Not Your Typical Liberal Arts Don’T Just Read About Us After the Sophomore Year
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1947-1948 Course Catalog
EMORY -at A Division of Emory University Catalog REGISTER 1946-47 Announcements 1947-48 Oxford, Georgia Junior College I hereby apply for admission to the Academy at the opening of the. Quarter, 19 Full Name Permanent Address Address during summer if different Parent or Guardian (Name and Address) Father's occupation (even if not living) Is he living?. Date of applicant's birth Place of birth Church membership If not a member give preference Favorite sport or hobby What will be your probable life work? Outline of Previous Education High School and Other Institution (Name of School) Years Attended 19 19 19 19-- What has been your comparative standing?. (Check one): Low. Average. High Are you enclosing dormitory reservation fee?. Probable length of attendance at Oxford Date: 19 Signature of Applicant EMORY-at- Oxford COLLEGE AND ACADEMY A Division of Emory University 111th YEAR Announcements for Session of 1947-1948 April 1, 1947 POST OFFICE OXFORD, GEQRGIA TABLE OF CONTENTS Page Acadmic Calendar 3 Academy 16-22 Buildings and Equipment 9 College Courses 33-37 Dining Hall 11 Emory's Creed 8 Expenses 29-30 Faculty 5, 10 Health and Medical Care 11 History of Oxford 6 Junior College 7, 23 Location 9 Loan Funds 31 Officers of Administration 4 Officers of Instruction 5 Religious Life 10 Roster 38-44 Scholarship 10-11 Student Activities 12 Student Employment 31 Veterans Education 31 ACADEMIC CALENDAR SUMMER QUARTER 1947 June 10, Tuesday—Summer quarter opens. Saturday classes will be general in the summer quarter. August 22, Friday—Summer quarter closes. FALL QUARTER 1947 September, 23, Tuesday—Fall quarter opens. -
Teacher Education Policies and Programs in Pakistan
TEACHER EDUCATION POLICIES AND PROGRAMS IN PAKISTAN: THE GROWTH OF MARKET APPROACHES AND THEIR IMPACT ON THE IMPLEMENTATION AND THE EFFECTIVENESS OF TRADITIONAL TEACHER EDUCATION PROGRAMS By Fida Hussain Chang A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Curriculum, Instruction, and Teacher Education - Doctor of Philosophy 2014 ABSTRACT TEACHER EDUCATION POLICIES AND PROGRAMS IN PAKISTAN: THE GROWTH OF MARKET APPROACHES AND THEIR IMPACT ON THE IMPLEMENTATION AND THE EFFECTIVENESS OF TRADITIONAL TEACHER EDUCATION PROGRAMS By Fida Hussain Chang Two significant effects of globalization around the world are the decentralization and liberalization of systems, including education services. In 2000, the Pakistani Government brought major higher education liberalization and expansion reforms by encouraging market approaches based on self-financed programs. These approaches have been particularly important in the area of teacher education and development. The Pakistani Government data reports (AEPAM Islamabad) on education show vast growth in market-model off-campus (open and distance) post-baccalaureate teacher education programs in the last fifteen years. Many academics and scholars have criticized traditional off-campus programs for their low quality; new policy reforms in 2009, with the support of USAID, initiated the four-year honors program, with the intention of phasing out all traditional programs by 2018. However, the new policy still allows traditional off-campus market-model programs to be offered. This important policy reform juncture warrants empirical research on the effectiveness of traditional programs to inform current and future policies. Thus, this study focused on assessing the worth of traditional and off-campus programs, and the effects of market approaches, on the implementation of traditional post-baccalaureate teacher education programs offered by public institutions in a southern province of Pakistan. -
Liberal Arts Colleges in American Higher Education
