark Questions

Total Page：16

File Type：pdf, Size：1020Kb

Campuses Participating in the 2018-2019 Benchmark Questions Ashland University Aultman College Belmont College Bluffton University Bowling Green State University Capital University Central Ohio Technical College Central State University Cincinnati State Technical & Community College Clark State Community College Cleveland Institute of Art Cleveland Institute of Music Cleveland State University Columbus State Community College Defiance College Edison State Community College Franciscan University of Steubenville Franklin University Good Samaritan College of Nursing and Health Sciences Heidelberg University Hocking College John Carroll University Kent State University Kettering College Lakeland Community College Lorain County Community College Lourdes University Malone University Marietta College Marion Technical College Mercy College of Ohio Miami University Mount Carmel College of Nursing Mount Vernon Nazarene University Muskingum University North Central State College Northeast Ohio Medical University Northwest State Community College Notre Dame College Ohio Dominican University Ohio Northern University Ohio University Otterbein University Owens Community College Rhodes State College Rio Grande Community College/University of Rio Grande Shawnee State University Sinclair Community College Southern State Community College Stark State College Terra State Community College The Christ College of Nursing and Health Sciences The Ohio State University The University of Akron The University of Findlay The University of Toledo Tiffin University University of Cincinnati University of Mount Union University of Northwestern Ohio Urbana University Ursuline College Washington State Community College Wilmington College Wittenberg University Wright State University Xavier University Youngstown State University Zane State College .

Copy Link

Recommended publications

2017-2018 Profile for Colleges
2017-2018 Profile for Colleges Brebeuf Jesuit Brebeuf Jesuit Preparatory School, located in Indianapolis, Indiana, 2801 W. 86th Street is one of 17 secondary school apostolates sponsored by the Indianapolis, IN 46268 Chicago-Detroit and Wisconsin Provinces of the Society of Jesus. 317.524.7050 Founded in 1962, Brebeuf Jesuit currently serves a co-educational www.brebeuf.org student population of 819 students with a faculty and staff of 145. School Code: 151653 • Student-Faculty ratio: 12:1 James P. Fadely, Ph.D. • 80% of faculty have attained a Master’s degree or above Director of College Counseling • Class of 2018 average GPA: 3.637 [email protected] • Class of 2018 enrollment: 221 317.524.7110 Lindsay R. Davis, M.S. Mission Statement College Counselor Brebeuf Jesuit, a Catholic and Jesuit school, provides an excellent college [email protected] preparatory education for a lifetime of service by forming leaders who are 317.524.7112 intellectually competent, open to growth, loving, religious, and committed to promoting justice. Fostering a culture of understanding and dialogue, Winston G.M. Miller, M. Ed Brebeuf Jesuit seeks and welcomes students from diverse religious, College Counselor ethnic and socio-economic backgrounds. Students at Brebeuf Jesuit are [email protected] called to discover and cultivate the fullness of their God-given talents as 317.524.7111 a responsibility and as an act of worship. Beth B. Newman, M.Ed. Grading Scale College Counselor Brebeuf Jesuit uses a 4.0 grading scale, which is outlined on the [email protected] transcript. Advanced Placement courses are weighted an extra 1.0 point 317.524.7135 and Honors courses are weighted an extra 0.5 point.
[Show full text]
1996-1997 Game-By-Game Recaps
1996-1997 Game-by-Game Recaps March 1, at Urbana University The top-seeded Blue Knights rallied in the second half to force overtime and then outscored MVNC 16-7 in the extra period for a 112-103 victory in the semi-finals of the Mid-Ohio Conference Tournament. The Cougars led 51-43 at halftime, but Urbana forced 15 second-half turnovers as they mounted their comeback. Brad Hostasa led MVNC with a career-high 30 points on 11-of-13 shooting from the field. Ehren Hull added 21 points with three three- pointers as he set a new single-season mark for treys with 133. Scott Dapprich finished with 18 points and eight assists, and he tied the school's consecutive free throws made record with 27 straight makes. Todd Sands rounded out the double figure scorers with 10 points. February 27, TIFFIN UNIVERSITY In the first round of the Mid-Ohio Conference Tournament, the fourth-seeded Cougars knocked off fifth-seeded Tiffin 93-63 to set a new school record for wins in a season with 24. MVNC shot 64 percent from the field in the first half and nailed 12-of-18 three-point shots on their way to a 55-29 halftime lead. The Cougars finished the game with 20 three-pointers, two shy of the school record. Scott Dapprich led the way with a game-high 22 points on 6- of-7 three-point shooting. He also dished out a game-high seven assists. Ehren Hull added 16 points, while Chad Stevens finished with 15 points off the bench on 5-of-7 shooting from beyond the three-point arc.
