Academic Programs, Degree Requirements
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
What's the Difference Between the B.A. and B.S. Degree In
What’s the Difference Between the B.A. and B.S. Degree in ES? 8.1.20 If you’re thinking about pursuing Environmental Studies (ES) at UC Santa Barbara the first important decision you have to make is choosing which degree to pursue, the Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) in Environmental Studies. While both majors are similar in design and stress the importance of understanding the complex interrelationships between the humanities, social sciences, and natural science disciplines, having two degree options allows students maximum flexibility to choose a major that best fits their environmental interests and goals. In this document we provide a detailed comparison of the academic requirements of the B.A. and B.S. major so one can understand the differences and can make an educated decision. Given your decision will also be based on what you want to do after graduation we thought it might be helpful to also highlight just a few example career paths each degree might lead to. Just remember, no matter which major you choose, your decision should be based on what you believe will ultimately make you happy. Simply put, the B.A. degree in ES is the more interdisciplinary major, requiring a swath of introductory courses in the humanities, social, physical, and natural sciences. It stresses the importance of comprehending basic social, cultural, and scientific theories and understanding how they interact with one another and play an important part of every environmental issue. While this degree will make one science literate, the degree offers maximum flexibility to select ES electives and outside concentration courses from just about every academic discipline at UCSB, including: arts, policy, culture, languages, humanities, and economics to name just a few. -
The Effect of Loans on Time to Doctorate Degree: Differences by Race/Ethnicity, Field of Study, and Institutional Characteristics
Dongbin Kim Cindy Otts The Effect of Loans on Time to Doctorate Degree: Differences by Race/Ethnicity, Field of Study, and Institutional Characteristics Introduction Graduate schools prepare students not only for fu- ture careers in academia, but also for leadership positions in govern- ment, business, non-profit organizations, and other industries. Given the likelihood of doctoral degree recipients being active in research or lead- ership positions, they may have considerable opportunity to influence public policy. In a global, knowledge-driven economy, the need for a highly educated workforce is vital to maintaining the nation’s status and economy. Doctoral-granting institutions, therefore, play an important role in educating academicians and professionals alike who can take the lead in this highly interdependent world. Unfortunately, the nation’s graduate schools fail to fully educate many students who enter doctoral programs because the programs are plagued by high attrition rates. This material is based upon work supported by the Association for Institutional Re- search, the National Center for Education Statistics, the National Science Foundation, and the National Postsecondary Education Cooperative under Association for Institu- tional Research Grant Number 223. Any opinions, findings, and conclusions or recom- mendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Association for Institutional Research, the National Center for Education Statistics, the National Science Foundation, or the National Postsecondary Education Cooperative. Authors thank the anonymous reviewers for comments and encouragements on ear- lier drafts. Dongbin Kim is an assistant professor in the department of Educational Leadership and Policy Studies at the University of Kansas. -
Ankara University International Programmes
ANKARA UNIVERSITY INTERNATIONAL PROGRAMS Ankara-2019 I Dear Students, Ankara University is one of the oldest and the most eminent universities acting as a leader in the academic arena. Founded in 1946, Ankara University's roots extend to the middle of 1800’s with the opening of Faculties of Veterinary Medicine, Agriculture and Political sciences. As a prominent university, it offers the most privileged opportunities to its students in scientific, cultural and social areas. I would proudly like to state that Ankara University educates well-equipped individuals with its outstanding academic members. We attach great importance to our university’s modern and democratic identity, investigative and innovative understanding as well as participative and liberal approach. In the light of our universal values, we work devotedly to reach our student oriented goals. Our aim is to have our students acquire privileges during their education, and sustain those privileges after graduation as successful individuals with the “Ankara University” brand. Ankara University is an institution promoting high quality education and competitiveness, striving to meet international standards and aiming to prepare professionals able to assert themselves following their graduation, either at home or in any country in the world. We are happy to offer more than 50 English courses towards degrees in various fields, which you will find in this catalogue. Finally, I would like to express that I would be very pleased to welcome you to Ankara University and a member of Ankara -