Liberal Arts Colleges in American Higher Education: Challenges and Opportunities American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 59 In Memory of Christina Elliott Sorum 1944-2005 Copyright © 2005 American Council of Learned Societies Contents Introduction iii Pauline Yu Prologue 1 The Liberal Arts College: Identity, Variety, Destiny Francis Oakley I. The Past 15 The Liberal Arts Mission in Historical Context 15 Balancing Hopes and Limits in the Liberal Arts College 16 Helen Lefkowitz Horowitz The Problem of Mission: A Brief Survey of the Changing 26 Mission of the Liberal Arts Christina Elliott Sorum Response 40 Stephen Fix II. The Present 47 Economic Pressures 49 The Economic Challenges of Liberal Arts Colleges 50 Lucie Lapovsky Discounts and Spending at the Leading Liberal Arts Colleges 70 Roger T. Kaufman Response 80 Michael S. McPherson Teaching, Research, and Professional Life 87 Scholars and Teachers Revisited: In Continued Defense 88 of College Faculty Who Publish Robert A. McCaughey Beyond the Circle: Challenges and Opportunities 98 for the Contemporary Liberal Arts Teacher-Scholar Kimberly Benston Response 113 Kenneth P. Ruscio iii Liberal Arts Colleges in American Higher Education II. The Present (cont'd) Educational Goals and Student Achievement 121 Built To Engage: Liberal Arts Colleges and 122 Effective Educational Practice George D. Kuh Selective and Non-Selective Alike: An Argument 151 for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges Richard Ekman Response 172 Mitchell J. Chang III. The Future 177 Five Presidents on the Challenges Lying Ahead The Challenges Facing Public Liberal Arts Colleges 178 Mary K. Grant The Importance of Institutional Culture 188 Stephen R. -
Oxford College
EMORY BOLD LIBERAL ARTS IS PLUS FEARLESS RESEARCH A DIVERSE, INVOLVED COMMUNITY IN ATLANTA, A CITY RICH WITH OPPORTUNITY PREPARING STUDENTS TO CHANGE THE WORLD PAGE 1 l EMORY UNIVERSITY ACADEMICS AT EMORY, undergraduates benefit from an unusual combi- OUR FACULTY—leading scholars, teachers, and experts— nation—the strong teaching and personal connections of a set the tone in our intellectual community, where learning liberal arts college, paired with the resources and expertise extends into after-class conversations and mentoring, and of a top research university. students gain inspiration from their enthusiasm. This combination makes a difference. Students gain access Emory offers an unusual number of academic choices, from to groundbreaking ideas and minds, explore with a vast undergraduate colleges to majors to preprofessional paths, array of tools, and make creative and interdisciplinary giving students many ways to find their right fit. And learning collaborations. across majors is enriched by the city of Atlanta, where students can gain experience and begin to set their sights on the future. INTERNSHIPS 2,000 available in Atlanta and APPLYING KNOWLEDGE 10,000+ Emory students are using what they learn in the class- beyond room to make a difference in the world. Through research, internships, and off-campus study, our students contribute of students do research with to discoveries, tackle difficult issues, and gain a global under- a faculty member across the standing. After graduation, they have experience to build on 55% sciences, -
College Hill Preschool Manhattan-Ogden USD 383
College Hill Preschool Manhattan-Ogden USD 383 PARENT HANDBOOK 2016-2017 “Where All Can Grow” 2600 Kimball Avenue Manhattan, KS 66502 785-587-2830 Dear Parents, Welcome to College Hill Preschool! With a variety of program opportunities available for preschool children, we are excited that you have chosen us as the learning environment for your child. At College Hill you will find that our motto, “Where All Can Grow,” is the foundation of our program. We are dedicated to providing learning opportunities that help the children in our program grow and learn over time and have adopted a “whole child” approach to instruction. We strive to create classrooms where children are encouraged to solve problems and take pride in their individual accomplishments. We are devoted to developing strong relationships with families and watching these relationships grow and evolve through mutual respect. As your child’s first teacher, you will always bring a wealth of information to the classroom regarding your child’s individuality and we welcome you to share this information with us so that together we can help your child reach his/her highest potential. We are committed to helping our staff grow and strengthen their knowledge of early learning and child development. In conjunction with community partners we provide quality professional development to help them strengthen their skills, as well as training tracks to further their education. We are excited that you have chosen to grow with us this school year and are committed to ensuring your child leaves our program ready to succeed, not only in kindergarten, but later in life! Please feel free to contact me or your child’s teacher if you have questions or concerns throughout the school year. -
