AP.4 Degree Application, Conferral and Graduation 1
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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 -
Undergraduate Degree Fields
Chapter: 2/Postsecondary Education Section: Programs, Courses, and Completions Undergraduate Degree Fields In 2017–18, over two-thirds of the 1.0 million associate’s degrees conferred by postsecondary institutions were concentrated in three fields of study: liberal arts and sciences, general studies, and humanities (398,000 degrees); health professions and related programs (181,000 degrees); and business (118,000 degrees). Of the 2.0 million bachelor’s degrees conferred in 2017–18, more than half were concentrated in five fields of study: business (386,000 degrees); health professions and related programs (245,000 degrees); social sciences and history (160,000 degrees); engineering (122,000 degrees); and biological and biomedical sciences (119,000 degrees). In academic year 2017–18, postsecondary institutions were the following: homeland security, law enforcement, conferred 1.0 million associate’s degrees. Over two- and firefighting (3 percent, or 35,300 degrees); computer thirds (69 percent) of these degrees were concentrated and information sciences and support services (3 percent, in three fields of study: liberal arts and sciences, general or 31,500 degrees); and multi/interdisciplinary studies2 studies, and humanities (39 percent, or 398,000 degrees); (3 percent, or 31,100 degrees). Overall, 85,300 associate’s health professions and related programs (18 percent, or degrees or certificates (8 percent) were conferred in 181,000 degrees); and business1 (12 percent, or 118,000 science, technology, engineering, and mathematics degrees). -
Predoctoral Private Fellowships
Predoctoral Private Fellowships Name: A*STAR Graduate Scholarship Due Date: As it takes about 5 months to process the scholarship applications, interested applicants are strong recommended to plan ahead and apply for the scholarship in advance. Interest: Applicants with a strong interest in a research career are preferred Eligibility: Singaporeans and non-Singaporeans eligible and intending to take up Singapore citizenship. Applicants must satisfy criteria for and seek admission into NTU, NUS and SUTD PhD program. Must have obtained at least a 2nd Upper Class Honours Degree or equivalent in relevant disciplines. Good 'O' and 'A' level results/Polytechnic students who obtained a Diploma with Merit will also be considered. AGS scholars who pursue their PhD at NTU, NUS, or SUTD are not required to do a one year research attachment at A*STAR prior to their PhD. Tuition: Successful candidates will be given support for up to 4 years of academic pursuit: Full Tuition Fees. Stipend: Yes, varying according to country and university. Other: Many other benefits. See webpage for more information. Name: A*STAR Graduate Scholarship (Overseas) Due Date: As it takes about 5 months to process the scholarship applications, interested applicants are strong recommended to plan ahead and apply for the scholarship in advance. Interest: International Eligibility: Graduates with 1st Class Honors; or Graduates with 2nd Upper Class Honors. Good O and A level track records/Polytechnic students who obtained a Diploma with Merit will also be considered. Candidates must not concurrently hold any other scholarships or fellowships. Successful candidates are required to undergo a one-year research attachment at an A*STAR RI, prior to their PhD studies. -
1/4 Undergraduate Degree and Graduation Requirements
Undergraduate Degree and Graduation Requirements Responsible Official: Provost Responsible Office: Registrar Policy Purpose The purpose of this policy is to define requirements for earning an undergraduate degree and graduating from East Tennessee State University (ETSU). Policy Statement I. Undergraduate Degree Requirements • Grades o Minimum overall Grade Point Average (GPA) of 2.0 o Minimum GPA of 2.0 in each of the following at ETSU: . All courses . Major . Minor (if applicable) o Other published grade requirements for the degree program • Credits o All baccalaureate degrees require 120 credits unless approved by the ETSU Board of Trustees o At least: . 50 of the credits required for the degree must be earned at four-year colleges or universities . 25% of the total credits required for the degree must be earned through instruction offered by ETSU . Six credits in the major must be earned at ETSU . One foreign language course with a number of 2020 or higher with a grade of at least C- for the Bachelor of Arts degree. Prerequisites could include courses numbered 1010, 1020, and/or 2010 to prepare for success in 2020. o Credits earned in remedial or developmental courses do not fulfill ETSU’s baccalaureate degree requirements. • General Education Requirements o Complete (41-42) semester hours in the following subject areas Credits Areas 6 Written Composition 1/4 3 Oral Communication 3 Literature 3 Fine Arts 3 Humanities Electives 6 Social and Behavioral Sciences 6 History* 8 Natural Sciences 3-4 Mathematics *Six (6) credits of American history or three (3) credits of American history and three (3) credits of Tennessee history. -
