DOCSLIB.ORG

Investigation Into the Learning Assistant Experience and Related Considerations for Learning Assistant Model Implementation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Investigation Into the Learning Assistant Experience and Related Considerations for Learning Assistant Model Implementation ABSTRACT Investigation into the Learning Assistant Experience and Related Considerations for Learning Assistant Model Implementation Ifeoma Ikedionwu Directors: Dr. Karon LeCompte, PhD Dr. Dena Quigley, PhD Classroom dynamics that incorporate undergraduates have existed for decades and have proven beneficial in increasing students’ retention and overall class grades. In 2003, the University of Colorado, Boulder, created the Learning Assistant (LA) Program to utilize undergraduates beyond the professor and the students to foster higher-order cognitive thinking in the classroom. Many studies have investigated the benefits of LAs in the classroom. Some show that LAs help students conceptualize and apply material more so than in traditional instruction classes. In other studies, implementing the LA program has cut down on professor instruction time and increased peer-to-peer collaboration which has shown to foster more positive learning spaces. However, there has not been substantial research done on how the LA program affects and benefits the undergraduate Learning Assistants themselves. This thesis aims to investigate the Learning Assistant experience through LA-supported faculty, and undergraduates who are or were LAs to provide insight into their experience as well as provide consideration for ways to best implement LA programs to optimally benefit the professors, students, and undergraduate LAs. APPROVED BY DIRECTOR OF HONORS THESIS: __________________________________________ Dr. Karon LeCompte, Department of Curriculum and Instruction APPROVED BY THE HONORS PROGRAM: ___________________________________________ Dr. Andrew Wisely, Interim Director DATE:_____________________________ INVESTIGATION INTO THE LEARNING ASSISTANT EXPERIENCE AND RELATED CONSIDERATION FOR LEARNING ASSISTANT MODEL IMPLEMENTATION A Thesis Submitted to the Faculty of Baylor University In Partial Fulfillment of the Requirements for the Honors Program By Ifeoma Ikedionwu Waco, Texas May 2021 TABLE OF CONTENT List of Figures .................................................................................................................... iii List of Tables ........................................................................................................................v Acknowledgements ........................................................................................................... vii Chapter One ......................................................................................................................... 1 Overview Of The Study ..................................................................................................... 1 Evolution Of Classroom Science Education ..................................................................... 1 Higher Order Cognitive Skills And Bloom’s Taxonomy .................................................. 4 Introduction To The Learning Assistant Model ...............................................................7 Introduction And Importance Of This Study ................................................................. 11 Research Questions And Null Hypothesis ..................................................................... 13 Chapter Two ....................................................................................................................... 14 Evolution And Summary Of Academic Support Personnel ........................................... 15 Teaching Assistants .................................................................................................... 15 Supplemental Instructors ........................................................................................... 16 Learning Assistants .................................................................................................... 18 Learning Assistant Model Exemplars ............................................................................ 21 The University of Colorado at Boulder. ..................................................................... 22 Other universities. ..................................................................................................... 23 Baylor University. ...................................................................................................... 24 Summary Of Current LA Model Research And Gaps In Research ............................... 26 ii Chapter Three ................................................................................................................... 30 Purpose .......................................................................................................................... 30 Setting ............................................................................................................................ 31 Method ........................................................................................................................... 31 Data Collection .............................................................................................................. 34 Data Analysis ................................................................................................................. 35 Chapter Four ..................................................................................................................... 37 General Information About LA Program Involvement ................................................. 37 Respondent Distribution ........................................................................................... 37 Demographics ............................................................................................................ 