Erin Phillips Phone: (864) 313-2016 Email: [email protected]
Erin Phillips Phone: (864) 313-2016 Email: [email protected] Education Bachelor of Science in Environmental Sciences Emory University; Atlanta, GA GPA: 3.921 Expected Graduation: June 2022 Relevant Coursework: AP Biology (4), AP Calculus AB/BC (5), AP Chemistry (4) BIO 141L- Foundations of Modern Biology Lab CHEM 202Z- Principles of Reactivity CS 170- Introduction to Computer Science ENVS 120- Living in the Anthropocene ENVS 190- Freshman Seminar in Environmental Sciences ENVS 131- Introduction to ENVS Field Studies ENVS 229- Atmospheric Science with Lab ENVS 240- Ecosystem Ecology ENVS 240L- Ecosystem Ecology Lab ENVS 260- Quantitative Technology in Environmental Study QTM 100- Introduction to Statistical Inference On Campus Involvement 2018-2019: Hamilton Holmes Residence Hall Association 2hrs/wk Secretary Organized meetings and planned events for members of the residence hall 2019-2022: Emory Climate Analysis and Solutions Team 3hrs/wk EmPower Program Developed and taught a program about energy efficiency to a middle school classroom Emory Climate Organization 1hr/wk Events Coordinator Helping plan Universities for Greener Georgia Conference Develops events to communicate climate issues to the general student body Georgia Beta Chapter of Pi Beta Phi 3hrs/wk Member Volunteering and Employment 2016-2019 Roper Mountain Science Center 40hrs/wk Employee Educated the public about the natural sciences, most specifically insects. Handled live animals while educating the public Assisted in “Summer Science” camps that taught elementary and middle -
Helpful Phone Numbers
SF DL Helpful 10 WA Phone CS P O P LA R TM AH Aley Hall TB Erickson Thunderbird Gym S Numbers MA T . BU Thorson Institute of Business TM Tate Geological Museum Academic Testing - 268-3850 E V EC I EI E R CA Civic Apartments UU Union/University Bldg. V D 9 I Accounting and Financial R GE TA E D L Murane Fields CS McMurry Career Studies Center VA Goodstein Visual Arts Center L L O Management - 268-2691 C A D DL Doornbos Livestock Facility WA Grace Werner Agricultural Pavilion N E S Athletic Office/ O WH Wheeler Terrace Apartments J EC Early Childhood Learning Center T-Bird Tickets - 268-3000 Tennis WH EI Myra Fox Skelton Energy Institute WM Werner Wildlife Museum WT Courts E College Store - 268-2202 T -B V I R D I GW Walter H. Nolte Gateway Center WT Werner Technical Center D R R I V E D S U Career Services - 268-2089 E P HS Saunders Health Science Center V I CA R 8 AM D C 1 O KT Krampert Center for Theatre & Dance Parking Lots C Early Childhood Learning Center S I LH Liesinger Hall Handicap parking 6 L (daycare) - 268-2586 LI Goodstein Foundation Library spaces are available TB English Center- 268-2585 7 in all parking lots D LS Loftin Life Science Center A RH O R GW N Enrollment Services (admissions, I A MA Maintenance Building Selfie Spot T N 5 U O financial aid, registrar) - 268-2323 M MU Music Building R BU E P S A Housing/Student Activities - 268-2394 PS Wold Physical Science Center C RH Residence Hall Library - 268-2269 PS UU SF Storage Facility KT LS Math Learning Center - 268-2865 SH Strausner Hall 4 MU TA Thorson Apartments Operator - 268-2100 3 E V AH LI I R SECURITY - 268-2688 D C A M P U S D R I V E E G E L Student Wellness - 268-2267 D R I V E L A M P U S SH O C 2 C HS Student Services - 268-2201 1 Student Success - 268-2089 VA LH Tate Geological Museum - 268-2447 D RI V E C O L L E G E Theatre Box Office - 268-2500 N Want to get in shape? W Werner Wildlife Museum - 235-2108 O L C Run, or walk, the campus inner O Map produced by mapformation.com, July 2012 T T S T Writing Center - 268-2610 R E E loop. -
2020 Annual Report Wow - This Has Been Quite a Year