Transfer Students and General Education Requirements January 30, 2018
Transfer Students and General Education Requirements January 30, 2018 Transfer Action Status 1. FYE and HPLW 105 are satisfied. With Associates 2. All breadth areas of GE and corresponding overlays (Artistic Expression, Communication, and from State Global Diversity and Citizenship) are marked as satisfied. System 3. Any accepted transfer courses outside of the GE breadth area whose ESU course fulfills an University overlays (i.e. WII, WIII, or I) will need to be reviewed by the Transfer Office and the relevant Academic Dean/Dept Chair before being used to fulfil the overlay (See example A). 1. Full “junior standing” 2 2. FYE and HPLW 105 are satisfied. With Associates 3. ESU will “fully accept general education course work when comparable (though perhaps not (Part of P2P) identical” to GE at ESU. There is “not a course to course equivalency requirement.” 1 Review conducted by the Transfer Office and relevant Academic Dean/Dept. Chair. (See examples B & C) With Associates 1. FYE satisfied and HPLW 105 satisfied. (Not part of 2. Course to course credit review by Transfer Office and relevant Academic Dean/Dept. Chair to P2P) fulfil breadth and overlay areas. 1. If 24 credits or more FYE satisfied; 60 credits or more HPLW 105 satisfied. 2. If the GE program at the prior state system university is complete, the GE program at ESU will be marked as complete.2 Without Degree 3. If the GE program at the prior system system university is not complete, then Course to course from a State credit based on review by the Transfer Office and relevant Academic Dean/Dept. -
Academic Affairs Guidelines
ACADEMIC AFFAIRS GUIDELINES Section 2: Academic Programs and Curriculum: Guidelines and Procedures Title: Curriculum and Program Definitions Number (Current Format) Number (Prior Format) Date Last Revised 2.1 II.F.1 10/2018 Reference: BOR Policy 2:25 – Articulation of General Education Courses: South Dakota Technical Institutes without a Memorandum of Agreement with the Board of Regents BOR Policy 2:29 – Definition of Credits and Related Institutional Requirements BOR Policy 2:23 – Program and Curriculum Approval BOR Policy 2:7 – Baccalaureate General Education Curriculum BOR Policy 2:26 – Associate Degree General Education Curriculum Related Form(s): 1. Undergraduate Degree Programs 1.1. Bachelor’s Degree Universities award a bachelor’s degree to a student for satisfactory completion of a prescribed course of study. Bachelor’s degree programs shall require one hundred twenty (120) credit hours. The Board of Regents may grant exceptions those cases in which a program must comply with specific standards established by external accreditation, licensure or regulatory bodies or for other compelling reasons approved by the executive director in consultation with the Board of Regents’ president (Board Policy 2:29). A diploma and transcript signify the measure of achievement and verify the degree. The bachelor’s degree enables a student to acquire a certain amount of general learning and become proficient in a particular field of study or a profession. The curricular structure of a bachelor’s degree program includes a system general education core curriculum (thirty [30] credit ours per Board Policy 2:7), support courses, major courses, and electives. 1.2. Associate Degrees 1.2.1. -
Index of Educational Terms 2Nd Edition Now with Farsi
INTERNATIONAL EDUCATION RESEARCH FOUNDATION ® Index of Educational Terms 2nd Edition now with Farsi 1969-2019 Celebrating 50 years of service Index of Educational Terms We are pleased to present this 2nd edition of the Index of Educational Terms, as part of IERF’s 50th anniversary celebration. This handy resource can trace its beginnings to the 1979 publication of The Glossary of Foreign Educational Terms. Developed by Theodore Sharp, IERF’s co-founder, The Glossary focused on a selection of languages from Europe and Latin America. The Index of Educational Terms, compiled by IERF evaluators, provides glossaries from 11 major languages around the world, including Arabic, Chinese and Russian. This new edition, which now also includes Farsi, is intended as a handy tool for admissions officers, credentials analysts and registrars, the Index of Educational Terms focuses on the most commonly used terms found on international academic records. We are grateful for the enthusiastic feedback we have received over the years, since its first release in 2012. I would like to give special thanks to the following individuals for their hard work and for making this possible: Editors: Emily Tse Alice Tang Contributors: Liana Amelova Andrej Molchan Andrea Ben Zion Maryam Rawson Daniel Borhanian Irene Romo Joshua Everett Amy Santiago Matthew Fisher Traci Wells Victoria Haydenko Alvin Yin I-Hsing Lin Nina Zhao Finally, I would also like to express my appreciation to our colleagues, Ujjaini Sahasrabudhe and Herman de Leeuw, for their kind support and feedback. -
08-22-2017 Agenda