38 Learning Assistant Involvement................................................................................ 39 LA Program Participation Motivation and Logistics .................................................... 40 Pedagogy class, Learning Assistants, and LA Program Perceptions ............................ 44 Pedagogy Class Perceptions ...................................................................................... 44 Role of Learning Assistant Perceptions ..................................................................... 45 LA Program Perceptions ........................................................................................... 52 Chapter Five ....................................................................................................................... 57 Key Findings .................................................................................................................. 58 Limitations ..................................................................................................................... 75 Conclusion and Future Directions ................................................................................. 77 Bibliography ...................................................................................................................... 80 iii LIST OF FIGURES Figure 1. Summary of Modifications in Survey…………………………………………………………33 Figure 2. Surveyed LA’s School Year Classification and Academic Status……………………39 Figure 3. FRQ: “How have you benefited academically from being a LA”……………………48 Figure 4. FRQ: “How have you benefited professionally from being an LA?”………………50 Figure 5. FRQ: “How have you benefited personally from being a LA?”………………………51 iv LIST OF TABLES Table 1. Original and Revised Bloom’s Taxonomy………………………………………………………6 Table 2. Comparing and Contrasting Academic Personnel…………………………………………21 Table 3. List of the Free-Response Questions in Both Surveys…………………………………..34 Table 4. Learning Assistant’s Self-identified Ethnicity and Gender…………………………….39 Table 5. FRQ: “Why did you incorporate Learning Assistants into your class?”……………41 Table 6. FRQ: “Why did you become a Learning Assistant?”……………………………………..42 Table 7a. MCQ: “How were Learning Assistants utilized outside of the classroom?”…….42 Table 7b. MCQ: “How were Learning Assistants utilized inside of the classroom?”……..43 Table 8. MCQ: “In what ways do you currently provide support for LAs?”………………….43 Table 9. MCQ: Responsibilities you (the faculty member) and the department have?....44 Table 10. MCQ: Pedagogy course effectiveness in building your top 3 characteristics?...45 Table 11. MCQ: How effective Learning Assistants are being utilized………………………….46 Table 12. MCQ: Top three characteristics of a successful Learning Assistant?”……………46 Table 13. FRQ: Benefits with using Learning Assistants in your classroom?...................47 Table 14. FRQ: Perceived benefits faculty role has on Learning Assistant Experience….48 Table 15. FRQ: “How have you benefited academically from being a LA”……………………49 Table 16. FRQ: “How have you benefited professionally from being a LA?”………………..50 Table 17. FRQ: “How have you benefited personally from being a LA?”………………………51 Table 18. FRQ: Why did you continue to be a Learning Assistant?”……………………………52 Table 19. FRQ: “If you are no longer a LA, what made you stop?”………………………………53 Table 20. What is your understanding of the role of being a LA?.....................................53 Table 21. MCQ: Professor-learning assistant relationship effectiveness………………………54 v Table 22. MCQ: Baylor Learning Assistant program effectiveness……………………………..54 Table 23. FRQ: Anything Else You Would Like to Share……………………………………………55 Table 24. Summary of Key Findings………………………………………………………………………..74 vi ACKNOWLEDGMENTS This thesis would not be possible without a small village of people. I would like to thank Dr. Erika Abel and Dr. Michael
Load more

Recommended publications
  • URSA Scholars Week
    Undergraduate Research and Scholarly Achievement Baylor University presents URSA Scholars Week March 22 - March 26, 2010 Dear Colleagues: Welcome to Baylor’s Third Annual URSA Scholars’ Week! One of Baylor’s documented core strengths is a vital, transformative undergraduate classroom experience. Undergraduate research is a wonderful extension of that experience, providing students the opportunity to explore real world research / scholarship in partnership with their teachers. The presentations before you are the fruit of another core Baylor value – relationship. They represent a rare glimpse into the investment routinely made by Baylor faculty in their students, centered on individual mentoring and the sharing of research skills that can inform a lifetime of academic endeavor. I am grateful for your presence at URSA Scholars’ Day 2010. What has been said in previous years continues to be so: the best is yet to come. Sincerely, Truell W. Hyde, Ph.D. Vice Provost for Research Baylor Sciences Building Atrium March 22 and 25, 2010 • 12:00 – 2:00 Board 1 Sarah Garza, Senior, Environmental Science Jessi Carrothers, Senior, University Scholar/Pre-Medical Austin Cook-Lindsay, Senior, Environmental Science Faculty Mentor: Susan Bratton Title: Participation in Undergraduate Research a Key to Successful Applications for Fellowships, Research Assistantships and Graduate School Admissions Undergraduate research participation is a key component of medical school, graduate school and job applications. Senior authorship of publications is especially valuable for obtaining competitive graduate admissions, fellowships, and research assistantships. Research participation demonstrates competence in problem solving, ability to follow protocols and in professional writing and presentation. Faculty research mentors provide superior letters of reference as they are able to verify applicant characteristics, such as imagination, dependability, work ethic and academic integrity.