2020 Annual Report Wow - this has been quite a year. Our flagship event, the Atlanta Science Festival, was cancelled days after beginning. In the months that have followed, we’ve been living in a strange new reality - considering what the future holds for an organization like ours that relies so much on interaction with the public. One thing we know for sure, however, is that this time period is only heightening the importance of science for our livelihoods, crystallizing the need for the work we do. We are excited to continue thinking creatively about how to share amazing science with the Atlanta metro region, how to inspire people - young and old - to fall in love with science, and how to make sure that everyone has equitable access to science learning opportunities. While coronavirus and social justice are most present on our minds these days, building this annual report was a much needed opportunity to reflect back on the good work Science ATL has done in the community over the past year before our world turned upside down. We worked with an incredible new cohort of Georgia Chief Science Officers, we nerded out on best practices in science communication with our latest Science ATL Communication Fellows, we held some really spectacular public science events, and strengthened collaborations and CONTENTS friendships with many new and old partners also Letter from Directors.....................p 2 trying to do good in the city. Regardless of what the future holds, we are Overview of Science ATL..............p 3 inspired to continue working with you to cultivate an Atlanta community that is full of Public Engagement......................p 5 love and science. -
University Basic Needs Insecurity: a National #Realcollege Survey Report
APRIL 2019 College and University Basic Needs Insecurity: A National #RealCollege Survey Report AUTHORS: Sara Goldrick-Rab, Christine Baker-Smith, Vanessa Coca, Elizabeth Looker and Tiffani Williams Executive Summary NEARLY 86,000 STUDENTS PARTICIPATED. THE RESULTS The #RealCollege survey is the nation’s largest annual INDICATE: assessment of basic needs security among college students. The survey, created by the Hope Center • 45% of respondents were food for College, Community, and Justice (Hope Center), insecure in the prior 30 days specifically evaluates access to affordable food and housing. This report describes the results of the • 56% of respondents were #RealCollege survey administered in the fall of 2018 at housing insecure in the previous year 123 two- and four-year institutions across the United States. • 17% of respondents were homeless in the previous year Rates of basic needs insecurity are higher for students attending two-year colleges compared to those attending four-year colleges. Rates of basic needs insecurity are higher for marginalized students, including African Americans, students identifying as LGBTQ, and students who are independent from The Hope Center thanks the their parents or guardians for financial aid purposes. Lumina Foundation, the Jewish Students who have served in the military, former foster Foundation for Education of youth, and students who were formerly convicted of a crime are all at greater risk of basic needs insecurity. Women, the City University Working during college is not associated with a lower of New York, the Chicago risk of basic needs insecurity, and neither is receiving City Colleges, the Institute for the federal Pell Grant; the latter is in fact associated with higher rates of basic needs insecurity. -
19. Campus Spirit.We Don't Need Football to Love
1 CONTENTS Program Contact Information ................................................................ 2 20 Reasons Why Emory University Is the Right Choice .......................... 3 The Admission Process and Financial Aid ............................................. 13 Emory College of Arts and Sciences and Oxford College Quick Facts .... 15 To Learn More or Volunteer Visit www.alumni.emory.edu/interviewing Emory University Staff Contacts Ariane O’Dea Director, Global Alumni Relations Emory Alumni Association 404.727.4278 [email protected] Maddie Monahan 84Ox 86C Senior Assistant Dean of Admission Emory College of Arts and Sciences 404.727.4326 [email protected] 2 20 REASONS WHY EMORY UNIVERSITY IS THE RIGHT CHOICE As alumni, you’ll undoubtedly be able to share many reasons why a student would want to attend Emory University, but just to reacquaint you with all the things that make the university special, below are some of Emory’s strengths. 