Because at CMU, It's All About You
Because at CMU, it’s all about you. Distance learning programs that meet your schedule Welcome Distance learning courses from Central Michigan University give you control over your time. You can take classes at home, or on the road, early in the morning, or late at night. CMU – accredited and experienced Central Michigan University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. Founded in 1892, CMU is Michigan’s fifth largest state university. More than 50,000 students have earned their degrees through CMU’s off-campus degree programs since 1971. Today CMU serves more than 12,000 students at over 60 locations in the United States, Canada and Mexico and through its distance learning courses. Programs Complete a bachelor’s degree Whether you already have some college credit, or you’re just starting out, CMU’s distance learning classes can help you complete an undergraduate degree. The Bachelor of Science Degree with an Option in Community Development/Health Sciences is available entirely through distance learning. In fall 2003 we are scheduled to begin offering the Bachelor of Science degree in Business Administration. Check our web site www.ddl.cmich.edu for additional information on this new program in the coming months. You can complete other undergraduate degrees by combining CMU distance learning courses with previous college credit, credit for work or life experience or classes taken at CMU centers. Earn a graduate degree You can use distance learning master’s level courses to add flexibility to your graduate studies, whether you’re attending classes at a CMU program center, at CMU’s main campus in Mount Pleasant, or at another institution. -
The State of the Humanities: Higher Education 2015
american academy of arts & sciences THE STATE OF THE HUMANITIES: HIGHER EDUCATION 2015 humanitiesindicators.org 136 Irving Street Cambridge, MA 02138 telephone: 617-576-5000 email: [email protected] website: www.amacad.org THE STATE OF THE HUMANITIES: HIGHER EDUCATION 2015 Table of Contents 3 Introduction 4 Estimated Number of Departments in Surveyed Humanities Disciplines, Fall 2007 and Fall 2012 5 Percentage of Humanities Departments Ceasing to Grant Degrees at Some Level, by Control of Institution and Discipline, Fall 2007–Fall 2012 6 Degree Completions in the Humanities as a Percentage of All Degree Completions at That Level, 1987–2013 7 Humanities Bachelor’s Degrees Earned as “Second Majors,” 2001–2013 8 Associate’s Degree Completions in Selected Fields as a Percentage of All Associate’s Degree Completions, 1987–2013 9 Humanities Bachelor’s Degree Completions as a Percentage of All Bachelor’s Degree Completions, by Control of Institution, 1987–2013 10 Advanced Placement Exams Taken in Major Fields, 1996–2013 11 Median Number of College Credits Earned in Selected Subjects by 2008 Graduates, by Student Major 12 Median Annual Earnings of Full-Time Workers with Bachelor’s Degrees in Selected Fields, by Highest Degree Earned and Undergraduate Major, 2012 13 Occupations of Humanities Majors, by Highest Degree Earned and Undergraduate Major, 2012 14 Number of Postsecondary Faculty Teaching in Selected Academic Fields, 1999–2012 15 Percentage of Humanities Faculty Members Employed Part-Time or Off the Tenure Track, by Discipline, -
Engaging Undergraduates in Science Research: Not Just About Faculty Willingness
Res High Educ DOI 10.1007/s11162-010-9189-9 Engaging Undergraduates in Science Research: Not Just About Faculty Willingness M. Kevin Eagan Jr. • Jessica Sharkness • Sylvia Hurtado • Cynthia M. Mosqueda • Mitchell J. Chang Received: 23 August 2010 Ó The Author(s) 2010. This article is published with open access at Springerlink.com Abstract Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs, few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey, we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics (STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive government funding for their research are more likely to involve undergraduates in their research project(s). In addition, faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in research. Implications for advancing undergraduate research opportunities are discussed. Keywords Undergraduate research experience Á STEM faculty Á Mentorship Á Hierarchical generalized linear modeling Á Organizational climate Introduction Students who initially enter college with the intention of majoring in science, technology, engineering, or mathematics (STEM) fields have substantially lower completion rates in these disciplines than do their peers who enter with aspirations for a non-STEM major (Huang et al. -