[Show full text]
2020 NWCA Division II Top 20 Scholar All-America Teams
NATIONAL WRESTLING COACHES ASSOCIATION Founded 1928 2020 NWCA Division II Top 20 Scholar All-America Teams RANK INSTITUTION GPA 1 Maryville University 3.695 2 University of Indianapolis 3.513 3 Colorado School of Mines 3.384 4 Colorado Mesa 3.343 5 Augustana University 3.336 6 Mercyhurst University 3.334 7 Drury University 3.334 8 University of Nebraska at Kearney 3.310 9 Fort Hays State University 3.303 10 Newman University 3.269 11 Minnesota State University, Mankato 3.262 12 Northern State University 3.261 13 Urbana University 3.260 14 Chadron State College 3.222 15 Findlay 3.189 16 Gannon University 3.170 17 Ashland University 3.145 18 Seton Hill University 3.142 19 UW-Parkside 3.111 20 CSU Pueblo 3.083 P.O. Box 254 • Manheim, PA 17545 www.nwcaonline.com Phone 717-653-8009 • Fax 717-665-3537 NATIONAL WRESTLING COACHES ASSOCIATION Founded 1928 2020 NWCA DIVISION II SCHOLAR All-AMERICANS Institution Lname, Fname Year Wgt Major Adams State University DeLaCerda, Isaiah RSo 125 Math/Sciences Adams State University Rider, Josiah RF 149 Business Admin/Agribusiness American International College Marselli, Jacob Fr 125 Political Science Ashland University Abraham, Peter RSo 197 Criminal Justice Ashland University Jones, Levi RF 149 Exercise Science Ashland University Minnard, Chandler RSr 141 Sports Management Ashland University Price, Christian Gr 165 MBA Ashland University Romanzak, Bret RSr 174 Business Ashland University Speelman, Carson Jr 149 Business Ashland University Weirich, Tristen Jr 285 Criminal Justice Augustana University Tvinnereim,
[Show full text]
Pioneering Transformations
CHARLEE OTTERSBERG ’15 CLASS OF 2014 & 2015 Major: Advertising/Public Relations Minor: Marketing & Leadership Studies Class of Dec. 2013 & May 2014: Plans as of April/May 2015/prior to Graduation Hometown: Denver, Colorado PIONEERING Outcome data was found (through various methods—faculty, Kent State University (2) – Information and Library Science, “The liberal arts foundation at Marietta allowed alumni office, self-report, Facebook, LinkedIn) on 218 out of 265 unknown total students, 82 percent. Lock Haven University – Physician Assistant Program TRANSFORMATIONS me to learn about a lot of different things. I Report on Engagement and Post-Graduation Plans developed an inquisitive nature, which is very Marietta College (3) – Physician Assistant Program (2), Vocal important in the ‘real world.’ ” Graduate School: 26 provided graduate school/program Pedagogy information: 11.9 percent Medical School of Grenada Fast Facts: Academic Year 2014-15 Once Charlee visited Marietta College, she Michigan State University College of Law knew the environment was a good fit for her GRADUATE SCHOOLS CLASS OF 2014 MEMBERS ARE Muskingum University – HR INTERNSHIPS: diverse interests and leadership plans. Her ATTENDING: Ohio State University (3) • More than 90 internships for academic credit involvement in Greek life was a huge factor in American University – MS in Marketing Ohio University (2) • More than 50 percent were paid internships enhancing her college experience, as it was Bowling Green State University – Geology, MFA Creative Writing Towson State University – Experimental Psychology • Some of the internships occurred outside of the U.S. In fact in the summer of 2015, through Greek life that she met some of her best California University of Pennsylvania – MS in Exercise Science and University of Akron 10 were in China and one was in Hong Kong.