Board of Governors’ Meeting Boardroom Administration Building Dixon University Center 2986 North Second Street Harrisburg, PA 17110-1201 Tuesday, August 22, 2017 4:00 p.m. via conference call Agenda Call to Order and Roll Call of the Members Public Comments Board Action 1. Policy Dispensation a. Policy 1985-01-A: Requirements for Initiation or Change of Credit-Based Academic Programs b. Policy 1999-01-A: Student Transfer Policy 2. Cheyney University of Pennsylvania Loan Forgiveness Adjournment (NOTE: An Executive Session may be called during the meeting as needed.) Board Members: Cynthia D. Shapira (Chair), Senator Ryan P. Aument, Representative Matthew E. Baker, Audrey F. Bronson, Secretary Sarah E. Galbally (Governor Wolf’s designee), Representative Michael K. Hanna, Shaina M. Hilsey, Donald E. Houser, Jr., Jonathan B. Mack, David M. Maser (Vice Chair), Barbara McIlvaine Smith, Daniel P. Meuser, Thomas S. Muller, Guido M. Pichini, Secretary of Education Pedro A. Rivera, Senator Judith L. Schwank, Harold C. Shields (Vice Chair), Brian Swatt, and Governor Thomas W. Wolf. For further information, contact Randy A. Goin, Jr. at (717) 720-4010 BOARD MATERIALS - PAGE 1 ITEM #1A Board of Governors Meeting August 22, 2017 SUBJECT: Special Dispensation to Board of Governors’ Policy 1985-01-A: Requirements for Initiation or Change of Credit-Based Academic Programs (ACTION) UNIVERSITIES AFFECTED: Cheyney University of Pennsylvania BACKGROUND: Section B. Moratorium of the Board of Governors’ Policy 1985-01-A: Requirements for Initiation or Change of Credit-Based Academic Programs states “Students currently enrolled or admitted will be allowed to complete the program.” The university is seeking Board approval for an exception to this sentence of the Board Policy. -
Early Declaration of a College Major and Its
EARLY DECLARATION OF A COLLEGE MAJOR AND ITS RELATIONSHIP TO COLLEGE STUDENT PERSISTENCE by DAVID BRENT SPIGHT FRANKIE SANTOS LAANAN, CHAIR NATHANIEL BRAY DAVID HARDY CLAIRE MAJOR CHARLIE NUTT A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Leadership, Policy, and Technology Studies in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2018 Copyright David Brent Spight 2018 ALL RIGHTS RESERVED i ABSTRACT Completion of a college degree, as reflected by graduation rates, is a priority for campus administrators, politicians, families, and students. When students do not graduate, it has an effect on students, families, institutions, and surrounding communities. Colleges and universities, whether public or private, may find financial support declining when graduation rates do not improve. Debt acquired during college can be costly for students who drop-out before earning a degree. Some students, parents, administrators, faculty, and staff perceive that students making an early decision about a major is necessary for success in college. Many believe that enrolling as undeclared contributes to student attrition from college. Significant numbers of first-time in college students enroll each year without having chosen a major. Previous research examining undeclared students, however, is limited, conflicting, and dated. Still, increasingly, administrators and other stakeholders agree on two things: students should persist to graduation and -
Bachelor of Science
Bachelor of Science 1 École Polytechnique at a Glance Founded in 1794, École Polytechnique is France’s Located in a world-renowned science leading institution in science and technology. and technology ecosystem Over two centuries, alumni have profoundly marked The École Polytechnique campus is situated less than the history of science and industry and contributed to an hour from central Paris at the heart of the Paris Saclay the great advances in their fields that have shaped the research and business cluster. It encompasses research world as we know it today. facilities, numerous higher education institutions and also over fifty research centers of private companies. Since its founding, the university has borne a long tradition of scientific excellence. Researchers, professors and alumni from École Polytechnique have received prestigious awards and distinctions, including Nobel Prizes and Fields Medals. International Reputation 2 4 28 30 Top Universities in France Best small universities Graduate Employability Rankings Top universities QS 2017 Times Higher Education 2017 QS 2018 with the best student-to-staff ratio Times Higher Education 2018 World-Class Research 480 24 22 Researchers 39% Academic Research International and professors and Research Laboratories Faculty Chairs 570 PhD 1,400 and post-doctoral Publications students per Year 3 Driving Tomorrow's Science and Technological Innovation At the heart of a vibrant scientific community, our and promotes experimentation from their first-year students interact with internationally renowned onwards. scientists, engineers, managers, entrepreneurs and CEOs of major companies. The Research Center The École Polytechnique Research Center combines the most fundamental aspects of research with the pursuit of progress in the most applied main fields in order to meet future scientific, technological and societal challenges. -
CV Choisungyong.Pdf
