Moot Court Notable Student Activities Model United Nations
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The University of Akron Fact Book, 2001. INSTITUTION Akron Univ., OH
DOCUMENT RESUME ED 451 784 HE 033 912 AUTHOR Gaylord, Thomas; Bezilla, Dolores; Maffei, Diane; Miller, Betty; Milligan, George; Rogers, Greg; Sponseller, Eric; Stratton, Richard TITLE The University of Akron Fact Book, 2001. INSTITUTION Akron Univ., OH. PUB DATE 2001-03-00 NOTE 341p. PUB TYPE Numerical/Quantitative Data (110) Reports Descriptive (141) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS Academic Achievement; College Faculty; *Enrollment; *Higher Education; *Institutional Characteristics; Professional Education; Program Descriptions; *Student Characteristics IDENTIFIERS *University of Akron OH ABSTRACT This Fact Book provides reliable and comprehensive information about the University of Akron, Ohio. It is intended to be a convenient internal reference for answering some of the most frequently asked questions about the institution. With an enrollment of more than 22,000 students, the University of Akron is one of the 75 largest public universities in the United States, More than 715 full-time faculty members teach students from 41 states and 83 countries. The institution offers more than 300 undergraduate, master's, doctoral, and law degree programs. Information about the university is presented in these sections: (1) "General and Historical Information"; (2) "Academic & Assessment Information"; (3) "Student Information"; (4) "Faculty & Staff Information"; (5) "Budget & Finance Information"; (6) "Research & Public Service Information"; and (7) "Facilities Information." (Contains 76 tables and 153 figures.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. The University of Akron FACT BOOK =tw ID - -Is17 yC ._11111 '7$ .114 41011. ter_ TO! PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY - . , Ntora it so__=1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. -
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. -
About the ETS® Proficiency Profile Custom Comparative Data Report
5/24/2018 About the ETS® Proficiency Profile Custom Comparative Data Report The Custom Comparative Data Report can assist you in interpreting the scores from the ETS® Proficiency Profile by helping you determine how your students' skills compare with the skills of students at similar institutions. The report generates descriptive statistics based on a reference group of 10 or more other institutions of interest which you select. Information about an institution gathered through ETS Proficiency Profile administrations cannot be released in any form attributable to or identifiable with an individual institution. The anonymity of each institution's performance is maintained by reporting only the aggregate performance of the selected reference group. Below are descriptions of the various tables you can generate using this service: Distribution of Individual Students' Total Scores/Subscores - The distributions in these tables may be used to interpret individual student results by determining what percent of those taking the test at the selected institutions attained scores below that of a particular student. Each table shows scaled score intervals for Total Score and Subscores separately. By looking up the Total Score or Subscore and reading across the row to the corresponding number in the column headed "Percent Below," the percent of individuals scoring below any interval can be determined. Distribution of Institutional Mean Total Scores/Subscores - The distributions in these tables present the number of institutions at each mean score level. These tables provide a way to compare the Total Score and Subscore means for your institution with those of other participating institutions you selected. These tables show the mean of means (or the average of the mean scores for those institutions selected) as well as the standard deviations of those means. -
Appendix VI-Personnel
Appendix VI _________________________________________________________________________ M.Ed., University of Florida M.S., University of Wisconsin Ph.D., University of Florida SCHOOP, MICHAEL Campus President/College MOOSMANN, GLORIA J. APPENDIX VI Vice President/Metropolitan Campus Vice President, Resource Development & B.A., University of Chicago Exec. Dir., Foundation M.A., Univ. of Maryland, College Park B.A., Cleveland State University Personnel Ph.D., Univ. of Maryland, College Park MORAN, ALAN SIMMONS, LINDA Vice President, Marketing & Communications EXECUTIVE OFFICERS Interim President, Corporate College® B.A., Point Park University B.A., Linfield College POLATAJKO, MARK, CPA College President & M.S., San Diego State University Vice President, Administration & Finance Ed.D., Oregon State University Executive Vice Presidents B.S., University of Akron THORNTON, JERRY SUE Vice Presidents M.B.A., Ashland University President BUTLER, TERRY ROSACCO, CLAIRE B.A., Murray State University Vice President, Access & College Pathways Vice President, Govt. Relations & M.A., Murray State University A.A., Cuyahoga Community College Community Outreach Ph.D., University of Texas, Austin B.S., Kent State University B.A., The Ohio State University FOLLINS, CRAIG T. M.A., Cleveland State University ROSS, PETER J. Executive Vice President, GRAY, PATRICIA Vice President, Enrollment Management Workforce & Economic Development Vice President, Health Care Education B.A., Kent State University B.A., City University of N.Y., Initiatives M.Ed., Kent State University Brooklyn College B.S.N., Hunter College M.A., Texas Southern University M.Ed., University of Cincinnati SNAPE, KEVIN Ph.D., University of Texas, Austin Ph.D., Cleveland State University Vice President, Sustainability B.S., University of Rhode Island FOLTIN, CRAIG L. -
