Comparison Groups 2012

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Comparison Groups 2012 Comparison Group I (<2500 UG, 25-525 GRAD; small MA)i Alverno College Northwest Nazarene University College of Mt. Saint Vincent Regis College Cornerstone University Saint Martin's University Holy Names University Salve Regina University La Sierra University University of Rio Grande Lynchburg College University of Saint Francis-Ft. Wayne Lynn University Utica College Malone University Walsh University Mount St. Mary's College Oklahoma Christian University Comparison Group II (private, non-religious or small state institutions w/percentage of minority students, ACT admission scores and open admission policy) ii Belmont Abbey College Reinhardt College Chestnut Hill College Spalding University Franklin College Texas Wesleyan University Fresno Pacific University University of Dubuque Louisiana College Pfeiffer University Comparison Group III (Carnegie Classification Instructional Program = Balanced arts & sciences/professions, some graduate coexistence; Undergraduate Profile = Full-time four-year, inclusive; Size and Setting = Small four-year, high residential) iii Alcorn State University Eastern Nazarene College Bay Path College Elizabeth City State College Claflin University Lincoln University of Pennsylvania i Comparison Group I identified in 2008 by Tom Kluwin, former director of Institutional Research. This group along with Comparison Group II was part of the Custom Comparison Group used for the annual IPEDS Data Feedback report 2010-2011. ii Comparison Group II identified in 2008 by Tom Kluwin, former director of Institutional Research. This group along with Comparison Group I was part of the Custom Comparison Group used for the annual IPEDS Data Feedback report 2010-2011. Comparison Group II alone was used for IPEDS Data Feedback report in 2012. iii Comparison Group III identified by Pat Hulsebosch, executive director of Academic Quality in 2012. .

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Dear Students
MASTER OF SCIENCE IN ATHLETIC TRAINING 2020-2021 STUDENT HANDBOOK TABLE OF CONTENTS INTRODUCTION .......................................................................................................................... 5 Acknowledgment of Receipt of Handbook ...................................................................................... 6 Masters of Athletic Training Information and Professional Expectations ....................................... 7 Statement of Professionalism ........................................................................................................... 9 Spalding University Vision and Mission ....................................................................................... 10 Spalding Past and Present .............................................................................................................. 12 MSAT PROGRAM DESCRIPTION ......................................................................................... 14 Mission Statement .......................................................................................................................... 15 Program Outcomes / Student Learning Objectives for Each Program Outcome………………….15 Philosophy ..................................................................................................................................... 17 MSAT Program Sequence ............................................................................................................. 19 Program of Study Requirements ...................................................................................................
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SLIAC Championships
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NCES Student Ratio Data
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Women's D III 25% Schedule Rule
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Brescia University Vs. IU Southeast
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A Stronger Bottom Line Association of Independent Kentucky Colleges and Universities Comparing Costs, Growth Potential of Kentucky’s Independent Colleges & Universities AIKCU member colleges and universities are complex, nonprofit organizations that are in the business of changing lives and communities. And like the leaders of any business, college leaders need access to accurate, organized, and insight-producing data to make good strategic decisions in an increasingly complex environment. This need is what led AIKCU leaders to partner with The Higher Education Practice LLC, led by Kenneth L. Hoyt, Ph.D., to conduct the Optimizing Academic Balance (OAB) comparative study. This is the first time that a group of similar institutions has gone through this process together, providing a critical but previously unavailable opportunity for benchmarking academic program costs and productivity. We are pleased that 13 of 18 AIKCU member institutions were able to complete the process. The participating campus leaders now have access to rich data that helps them understand the true economics of their academic programs and, importantly, how they stack up to similar institutions across the state. Having this information will aid their decision-making as they strive to maximize their limited resources to better serve students and their communities. We are extremely grateful to the James Graham Brown Foundation for its financial support of this project and its long history of supporting educational initiatives in the Commonwealth. We also want to thank the staff on our participating campuses for the time and energy they dedicated to mining their data systems and cleaning data in preparation for the OAB analysis.
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Men's NCAA Division III Percentages 06-04-2021
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Faculty Faculty
Faculty Faculty • Lopez, Luis M., BA, University Arkansas Little Rock, 2015; MPA, University Arkansas Little Rock, 2017 Adjunct faculty are assigned the title of adjunct professor. • Metzger, James E., BA, University Notre Dame, 1971; MA, University Chicago, 1975 Adjunct faculty can be characterized as follows: • Perkins, Veronica D., BS, University Arkansas Pine Bluff, 1994; MS, University Arkansas Pine Bluff, 1998; EdD, • They teach for Webster University on a continuing basis. Arkansas State University, 2009 • They attend faculty meetings. • Rhodes, Deaundra M., BA, University Arkansas Pine • They attend institutes and workshops for adjunct faculty. Bluff, 1997; MA, Webster University, 2000; EdD, Walden • They are evaluated by students at the end of each course University, 2012 taught. • Sample, Gary L., BS, University Arkansas Little Rock, 1995; • They submit course syllabi prior to the beginning of classes. MS, University Arkansas Fayetteville, 1996 • They participate in curriculum design through workshops and • Smith, Gary W., BS, University Southern Mississippi, 1970; faculty meetings. MHA, Washington University, 1974 Part-time faculty are persons who are not fully employed by • Sweeden, Joseph P., BA, University Arkansas Little Rock, Webster University but teach courses for Webster University. 1989; MA, University Arkansas Little Rock, 1993 • Villines, Justin J., BS, University Phoenix, 2009; MBA, U.S. Campuses University Phoenix, 2010 • Volpe, Joseph J., BS, U.S. Military Academy, 1988; JD, Arizona University Arkansas Little
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The Association for Student Affairs at Catholic Colleges and Universities 1996– 2009: Building a Community of Practice
The Association for Student Affairs at Catholic Colleges and Universities 1996– 2009: Building a Community of Practice Sandra M. Estanek, Ph.D. Abstract This article provides a history of the founding and maturation of the Associa- tion for Student Affairs at Catholic Colleges and Universities (ASACCU). It is the story of a group of lay and ordained student affairs professionals from Catholic colleges and universities who were inspired by the vision of Gaudium et spes1 and Ex corde Ecclesiae2 to take the initiative to create a community of practice among their peers. In 2014, ASACCU celebrated its fi fteenth anniver- sary as a national organization. Utilizing archival material and interviews with the founders, this article provides a history of ASACCU’s founding and fi rst ten years. Student affairs professionals at universities and colleges work with students as individuals and in groups in many educational envi- ronments outside the classroom. These professionals supervise resi- dence halls; they advise student organizations and work with student identity groups; they organize leadership development activities; they provide programming on campus on a variety of topics; they provide career counseling and academic advising. At Catholic colleges and uni- versities, these varied responsibilities often put student affairs profes- sionals in the midst of some of the most diffi cult and controversial issues: How should issues of sexual behavior be addressed? What rules should be in place in residence halls? Who should be permitted to speak on campus? Should an LGBT student organization be offi cially Sandra M. Estanek, Ph.D., is Professor of Graduate Education and Leadership at Canisius College, Buffalo, New York.
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