    [Show full text]
  • THE FIRST YEAR EXPERIENCE by MARGARET HIGGINS B.A., North Central College, 2006 a REPORT Submitted in Partial Fulfillment Of
    THE FIRST YEAR EXPERIENCE by MARGARET HIGGINS B.A., North Central College, 2006 A REPORT submitted in partial fulfillment of the requirements for the degree MASTER OF SCIENCE Department of Counseling and Student Development College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2010 Approved by: Major Professor Dr. Christy Craft Abstract Students have many opportunities to familiarize themselves with their college after committing to a school. Institutions offer summer orientation and enrollment sessions, and many also offer extended orientation sessions that may include spending time in the residence halls or outdoor camps and activities. Upon arrival to campus, first year students are given a great deal of information about campus resources, culture and traditions. They may also have welcome week activities, first year seminar classes, learning communities, specialized housing accommodations, and a wealth of other opportunities to connect to the university. The purpose of this report is to explore both the unique challenges facing first year students and the varying support structures in place for them. To explore this topic, the unique needs facing first-year, residential students as it relates to student development and transition theories will be outlined. Focusing on institutional concerns, persistence will also be explored as a theoretical framework. Finally, to make this report relevant to Kansas State University, the first year programming efforts at twelve institutions will be synthesized and analyzed as a foundation for comparison. A proposal for potential programs at K-State will be presented. Table of Contents Dedication............................................................................................................................... vii CHAPTER 1 - The First Year Experience: A History and Theoretical Framework ................ 1 Introduction..........................................................................................................................
    [Show full text]
  • 2020 GLOBAL MBA RANKINGS He Benefits Attached to an MBA Weighting of Data Points (Full-Time and Part-Time MBA)
    2020 GLOBAL MBA RANKINGS he benefits attached to an MBA Weighting of Data Points (full-time and part-time MBA) are well documented: career Quality of Faculty: 34.95 % progression, networking International Diversity: 9.71% opportunities, personal Tdevelopment, salary... and the list Class Size: 9.71% goes on. However, in an increasingly Accreditation: 8.74% congested market, selecting the right Faculty business school can be difficult, which to Student Ratio: 7.76% is far from ideal given the time and Price: 5.83% investment involved. International Exposure: 4.85% Using a ranking system entirely geared and weighted to fact-based Work Experience: 4.85% *EMBA Weighting: Professional Work experience and criteria, CEO Magazine aims to cut Development: 4.85% international diversity are through the noise and provide potential adjusted accordingly. Gender Parity: 4.85% students with a performance benchmark **Online MBA Weighting: Delivery methods: 3.8% for those schools under review. Delivery mode and class 0 % 5 % 10 % 15 % 20 % 25 % 30 % 35 % size are removed. GLOBAL MBA RANKINGS TIER ONE Business School Country Business School Country AIX Marseille Graduate School of Management Monaco Emlyon Business School France American University: Kogod North America ESADE Business School Spain Appalachian State University* North America EU Business School Germany, Spain Ashland University North America and Switzerland Aston Business School UK Florida International University North America Auburn University: Harbert North America Fordham University North
    [Show full text]
  • ICS University Acceptances
    ICS University Acceptances 2014-2017 Skidmore College (Class of 2017 in bold) Southern Oregon University Spring Arbor University United States: SUNY- College of Environmental Science and Forestry American University Syracuse University Amherst College Tufts University Azusa Pacific University Tu l a n e U n i v e r s i t y Babson College University of California-Berkeley Bard College University of California, Davis Baylor University University of California, Irvine Biola University University of California, Los Angeles Bob Jones University University of California, San Diego Boston College University of California, Santa Barbara Boston University University of Central Missouri California Baptist University University of Cincinatti Calvin College University of Colorado Carnegie Mellon University University of Denver Case Western Reserve Universtiy University of Hawaii at Manoa Cedarville University University of Illinois at Chicago Chapman University University of Illinois at Urbana Colorado Christian University University of La Verne Connecticut College University of Massachusetts, Amherst Franklin & Marshall College University of Miami George Fox University University of Michigan George Mason University University of Oregon Georgetown University University of San Diego Georgia Institute of Technology University of Southern California Gordon College University of Texas Haverford College University of Utah Hope College University of Virginia Indiana University University of Washington Johns Hopkins University University of Wisconsin, Madison
    [Show full text]
  • Scientia Crescat Honors College Baylor University Waco, Texas
    VOLUME 14 NUMBER 1 FALL 2016 Scientia Crescat Honors College Baylor University Waco, Texas Copyright © 2016 Baylor University. All rights reserved. The Pulse 2016-2017 PRESIDENT Nicholas Coker CHIEF EDITOR Samantha Elmendorf EDITORIAL BOARD Jonah Hensley Isabel Kazan Cynthia Liu Kaylie Page Hannah Rogers Shannon Sandridge Hannah Vecseri Jesse Watters PUBLIC RELATIONS SECRETARY Amanda Cordero TECHNICAL DIRECTOR Stu Mair SECRETARY Tim Campbell FACULTY SPONSOR Dr. Jeff Hunt CONTENTS Reforming the Social Security System: A Proposal............................6 TIM CAMPBELL Entitlement reform is a pressing, if under-discussed, issue. According to one es- timate, if no reforms are implemented in the interim, Social Security beneficiaries will experience a 21 percent cut in benefits beginning in the year 2034. Such a dramatic cut would have severe consequences for retirees and others who depend on Social Security benefits for a considerable portion of their monthly income. This paper considers a number of potential reforms to the system, including raising the retirement age, eliminating the payroll tax cap, and altering the manner in which the Cost-of-Living Adjustment (COLA) is calculated. The final proposal incor- porates aspects of the latter two reforms: raising the payroll tax cap to cover 90 percent of earnings and basing the COLA calculation on the chained Consumer Price Index (CPI). Plantation Slavery in St. Domingue: A Revolutionary Society .... 19 ABBY HARRIS This paper argues that Theda Skocpol’s theory on social revolutions should be expanded to include societies other than agrarian bureaucracies. The Haitian Slave Revolt of 1791 is applied to a revised theory - one focused on the underlying ideas that prompted Skocpol’s thesis - in order to prove the validity of this paper’s argument.