[Show full text]
Academic Bulletin (2020-2021)
ACADEMIC BULLETIN 2020-2021 WITHOUT RISK THERE IS NO GAIN. 2 GENERAL INFORMATION 3 + 1 Accelerated Bachelor’s & Master’s Degree Programs ....29 Table of Contents Readmission Procedures ................................................................30 Time Limit for Completion of Degree .......................................30 GENERAL INFORMATION International Undergraduate Students .....................................31 Accreditation ........................................................................................ 6 Tuition, Fees & Expenses: Academic Year 2020-2021 ...........32 Notice of Privacy Rights (FERPA) ................................................. 6 Tiffin Campus ................................................................................32 Equal Opportunity, Harassment, & Nondiscrimination ...... 6 Online & Extended Learning................................................... 33 Campus Safety and Security ........................................................ 11 Message from the President ..........................................................12 UNDERGRADUATE ACADEMIC POLICIES History of Tiffin University ............................................................12 Student Responsibilities ................................................................ 33 Guiding Principles .............................................................................13 Attendance Policies Campus & Program Locations ......................................................14 Tiffin Campus ..............................................................................
[Show full text]
2020-2021 Undergraduate Catalog
UNDERGRADUATE CATALOG 2020-2021 Accreditation and Affirmative Action Statement Notre Dame College is accredited by The Higher Learning Commission as a degree-granting institution. Other college accreditation, program approvals and affiliations include: • The American Association of Colleges for Teacher Education • Registration for State Teachers’ Licenses by The State of Ohio Department of Education • Association of American Colleges and Universities (AAC&U) • Association of Catholic Colleges & Universities (ACCU) • Association of Independent Colleges and Universities of Ohio (AICUO) • College Entrance Examination Board (The College Board) • College and University Personnel Association (CUPA) • Council of Independent Colleges (CIC) • Council of Independent Colleges Tuition Exchange Programs • National Association of Independent Colleges and Universities (NAICU) • Council for the Accreditation of Educator Preparation (CAEP) • Northeast Ohio Council on Higher Education (NOCHE) • Ohio Board of Nursing (full approval for the Bachelor of Science in Nursing Program) • Ohio Council of Teacher Education Organizations (OCTEO) • Ohio Foundation of Independent Colleges (OFIC) • The Baccalaureate and Master’s degree programs in nursing at Notre Dame College are accredited by the Commission on Collegiate Nursing Education (http://www.ccneaccreditation.org). Notre Dame College upholds the policy that there shall be no discrimination against any student, faculty or staff because of race, color, religion, national origin, age or disability. The fees,
[Show full text]
Systems Portfolio - 12/3/2018
Owens Community College - Systems Portfolio - 12/3/2018 Systems Portfolio Owens Community College 12/3/2018 Page 1 Owens Community College - Systems Portfolio - 12/3/2018 1 - Helping Students Learn 1.1 - Common Learning Outcomes Common Learning Outcomes focuses on the knowledge, skills and abilities expected of graduates from all programs. The institution should provide evidence for Core Components 3.B., 3.E. and 4.B. in this section. 1P1: PROCESSES Describe the processes for determining, communicating and ensuring the stated common learning outcomes, and identify who is involved in those processes. This includes, but is not limited to, descriptions of key processes for the following: Aligning common outcomes (institutional or general education goals) to the mission, educational offerings and degree levels of the institution (3.B.1, 3.E.2) Determining common outcomes (3.B.2, 4.B.4) Articulating the purposes, content and level of achievement of the outcomes (3.B.2, 4.B.1) Incorporating into the curriculum opportunities for all students to achieve the outcomes (3.B.3, 3.B.5) Ensuring the outcomes remain relevant and aligned with student, workplace and societal needs (3.B.4) Designing, aligning and delivering cocurricular activities to support learning (3.E.1, 4.B.2) Selecting the tools, methods and instruments used to assess attainment of common learning outcomes (4.B.2) Assessing common learning outcomes (4.B.1, 4.B.2, 4.B.4) 1R1: RESULTS What are the results for determining if students possess the knowledge, skills and abilities that are expected at each degree level? The results presented should be for the processes identified in 1P1.