William H. Thelin 1285 Winhurst Dr
William H. Thelin 1285 Winhurst Dr. Akron, OH 44313 (330) 865-5779 [email protected] Curriculum Vita Education: Ph. D. in English (Rhetoric and Linguistics option) at Indiana University of Pennsylvania. Completed in November of 1996. M. A. in English (Creative Writing/Composition option) from California State University at Northridge. Completed in August of 1990. B. A. in English (Creative Writing option) from California State University at Northridge. Completed in June of 1986. Doctoral Dissertation: A Participant Observation Study of a Classroom Using Politicized Readings as a Corpus for Student Writing Assignments. This study focuses on describing a "politicized," social-epistemic composition classroom and analyzing the effects of such a pedagogy on student writers, especially in regards to the claims that politicized material can stifle creativity, confuse the students, and force them to mimic the instructor's opinion on the topic at hand. Director: Michael Williamson Master's Thesis: Effects of Teacher Commentary on Student Revision. The study compares two methods of responding to drafts of student papers, focusing on how and why students use instructor comments during revision. Director: Cherryl Armstrong. Administrative Experience: 2001-2009 Director of Composition, University of Akron 2000-2001 Coordinator of Writing Center, University of Cincinnati 1998-2001 Director of Peer Tutors, University of Cincinnati Teaching Experience: 2011-present: Professor, University of Akron Working-Class Culture and Critical Pedagogy Research -
2020 Graduates
2020 GRADUATES Valedictorian Salutatorian Salutatorian Salutatorian Knights of Columbus Knights of Columbus Commended Student Isabelle Davis Madison Mellinger Noah Presley Manhood Award Womanhood Award Natalie Tobin Ryan Bronowski Landry McVicker Benjamin Arnold ................................... Denison University Meitong Jin ................................................. Clark University Katelyn Pohlman ...................................Kent State University Jian Bao ...........................................University of Delaware Ariaunna Johnson............................University of Kentucky Quincy Powers ............................ Cleveland State University Emily Beach ........................................ Kent State University Destiny Johnson .............................. Wittenberg University Noah Presley .................................. Northwestern University Grace Bell ........................................................... Undecided Marcus Johnson, Jr. ... Wilson College via Scotland Sports Prep Eugene Puglia ..................................... Ohio State University Ryan Bronowski .............................University of Cincinnati Kara Kamlowsky ..........................................Ohio University Kevin Reese ......................................... Ohio State University Jada Brown............................................University of Akron Kaitlin Kemp .......................................Ohio State University Benjamin Rosenfeld .........Ohio State University at Newark Zoe Brown .............................................University -
Luke D. Held Aerospace Systems Engineering
Luke D. Held Aerospace Systems Engineering Hometown: North Canton, Ohio Professional/Student Organizations: Zips Aero Design Team Tau Beta Pi Engineering Honor Society Engineering Student Council Co-op/Research Experience NASA Glenn Research Center - Cleveland, Ohio Moog Flo-Tork – Wooster, Ohio Additive Engineering Solutions – Akron, Ohio University of Akron Research – Akron, Ohio University of Dayton Research Institute (UDRI) – Dayton, Ohio Why did you choose the University of Akron? The University of Akron's College of Engineering offered an experience I couldn't turn down. I knew that UA had a strong engineering program academically, along with a number of great professors to back it up. In addition, I found that there were a slew of award-winning design teams to join, so I could apply the knowledge I gained. Most importantly, UA offered a one-of- a-kind co-op program in which I could get a feel for what I could expect in a real engineering job, and make some cash while I was at it. Why did you choose Aerospace Systems Engineering as your major? It may sound cliché, but I feel like my major chose me. Ever since I was young, I always had an interest in building - and also breaking apart - anything I could get my hands on. I loved learning how things worked and how things were made. Watching astronauts in movies and wondering about the depths of space led me to gain a further interest in planes and rockets. It all went from there. When I saw that UA offered a degree in Aerospace Systems Engineering, I didn't hesitate. -
Easter Means Christ Is RISEN!