Online Undergraduate Degree Task Force Report
UNIVERSITY OF CALIFORNIA, ACADEMIC SENATE BERKELEY • DAVIS • IRVINE • LOS ANGELES • MERCED • RIVERSIDE • SAN DIEGO • SAN FRANCISCO SANTA BARBARA • SANTA CRUZ Mary Gauvain Chair of the Assembly of the Academic Senate Telephone: (510) 987-0887 Faculty Representative to the Regents Email:[email protected] University of California 1111 Franklin Street, 12th Floor Oakland, California 94607-5200 September 8, 2020 CHAIRS OF SENATE DIVISIONS AND COMMITTEES: Re: Systemwide Review of the Report of the Online Undergraduate Degree Task Force Dear Colleagues, Last year, the Academic Council formed an Online Undergraduate Degree Task Force to examine the implications of possibly creating full-time, online, undergraduate degree programs at UC. Its July 2020 report provides three distinct policy options with the strengths and weaknesses of each. Option 1 (UC-Quality On-campus Degree) would prohibit fully remote undergraduate degree programs and require at least one-third of all major units and also one-third of total units to be earned in non-remote courses; Option 2 (UC-Quality Remote Degree) would support the formation of entirely remote degree programs, but require that programs meet all ordinary expectations for a UC degree; Option 3 (Instruction-Only Remote Degree) would allow fully remote degree programs that satisfy the same coursework expectations as UC’s face-to-face programs, but may not guarantee equivalent out of classroom opportunities. Please submit comments to the Academic Senate office at [email protected] by December 9, 2020 to allow us to compile and summarize comments for the Academic Council’s December 16 meeting. As always, any committee that considers these matters outside its jurisdiction or charge may decline to comment. -
Returns to Graduate and Professional Education: the Roles of Mathematical and Verbal Skills by Major Moohoun Song Korea Energy Economics Institute
Economics Working Papers (2002–2016) Economics 1-2007 Returns to Graduate and Professional Education: The Roles of Mathematical and Verbal Skills by Major Moohoun Song Korea Energy Economics Institute Peter F. Orazem Iowa State University, [email protected] Follow this and additional works at: http://lib.dr.iastate.edu/econ_las_workingpapers Part of the Educational Sociology Commons, Education Economics Commons, and the Income Distribution Commons Recommended Citation Song, Moohoun and Orazem, Peter F., "Returns to Graduate and Professional Education: The Roles of Mathematical and Verbal Skills by Major" (2007). Economics Working Papers (2002–2016). 231. http://lib.dr.iastate.edu/econ_las_workingpapers/231 This Working Paper is brought to you for free and open access by the Economics at Iowa State University Digital Repository. It has been accepted for inclusion in Economics Working Papers (2002–2016) by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. IOWA STATE UNIVERSITY Returns to Graduate and Professional Education: The Roles of Mathematical and Verbal Skills by Major Moohoun Song, Peter Orazem October 2005 Working Paper # 05028 Department of Economics Working Papers Series Ames, Iowa 50011 Iowa State University does not discriminate on the basis of race, color, age, religion, national origin, sexual orientation, gender identity, sex, marital status, disability, or status as a U.S. veteran. Inquiries can be directed to the Director of Equal Opportunity and Diversity, 3680 Beardshear Hall, (515) 294-7612. Returns to Graduate and Professional Education: The Roles of Mathematical and Verbal Skills by Major Moohoun Songa and Peter F. Orazemb January 2007 Students in majors with higher average quantitative GRE scores are less likely to attend graduate school while students in majors with higher average verbal GRE scores are more likely to attend graduate school. -
Doctor of Philosophy in Management Science 1