[Show full text]
2009 Report to the Community Table of Contents
ity 2009 Report to the Commun Table of Contents page one › Letter from the President page two › Giving Into the Future Together page three › Making History page four › Donation Provides Unique Opportunity page five › Renaissance Man page six › Corporate Donations Fill Instructional Equipment Needs page seven › Helping Students “Achieve the Dream” page eight › Foundation Raises Funds for the Future page nine › Foundation Events page ten › Student of the Year page eleven › Scholarship Recipients Thank Benefactors at Annual Scholar-Donor Breakfast page twelve › In Memoriam: Raymond Polchow page thirteen › Keeping Pace with Rapid Changes in Technology page fourteen › Donors Invest in the Community page fifteen › Operating Budget 2008-2009 page sixteen › Foundation Financials page seventeen › Donor Acknowledgements page twenty-one › College Leadership back cover › Acknowledgements About the cover › The accomplished individuals pictured on the cover are graduates of Zane State College. Many continued their education after leaving the College and all have become active contributors to the community. Their success speaks volumes about Zane State College’s enormous impact in Southeast Ohio. › Steven Barrows ’08, student, U.S. Merchant Marine Academy › Ann Beasley ‘93 and ‘94, administrative associate, American Electric Power › Melissa Corbett ‘85, radiology technician, Southeast Ohio Regional Medical Center › Roberta Cramer ‘03 and Keith Saylor ‘03, chefs and owners of Roberta’s Professional Cakes and Catering › Dick Sorg ‘71, executive director, Muskingum Soil and Water Conservation District › Ed Voorhies ‘93, deputy director, Southern Ohio Region of Prisons › Sue Wilson ‘77, vice president, The Community Bank Letter from the President During a celebratory dinner last fall to mark the end of our year-long 40th anniversary celebration, I reminded the assembled guests of when Charles Stewart, father of our valued board member, Bill Stewart, joined a delegation in Columbus to request our charter from the Board of Regents.
[Show full text]
Xavier University 160Th Commencement Exercises, 1998 Xavier University, Cincinnati, OH
Xavier University Exhibit Xavier University Commencement Ceremonies University Archives and Special Collections Digital Collection 5-16-1998 Xavier University 160th Commencement Exercises, 1998 Xavier University, Cincinnati, OH Follow this and additional works at: https://www.exhibit.xavier.edu/commencement 1 998 XAVIER UNIVERSITY 160TH COMMENCEMENT MAY 16,1998 8:45AM My VISION FOR XAVIER "My vision for Xavier is simple. What I want most of all is that a Xavier education be ofsuch qualitythat each and every graduate will say: 'I received an absolutely superb education at Xavier. I could not have received a finer education any where in the world.' I want every Xavier graduate to say: 'I know that I am intellectually, morally and spiritually pre pared to take my place in a rapidly changing global society and to have a positive impact on that society - to live a life beyond myself for other people.' " James E. Hoff S.] President Xavier Uniz}ersity My VISION FOR XAVIER "My vision for Xavier is simple. What 1 want most of all is that a Xavier education be ofsuch quality that each and every graduate will say: 'I received an absolutely superb education at Xavier. 1 could not have received a finer education any where in the world.' 1 want every Xavier graduate to say: 'I know that I am intellectually, morally and spiritually pre pared to take my place in a rapidly changing global society and to have a positive impact on that society - to live a life beyond myself for other people.' " James E. Hoff, S.]. President Xtwier University XAVIER UNIVERSITY BOARD OF TRUSTEES Michael].