    [Show full text]
  • ADMISSIONS VIEWBOOK PROGRAM 1 | Dean’S Welcome 2 | Curriculum 6 | Advocacy 7 | Practice Court 8 | Transactional Law 10 | Faculty 12 | Opportunities 13 | Study Abroad
    ADMISSIONS VIEWBOOK PROGRAM 1 | Dean’s Welcome 2 | Curriculum 6 | Advocacy 7 | Practice Court 8 | Transactional Law 10 | Faculty 12 | Opportunities 13 | Study Abroad CULTURE 14 | Service 15 | Student Organizations 16 | Facilities 18 | Baylor University 20 | Waco, Texas ADMISSIONS VIEWBOOK NETWORK 22 | Career Development 24 | Alumni ADMISSIONS 26 | Application Process Dean's Welcome Law and the society that it upholds are always Baylor Law School provides students with the tools and changing. Thriving in this dynamic climate demands knowledge they need to be capable and ethical lawyers. that a lawyer not only understand theory, ethics, and But applicants should not just trust these words; they are legal doctrine but that he or she also be capable invited to visit Baylor Law School to talk with students, of navigating the challenges of any given case. At faculty, and administration and to see for themselves what Baylor Law School, students are taught how to practice Baylor Law is about. Until a personal visit is feasible, law. Baylor Law is more than just a graduate school applicants can visit virtually at www.baylor.edu/law or focused on theoretical ideas; it’s a professional school talk with the admissions staff at 254.710.6872. that combines theory with practice and nurtures a commitment to service. The commitment to producing disciplined, caring, – BRAD TOBEN and ethical lawyers is demonstrated through our Dean and M.C. & Mattie Caston experienced and dedicated faculty and staff, small Professor of Law class size, and rigorous curriculum integrated with practical, skills-training exercises. The faculty treasures Baylor Law’s mission objectives: preparing students to be practice-ready; engaging in meaningful and insightful scholarship; and being examples of what it means to live a life of service within the context of a Christian faith mission.
    [Show full text]
  • Baylor University Commencement May Seventh and Eighth, Two Thousand Twenty-One
    B AYLOR U NIVERSITY C OMMEN C EMENT May Seventh and Eighth, Two Thousand Twenty-one McLane Stadium . Waco, Texas Baylor University Commencement May Seventh and Eighth, Two Thousand Twenty-one Table of Contents 2 Program for Friday Morning The School of Engineering and Computer Science The School of Education The College of Arts & Sciences The Graduate School 3 List of Degrees Presented in Friday Morning Ceremony 8 Program for Friday Afternoon The School of Music The College of Arts & Sciences The Graduate School 9 List of Degrees Presented in Friday Afternoon Ceremony 14 Program for Saturday Morning The Robbins College of Health and Human Sciences The Diana R. Garland School of Social Work The Louise Herrington School of Nursing The Graduate School 15 List of Degrees Presented in Saturday Morning Ceremony 20 Program for Saturday Afternoon The Hankamer School of Business The Graduate School 21 List of Degrees Presented in Saturday Afternoon Ceremony 26 Commencement Traditions A History of Baylor Commencement Academic Regalia The Diploma Graduating with Latin Honors Baylor Interdisciplinary Core Official Baylor Ring Senior Class Gift 28 Faculty Ushers for Commencement Faculty Marshals for Commencement Ceremony Musicians 29 General Information The National Anthem Back Cover “That Good Old Baylor Line” 1 The School of Engineering and Computer Science, The School of Education, The College of Arts & Sciences, and The Graduate School Friday, May 7, 2021, Nine o’clock in the Morning – McLane Stadium Prelude Presentation of Degree Candidates Ceremonial Piece on CWM Rhondda by William Mac Davis President Livingstone The Earle of Oxford’s March by William Byrd, arranged by Assisted by Dr.