1 First Quarter 2007 PO Box 12555, Prescott AZ 86304, 1 888 ISSUES–9 web site <www.issuesineducation.org> Bob & Geri Boyd “In My Father’s house are many mansions. If it were not so, I would have told you.” Jesus in John 14:2 Easter means Christ is RISEN !!! But what does that mean to a generation that doesn’t believe it? What does “Jesus Saves ” mean to a generation that has no idea Who He is or what He saves them from? A generation that is lost doesn’t know they need a SAVIOR. People are urged to be saved before they know they are lost. Is HELL a real place ? What happens to people who die but don’t go to heaven ? Do they just cease to exist? Or do they go to a literal place called HELL? Why would a loving God create such a place as HELL? If hell did not exist, why did Jesus talk about a place of “ eternal punishment ” so much? For those who say, “Oh I don’t believe in hell,” not believing in hell doesn’t make it go away. For those who say, “I’ll be with my drinking buddies and we’ll have a great time in hell ,” they don’t have any idea what they’re talking about. LISTEN! In hell, all your worst fears and nightmares come true. This is a place of intense heat, constant torture, fear, regret, pain, desperate screaming, loneliness- you will never see any of your loved ones or anyone else you knew on earth. -
2019 Graduates
2019 GRADUATES Valedictorian Salutatorian National Merit National Merit Knights of Columbus Knights of Columbus National Merit Semi-Finalist National Merit Semi-Finalist Commended Student Commended Student Manhood Award Womanhood Award Deviana Lal Jacob Kulig Andrew Ewald Fiona Gaffney Bradford Fram Natalie Wammes 97% of the Class of 2019 is Pursuing Higher Education at Colleges and Universities Over $16 Million in Scholarships/Grants Awarded to the Class of 2019 Holly Adam University of Michigan Dominic Hammer University of Northwestern Ohio Alexia Peart Rutgers University Jordan Addison University of Mount Union Anne Hanlon Drexel University Dalen Peeks Wayne State University Jaiden Anderson Ohio University Kyah Harris Ohio University Alexander Phillip John Carroll University Laura Angle The Ohio State University SarahKathryn Henderson Bowling Green State University Joshua Pianalto University of Dayton Prince Da’Shon Antoine Ohio University McGee Huffman University of Akron Michael Piglia University of Colorado Destiny Appleton Paul Mitchell Cosmetology Megan Hurley The Ohio State University Parker Police Lake Forest College Danil Bagin The Ohio State University Darius Irons Erie Community College Jacob Potok Lake Erie College LeShai Baity Notre Dame College Natalie Isaacs Ohio University Greta Puhalla The Ohio State University David Baldini Kent State University Cierra Jackson University of Toledo Morgan Pulling Baldwin Wallace University Matthew Baldini Kent State University Salvatore Jacobozzi University of Akron Ian Quinn Walsh -
American Evangelicalism
For the personal use of teachers. Not for sale or redistribution © Center for the Study of Religion and American Culture, 2014 AMERICAN EVANGELICALISM Professor Omri Elisha Department of Anthropology Queens College, CUNY Institutional and Curricular context: Queens College is part of the City University of New York (CUNY), a public university system with a mission to provide a quality college education, at relatively low cost, for students form across the socioeconomic spectrum. Located in “the most ethnically diverse county in America,” the college itself is extremely diverse, serving a population of roughly 18,000 students (approx. 14,000 undergrad) from all over the New York metro area. A significant number of our students are children of first- and second-generation immigrants, and many of them represent the first generation in their families to get a college education. It is a Queens College tradition that some of the city’s best and brightest who lack the resources to attend high-end colleges discover opportunities for intellectual and creative growth on our campus. At the same time, many are also struggling to make ends meet, working part-time jobs while maintaining full-time student status and, in some cases, supporting their own families. My department is a “four-field” anthropology program (cultural, biological, archaeological, and linguistic). In addition to required courses for our cultural anthropology curriculum, I occasionally teach courses in the comparative and ethnographic study of religion. This class, a new addition to the program, would be the only class I teach focusing on a specific religious tradition (evangelicalism) in a specific geographic region (North America), though the purview expands somewhat over the length of the course. -