[Show full text]
A New President for Rio: Meet Ryan Smith
2019 Quarterly – Issue 3 A New President for Rio: Meet Ryan Smith With his vast financial and business Colleges and universities across the country background, leadership roles, and a list of are facing declining enrollment. The changes contacts and connections he brings with you are seeing, especially with the recent him from the State, Smith’s message is changes to program offerings, help Rio to all about “changing tomorrow’s”. He feels be more streamlined and nimbler in the strongly our region needs a two and four- challenging times ahead. Recruitment and year degree granting institution, and will retention remain high priorities and our strive to keep Rio moving forward so its efforts have led to an increase in private university students for this fall semester. President Ryan Smith impact is long-standing. When asked what his message to alumni Your support of Rio remains as critical as ever. The President’s seat at the University of Rio would be, Mr. Smith replied: We welcome President Smith and will look Grande and Rio Grande Community College for many ways for you to engage with him as was filled earlier this month by a lifelong “As a lifelong resident of Gallia County, I fully Rio Grande moves forward to a prosperous resident of Gallia County, Mr. Ryan Smith. understand and appreciate the vast impact future. My work will continue to keep you Rio Grande has made on so many lives in our informed and engaged, and I always hope to Smith, whose name you might recognize region, and well beyond. As alumni, you tell see your #RioPride wherever you may be.
[Show full text]
Notre Dame of Maryland University Faculty Handbook
Notre Dame Of Maryland University Faculty Handbook Gorgonian and atwitter Sholom still platitudinise his Bakst trustingly. Bartolomeo remortgaging reconcilably as unregenerated Yancey trauchles her jambiya faces spectrally. Softwood and chubbiest Giavani never clokes lyrically when Ewan aby his steeper. It is up their engineering approaches teaching survival guide, of notre dame of education degrees from a speech Student Handbook Notre Dame of Maryland University. Previously Eva was the Consortium for Faculty Diversity Postdoctoral Fellow in. Professor on Law Angela M Vallario University of Baltimore. Philosophy at faculty handbook was easy reference and develop technical expertise in. Wwwnotredamecollegeedu for the Notre Dame College Student Handbook which lists your rights and. Students in ways for lack of behavioral standard text students, students enrolled courses and. Sarah Bass Department and Chemistry & Biochemistry UMBC. Of Nursing Student Resources for nursing student handbooks and policies. Notre Dame ofrvfaryfanq University has history a regional laqr in e. Notre Dame Preparatory School Towson Maryland Wikipedia. An individual is considered a student of Notre Dame College at the hire of acceptance to. Back Psychology program at Mount St Mary's University. Credits for its discretion of trustees by a moment in no. Any university maryland university premises permanently delete this handbook that notre dame of this decision to facilitate resolution will provide to teach in handbooks include at orientation. MS in Education Johns Hopkins University Baltimore MD Certification in Administration and Supervision Notre Dame of Maryland University Baltimore MD. Professor of Mathematics Emeritus and College Historian Westminster Maryland. Faculty Notre Dame Seminary. MSHA College of Notre Dame of MD BA Hood College Bohner Katherine Kathy E Adjunct Assistant Professor BA Bloomsburg University of Pennsylvania.
[Show full text]
University of Cincinnati 2016 Campus Climate Survey Results Summary
University of Cincinnati 1 University of Cincinnati 2016 Campus Climate Survey Results Summary The State of Ohio’s Changing Campus Culture Initiative seeks to strengthen its ability to better respond to, and ultimately prevent, sexual assault on the state’s college campuses. In the spring 2016, all Ohio campuses were encouraged to participate in recommendation #1 in the Changing Campus Culture report: use data to guide action. In addition to completing a comprehensive campus climate survey, Ohio campuses were also asked to disseminate 15 common benchmark questions. The purpose of the benchmark questions was to provide the Ohio Department of Higher Education with a common set of data to measure statewide progress in addressing prevention and response to sexual violence, and to track trends over time. While campuses were free to determine which climate survey best fit their campus community, the benchmark questions were the same to allow for comparison between one campus and others of similar type. Methodology and Sample Data collection began in the 2016 spring semester and ended by June 2016. Institutions collected data in various ways, including through paper surveys and electronically. All responses were anonymous. Each participating school was asked to gather data on the benchmark questions along with provided demographic questions. Response scales for the benchmark questions and demographic questions varied slightly for some institutions, and any questions with substantively different response scales were excluded from the aggregate analyses. 14 public university main campuses, 23 community/state/technical colleges, and 35 private institutions participated in the survey. The overall sample included 23,240 students across the sampled 71 higher education institutions.
[Show full text]