Doctor of Philosophy in Management Science 1 DOCTOR OF PHILOSOPHY IN MANAGEMENT SCIENCE Stuart’s Ph.D. in Management Science offers comprehensive coverage on the application of quantitative methods, analytical tools, and computer models to decision-making problems in business, finance, and operations management. Program Goals This program prepares students and working professionals for careers in academia as well as executive and management positions in business, government, and consulting sectors. The Ph.D. program emphasizes both analysis and synthesis. The required courses provide the tools to analyze business problems and to develop new systems or new solutions. Once students master these skills, their dissertation work involves structuring a problem, gathering data where appropriate, and solving it. The research methodologies of management science can be applied to any aspect of business. The program’s goal is to facilitate the contribution of new knowledge to the field of business through applied research that addresses important problems in operations and finance. Admission Requirements Applicants to the Ph.D. in Management Science must have a competitive score on the GMAT or GRE (316 or above for GRE and 650 or above for GMAT). Other requirements include an essay outlining the fit between the applicant's background, expertise and career goals, and letters of recommendation. Journal publications or conference presentation activities of Ph.D. applicants that attest to their research experience and future research potential are preferred, although not essential. The following are additional requirements for each of the four tracks within the Ph.D. in Management Science: 1. M-track with Analytics concentration: a graduate degree considered equivalent to the M.S. -
Oregon's Catholic University
U NIVERSITY OF P ORTLAND Oregon’s Catholic University BULLETIN 2007-2008 University Calendar 2007-08 2008-09 Fall Semester Aug. 27 Mon. Aug. 25 Semester begins: Classes begin at 8:10 a.m. Aug. 27 Mon. Aug. 25 Late registration begins Aug. 31 Fri. Aug. 29 Last day to drop courses with full tuition refund Aug. 31 Fri. Aug. 29 Last day to register or change registration (drop/add) Sept. 3 Mon. Sept. 1 Labor Day (Classes in session, offices closed) Oct. 15-19 Mon.-Fri. Oct. 13-17 Fall vacation, no classes Oct. 19 Fri. Oct. 17 Mid-semester (academic warnings) Nov. 1 Varies Nov. 1 Last day to apply for degree in May Nov. 16 Fri. Nov. 14 Last day to change pass/no pass Nov. 16 Fri. Nov. 14 Last day to withdraw from courses Nov. 5-9 Mon.-Fri. Nov. 3-7 Advanced registration for spring semester, seniors and juniors Nov. 12-16 Mon.-Fri. Nov. 10-14 Advanced registration for spring semester, sophomores and freshmen Nov. 22-23 Thurs.-Fri. Nov. 27-28 Thanksgiving vacation (begins 4 p.m., Wednesday) Dec. 7 Fri. Dec. 5 Last day of classes Dec. 10-13 Mon.-Thurs. Dec. 8-11 Semester examinations Dec. 13 Thurs. Dec. 11 Meal service ends with evening meal Dec. 14 Fri. Dec. 12 Degree candidates’ grades due in registrar’s office, 11 a.m. Dec. 14 Fri. Dec. 12 Christmas vacation begins, residence halls close Dec. 17 Mon. Dec. 15 Grades due in registrar’s office, 1 p.m. 2007-08 2008-09 Spring Semester Jan. -
Undergraduate Degree Fields
Chapter: 2/Postsecondary Education Section: Programs, Courses, and Completions Undergraduate Degree Fields In 2016–17, over two-thirds of the 1.0 million associate’s degrees conferred by postsecondary institutions were concentrated in three fields of study: liberal arts and sciences, general studies, and humanities (387,000 degrees); health professions and related programs (186,000 degrees); and business (122,000 degrees). Of the 2.0 million bachelor’s degrees conferred in 2016–17, more than half were concentrated in five fields of study: business (381,000 degrees); health professions and related programs (238,000 degrees); social sciences and history (159,000 degrees); psychology (117,000 degrees); and biological and biomedical sciences (117,000 degrees). In academic year 2016–17, postsecondary institutions were the following: homeland security, law enforcement, conferred 1.0 million associate’s degrees. Over two- and firefighting (4 percent, or 37,400 degrees); computer thirds (69 percent) of these degrees were concentrated and information sciences and support services (3 percent, in three fields of study: liberal arts and sciences, general or 31,200 degrees); and multi/interdisciplinary studies2 studies, and humanities (38 percent, or 387,000 degrees); (3 percent, or 30,800 degrees). Overall, 82,300 associate’s health professions and related programs (19 percent, or degrees or certificates (8 percent) were conferred in 186,000 degrees); and business1 (12 percent, or 122,000 science, technology, engineering, and mathematics degrees).