    [Show full text]
  • 2021 Action Research Program
    The twelfth April 15 annual science of 2021 wondering A report of action research projects by teacher education candidates in the School of Education at Baylor University in collaboration with A Research clinical instructors, mentor teachers, and Baylor faculty on PDS campuses in Waco ISD and Midway ISD as well as at partner schools Symposium throughout the area. Baylor University School of Education Shanna Hagan-Burke, PhD Dean Suzanne M. Nesmith, PhD Associate Dean for Undergraduate Education Krystal K. Goree, PhD Director, Office of Professional Practice WACO INDEPENDENT SCHOOL DISTRICT Susan Kincannon, EdD Superintendent of Schools Keonna White, EdD Executive Director of Professional Development and Curriculum, Partnership Liaison MIDWAY INDEPENDENT SCHOOL DISTRICT George Kazanas, EdD Superintendent of Schools Aaron Peña, EdD Assistant Superintendent for Curriculum & Instruction, Partnership Liaison ROBINSON INDEPENDENT SCHOOL DISTRICT Michael Hope, PhD Superintendent of Schools Colette Pledger, MSEd Assistant Superintendent of Curriculum and Instruction, Partnership Liaison ACTION RESEARCH SYMPOSIUM PLANNING COMMITTEE Krystal K. Goree, PhD Director, Office of Professional Practice Baylor University Bianca Ochoa, PhD University Liaison, Intern Supervisor Bell’s Hill Elementary Lisa Osborne Educator Preparation Program Specialist Baylor University Sandra Parnell Assistant Director, Office of Professional Practice Baylor University Neil Shanks, PhD Intern Supervisor Baylor University Jess Smith, PhD Intern Supervisor Baylor University
    [Show full text]
  • Student Survey Policy” Below Is Adapted from One Used at Duke University, 4 Which Has an Unadvertised Practice of Limiting Student Surveying to 120 Minutes Per Year
    Baylor University – Coordination of Student Surveys A Proposal: Coordination of Student Surveys at Baylor University Prepared by: Michael Matier, Vice Provost for Institutional Effectiveness Jana Marak, Associate Director, Institutional Research & Testing Danielle Fearon, Senior Research & Planning Associate, Institutional Research & Testing Jie Zhang, Senior Research & Planning Associate, Institutional Research & Testing Jennifer Massey, Assistant Dean for Student Learning & Engagement, Student Life Endorsed by the University’s Executive Council: May 9, 2014 This document outlines a rationale and strategy for implementing an integrated panel of data collection processes across the “life cycle” of our students. Beginning in 2014-15, this comprehensive assessment framework will help us glean information about students’ motivations (plans), engagement (experiences), and reflections (satisfaction) which will better support institutional decision-making. This approach is one means of realizing the aspect of the Judicious Stewardship aspiration of Pro Futuris that Baylor will be characterized by “further integrating assessment into the decision-making processes of the university.” IE:mwm/jem/ddf/jz/jm Page 1 June 27, 2014 Baylor University – Coordination of Student Surveys Context Student-centered, data-driven decision-making has become embedded in the ethos of Baylor University. One of the means of supporting this ethos is a commitment to soliciting input from its students in a manner that enables the institution’s decision-makers to evaluate and improve the effectiveness of our curricular and co-curricular programs. As part of this commitment to continuous improvement we rely, in part, on what we learn from our students to better understand educational outcomes throughout students’ personal and intellectual journey through the university, to examine the learning environments that support those outcomes, and to gauge the degree to which students avail themselves of the resources at their disposal during their tenure on campus.