Patrick Henry College Student Handbook Approved by the Board of Trustees on October 3, 2017 Recertified by the President on April 27, 2020
PATRICK HENRY COLLEGE STUDENT HANDBOOK APPROVED BY THE BOARD OF TRUSTEES ON OCTOBER 3, 2017 RECERTIFIED BY THE PRESIDENT ON APRIL 27, 2020 (2020, v.20.0) PATRICK HENRY COLLEGE STUDENT HANDBOOK TABLE OF CONTENTS 1.0. Biblical Foundations Statement .......................................................................................... 1 1.1. Statement of Faith .................................................................................................................................. 1 1.2. Statement of Biblical Worldview ......................................................................................................... 1 2.0. College Principles Statement ............................................................................................. 5 2.1. Statement of Mission and Vision ......................................................................................................... 5 2.2. Statement of Doctrinal Neutrality ....................................................................................................... 8 2.3. Christian Philosophy of Education ..................................................................................................... 8 2.4. Distinctives and Nonnegotiable Principles ..................................................................................... 20 2.5. Biblical Worldview Applications ....................................................................................................... 23 2.6. Institutional Objectives ..................................................................................................................... -
Chemistry* 3 Admitted to All Majors, Minors Or Fields of Concentration at 2820:111 Introductory Chemistry* 3 That Institution
Fall Semester 2009 Day and Evening Classes Begin Monday, August 24 *Labor Day Monday, September 7 Veterans Day (classes held) Tuesday, November 11 **Thanksgiving Recess Thursday- Sunday, November 26 - 29 Classes Resume Monday, November 30 Final Examination Period Monday - Sunday, December 7 - 13 Commencement Saturday, December 12 Spring Semester 2010 Day and Evening Classes Begin Monday, January 11 *Martin Luther King Day Monday, January 18 President's Day Observed (no classes) Tuesday, February 16 Spring Recess Monday - Sunday, March 15 - 21 Classes Resume Monday, March 22 Final Examination Period Monday - Sunday, May 3 - 9 Commencement Saturday- Sunday, May 8 - 9 Summer Sessions 2010 First 5-Week Session Classes Begin Monday, May 17 First 8-Week Session Classes Begin Monday, May 17 *Memorial Day Monday, May 31 Final Instructional Day for First 5-Week Classes Saturday, June 19 Second 5-Week Session Classes Begin Monday, June 21 Second 8-Week Session Classes Begin Monday, June 21 *Independence Day Friday, July 5 Final Instructional Day for First 8-Week Classes Saturday, July 10 Third 5-Week Classes Begin Monday, July 12 Final Instructional Day for Second 5-Week Classes Saturday, July 24 Final Instructional Day for Third 5-Week and Second 8-Week Classes Saturday, August 14 Commencement Saturday, August 14 *University closed. **University closed from Wednesday, November 25, 2009, at 5 p.m., until Monday, November 30, 2009, at 7 a.m. Classes scheduled to begin at 4 p.m. or before on Wednesday will meet through the regularly scheduled ending time. THE UNIVERSITY OF AKRON IS AN EQUAL EDUCATION AND EMPLOYMENT INSTITUTION Operating under nondiscrimination provisions of Titles VI , VII of the Civil Rights Act of 1964 as amended, and IX of the Educational Amendments of 1972 as amended .