1. Academic choices. Students have four distinct choices to complete their undergraduate education. Oxford College Emory is alone among top research universities in offering two academically equivalent but environmentally distinct options for entering students. Founded in 1836, Emory College began in a small town about thirty-eight miles east of Atlanta. Thanks to the generosity of the Candler family, in 1915 Emory College moved its campus inside the city of Atlanta. The university decided to keep the original campus and while Oxford’s history is rich, today Oxford College is an academically equivalent but environmentally different opportunity for first and second year students. Students may apply to Oxford College to spend their first two years in a small- town/suburban setting. -
********W********************************* Reproductions Supplied by EDRS Are the Bestthat Can Be Made from the Original Document
DOCUMENT RESUME ED 343 881 SP 033 682 AUTHOR Warren, Thomas, Ed. TITLE A View from the Top: Liberal Arts Presidentson Teacher Education. INSTITUTION Association of Independent Liberal ArtsColleges for Teacher Education. REPORT NO ISBN-0-8191-7981-7 PUB DATE 90 NOTE 177p. AVAILABLE FROM University Press of America, Inc., 4720 Boston Way, Lanham, MD 20706. PUB TYPE Collected Works - General (020) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS College Faculty; *College Presidents;*College Role; Elementary Secondary Education; Excellence in Education; Futures (of Society); Higher Education; *Institutional Mission; *Liberal Arts; Private Colleges; *Teacher Education Programs; *Teaching (Occupation) IDENTIFIERS Professionalism; Reform Efforts ABSTRACT This monograph presents articles written bycollege presidents about teacher education in liberalarts settings. The publication is organized into 16 chapters (alphabeticalby institution) as follows: "LiberalArts College: The Right Crucibles for Teacher Education" (John T. Dahlquist,Arkansas College); "Teacher Education: Liberal Arts Colleges'Unique Contribution" (Thomas Tredway, Augustana College);"Presidential Involvement in Teacher Education" (Harry E. Smith, Austin College);"Dollars and Sense in Educating Teachers" (Roger H. Hul).,Beloit College/Union College); "Restoring the Balance" (Paulj. Dovre, Concordia College); "Small Is Beautiful: Teacher Education inthe Liberal Arts Setting" Oactor E. Stoltzfus, Goshen College);"Participatory Management: A Success Story" (Bill Williams, Grand Canyon -
Why a Women's College?
Why a Women’s College? By Collegewise counselors (and proud women’s college graduates): Sara Kratzok and Casey Near Copyright © 2016 by Collegewise This edition is designed to be viewed on screen to save trees and to be emailed to fellow students, parents, and counselors. You are given the unlimited right to distribute this guide electronically (via email, your website, or any other means). You can print out pages and put them in your office for your students. You can include the link in a newsletter, send it to parents in your school community, hand it out at an event for students or parents, and generally share it with anyone who is interested. But you may not alter this guide in any way, or charge for it, without written permission from Collegewise. Fifth Edition February 2016 www.collegewise.com A note from the authors In the time since we wrote this guide, women's colleges have been in the news a lot. So, we thought we’d review the latest updates in the world of women’s colleges with some tips on how to consider this news in your college search. The content of the guide hasn’t changed, but we hope this update will help you see women’s colleges in a new light. In March 2013, news broke that Sweet Briar College would be abruptly closing its doors at the end of the academic year. This wasn't the first, nor the only, women's college to close since we wrote this guide, but it captured the media's (and higher education's) attention.