Sungyong Choi Curriculum Vitae, Jan. 2021 Yonsei University E-mail: [email protected] Room #504, 222 Wangsimni-ro [email protected] Seongdong-gu, Seoul Phone: +82-2-2220-1047/1169 (Phone/Fax) Republic of Korea +82-10-5223-0790 (Cell) 04763 Skype ID: sungyong.choi Education 2009 Rutgers Business School, Newark and New Brunswick, NJ Ph.D. in Operations and Supply Chain Management, Aug. 2009 Thesis Advisor: Distinguished Professor Ⅱ Andrzej Ruszczyński 2004 Michigan State University, East Lansing, MI Master of Science in Statistics and Probability, May 2004 1998 Korea University, Seoul, South Korea Master of Business Administration, Feb. 1998 1994 KAIST (Korea Advanced Institute of Science and Technology), Daejeon, South Korea Bachelor of Science in Management Science, Aug. 1994 Employment Hanyang University Business School, Division of Service and Operations Management - Associate Professor of Operations and Supply Chain Management, 2019 Fall-Present Yonsei University, Division of Business Administration, College of Government and Business - Associate Professor of Operations and Supply Chain Management, 2019 Spring - Assistant Professor of Operations and Supply Chain Management, 2012-2018 - Research-Focus Track, 2013-2019 Nanyang Technological University, Division of Systems and Engineering Management, Singapore - Postdoctoral Research Fellow in Operations and Supply Chain Management, 2010–2012 - Supervisor: Prof. Xiaofeng Nie Rutgers Business School, Newark and New Brunswick, NJ - Adjunct Instructor in Operations and Supply -
STS Departments, Programs, and Centers Worldwide
STS Departments, Programs, and Centers Worldwide This is an admittedly incomplete list of STS departments, programs, and centers worldwide. If you know of additional academic units that belong on this list, please send the information to Trina Garrison at [email protected]. This document was last updated in April 2015. Other lists are available at http://www.stswiki.org/index.php?title=Worldwide_directory_of_STS_programs http://stsnext20.org/stsworld/sts-programs/ http://hssonline.org/resources/graduate-programs-in-history-of-science-and-related-studies/ Austria • University of Vienna, Department of Social Studies of Science http://sciencestudies.univie.ac.at/en/teaching/master-sts/ Based on high-quality research, our aim is to foster critical reflexive debate concerning the developments of science, technology and society with scientists and students from all disciplines, but also with wider publics. Our research is mainly organized in third party financed projects, often based on interdisciplinary teamwork and aims at comparative analysis. Beyond this we offer our expertise and know-how in particular to practitioners working at the crossroad of science, technology and society. • Institute for Advanced Studies on Science, Technology and Society (IAS-STS) http://www.ifz.tugraz.at/ias/IAS-STS/The-Institute IAS-STS is, broadly speaking, an Institute for the enhancement of Science and Technology Studies. The IAS-STS was found to give around a dozen international researchers each year - for up to nine months - the opportunity to explore the issues published in our annually changing fellowship programme. Within the frame of this fellowship programme the IAS-STS promotes the interdisciplinary investigation of the links and interaction between science, technology and society as well as research on the development and implementation of socially and environmentally sound, sustainable technologies. -
Uluslararası Ofis Broşür.Indd
I n t e r n a t i o n a l A d m i s s i o n s 2 0 1 8 A UNIVERSITY BEYOND A UNIVERSITY BEYOND BORDERS Welcome to Altinbas University! Be a part of one of the world’s finest institutions of higher education. We offer a world class education in our significant undergraduate and graduate programs. Altinbas is also known as an extremely friendly and hospitable university where you achieve your ambitions and open your mind to possibilities you did not even know existed. Wherever you are from, whatever you plan to study, our global perspective, academic excellence and dedicated support can help you on the road to professional and personal success. Come and join to our innovative and vibrant family and start your success at Altinbas University! Idealism and utopia ‘’Everything starts with a dream. Be the author of your own life story.” TURKEY’S FASTEST GROWING UNIVERSITY 53 laboratories #60 student clubs ‘’Insight is a term 9 faculties 3 graduate schools commonly associated with foresight, discernment 3 campuses and 1 affiliated hospital envision allowing us to # 1 of 3 the most preferable universities in Turkey among which different conclusions the international students. 9374 students from 69 different countries (of which and have different 21,7% are international and 43% are female) conceptions of the world 40.000 largest health sciences campus among the m2 universities in Turkey through knowledge and Fully equipped student guest house with understanding.’’ the housing capacity of 389 students Student/faculty member ratio 4:1 Extensive scholarship opportunities for # Links with more than 270 universities Business partnerships with over international students in 30 countries 100 companies Internationally recognized Internships, summer schools and study International academic staff degrees abroad opportunities STUDENT LIFE Varsity Teams Transforming the World We are a growing international community together with our current and graduate students from all parts of the world.