    [Show full text]
  • A N N U a L R E P O
    ANNUAL REPORT 2017-18 ACADEMIC YEAR Shaping Baylor’s faithful engagement with Waco and the world through intentional opportunities to integrate faith, learning Baylor Missions and service within a broad Christian worldview Bobo Spiritual Life Center @BUMissions One Bear Place #97013 bumissions Waco, Texas 76798 (254) 710-7424 bumissions baylor.edu/missions BUMissions [email protected] ILLUMINATE: GLOBAL BAYLOR: In Fall 2018, Baylor launched a Quality Enhancement Plan (QEP) for reaccreditation by the Southern BAYLOR MISSIONS Association of Colleges and Schools (SACS), which every ten years requires a new plan of innovation for curricular and co-curricular activities. Global Baylor: Addressing Challenges to Human Flourishing is the In her inaugural address, President Linda Livingstone set the tone of her commitment to Baylor’s unique position within University’s comprehensive plan to deepen students’ global engagement through an array of curricular higher education when she stated, and co-curricular opportunities overseen by Baylor’s Center for Global Engagement. “Our aspiration to integrate academic and teaching excellence with an uncompromising Christian identity positions this university to have a transformative impact on our students, on higher education, and on the world. … Here, achieving Global Baylor incorporates Baylor Missions as a key partner in providing a venue for faculty and students pre-eminent research status means bringing our intellectual energy, institutional resources, and Christian values to bear to utilize their areas of expertise to address real world issues—hunger, access to education, clean water, in addressing global conversations about crucial issues, including human rights, economic growth, diversity, social economic development, medical care, among others.
    [Show full text]
  • College Distribution of Pingry Graduates
    Nathaniel E. Conard, Headmaster CEEB #310315 Jonathan D. Leef, Assistant Headmaster – Martinsville Campus Denise Brown-Allen, Ed.D., Upper School Director Timothy P. Lear ’92, Director of College Counseling Susan P. Kinney, Assistant Director of College Counseling Keith Vassall, Assistant Director of College Counseling Ananya Chatterji, College Counselor, Academic Dean Deborah Bruning, Administrative Assistant College Distribution of Pingry Graduates 2007 2007 2007 2008 2008 2008 2009 2009 2009 2010 2010 2010 2010 2010 2010 American University 0 2 Gettysburg College 2 4 Richmond, University of 0 5 Amherst College 2 6 Hamilton College 5 16 Rider University 0 2 Babson College 0 2 Harvard University 3 12 Rochester Institute of Technology 0 1 Barnard College 0 2 Haverford College 1 3 Rochester, University of 0 1 Baylor University 1 1 High Point University 0 1 Rollins College 0 1 Berklee College of Music 1 2 Hobart and William Smith Colleges 0 2 Rutgers University 2 4 Boston College 3 15 Holy Cross, College of the 0 5 Santa Clara University 0 1 Boston University 0 3 Howard University 1 1 Sarah Lawrence College 0 1 Bowdoin College 2 5 Johns Hopkins University 2 4 Sewanee: The University of 0 1 Brown University 5 11 Kenyon College 3 6 the South Bryn Mawr College 0 3 Lafayette College 4 11 Skidmore College 0 2 Bucknell University 3 10 Lehigh University 4 13 Southern California, University of 0 2 California at Berkeley, Macalester College 1 1 Southern Methodist University 1 1 University of 1 1 Massachusetts Institute 0 3 St. John’s College 1 2
    [Show full text]
  • 2019-2020 Catalog
    PURPOSE OF THIS PUBLICATION This publication provides a description of those programs and activities of Baylor University which are indicated in the title and text. It is not an offer to make a contract. The administration and faculty of Baylor University believe that the educational and other programs of Baylor University, including those described herein, are effective and valuable, and that they provide skills and/or understanding in keeping with the subject matter of the program. The ultimate results of programs offered, however, in terms of achievement, employment, professional licensing, or other measure, are also dependent on factors outside the programs, such as the personality and energy of the students, governmental or institutional regulations, and market conditions. Therefore, except as specifically stated herein, Baylor University makes no representation or contract that following a particular course or curriculum will result in specific achievement, employment or qualification for employment, admission to degree programs, or licensing for particular professions or occupations. It is sometimes necessary or appropriate to change the programs offered. Baylor University retains the right to terminate or change any and all other aspects of its educational and other programs at any time without prior notice. NOTICE OF NONDISCRIMINATORY POLICY Baylor University complies with all applicable federal and state nondiscrimination laws, and does not engage in prohibited discrimination on the basis of race, color, nationality or ethnic origin, gender, age, disability, or veteran status in either employment or the provision of services. The University is governed by a predominantly Baptist Board of Regents and is operated within the Christian-oriented aims and ideals of Baptists.
    [Show full text]