High School Profile 2020-21
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Academic Course Catalog Fall 2005 – Fall 2013
Deep Springs College Academic Course Catalog Fall 2005 – Fall 2013 Deep Springs College Deep Springs, CA HC 72 Box 45001 via Dyer NV 89010 760-872-2000 www.deepsprings.edu Table of Contents GENERAL INFORMATION.............................................................................................................................. 1 Educational Mission .......................................................................................................................................................................... 1 The Deep Springs Scholarship and Student Financial Obligations ..................................................................................................... 1 Admissions ........................................................................................................................................................................................ 1 International Students ........................................................................................................................................................................ 2 Learning Resources ............................................................................................................................................................................ 2 Statement on Academic Freedom ....................................................................................................................................................... 3 Diversity Statement ........................................................................................................................................................................... -
SELF-STUDY Prepared for the NEW ENGLAND COMMISSION of HIGHER EDUCATION August 2019 Bennington, Vermont TABLE of CONTENTS
BENNINGTON COLLEGE SELF-STUDY prepared for the NEW ENGLAND COMMISSION OF HIGHER EDUCATION August 2019 Bennington, Vermont TABLE OF CONTENTS Institutional Characteristics Form iii Administrative Organization Chart vii Table of NECHE Actions, Items of Special Attention, or Concerns viii Institutional Overview and Self-Study Process ix Data First Forms General Information xiii Standard One: Mission and Purposes 1 Standard One Data First Forms 5 Standard Two: Planning and Evaluation 6 Planning 6 Evaluation 11 Standard Two Data First Forms 14 Standard Three: Organization and Governance 16 Board of Trustees 16 Staff 18 Faculty 20 Students 22 Standard Three Data First Forms 24 Standard Four: The Academic Program 26 The Academic Program 26 Graduate Programs 41 Assuring Academic Quality 45 Integrity in the Award of Academic Credit 49 Standard Four Data First Forms 52 Standard Five: Students 57 Admissions 57 Students Services and Co-Curricular Experiences 62 Standard Five Data First Forms 76 2019 Bennington College Self-Study i Standard Six: Teaching, Learning, and Scholarship 84 Faculty and Academic Staff 84 Teaching and Learning 91 Standard Six Data First Forms 96 Standard Seven: Institutional Resources 103 Human Resources 103 Financial Resources 105 Physical Resources 115 Library, Information, and Technology Resources 120 Standard Seven Data First Forms 124 Standard Eight: Educational Effectiveness 137 Measurement of Student Learning 138 Retention and Completion 142 The Success of Recent Graduates 147 Programs Beyond the Traditional Undergraduate Experience 150 Standard Eight Data First Forms 153 Standard Nine: Integrity, Transparency, and Public Disclosure 158 Standard Nine Data First Forms 164 Appendix Affirmation of Compliance with Federal Requirements of Title IV 170 E-Series Forms on Student Achievement and Success 171 Audited Financial Statements 173 Auditor's Management Letter 202 List of Supporting Documents Available in the Electronic Workroom 222 2019 Bennington College Self-Study ii INSTITUTIONAL CHARACTERISTICS FORM Date: August 5, 2019 1. -
Libraries and the Unreached; Narrative Evaluation Report on the Institute for Advanced Study for Librarians Under Higher Education Act, Title II-B, Aug
DOCUMENT RESUME ED 042 458 LI 001 870 AUTHOR Lieberman, Irving TITLE Libraries and the Unreached; Narrative Evaluation Report on the Institute for Advanced Study for Librarians under Higher Education Act, Title II-B, Aug. 10 to 22, 1969. INSTITUTION Washington State Library, Olympia.; Washington Univ., Seattle. School of Librarianship. PUB DATE 69 NOTE 76p. AVAILABLE FROM School of Librarianship, University of Washington, Seattle, Washington 98105 EDRS PRICE EDRS Price MF-$0.50 HC Not Available from EDRS. DESCRIPTORS Community'Service Programs, *Disadvantaged Groups, Library Education, library Instruction, Library Programs, *Library Services, *Social Responsibility ABSTRACT The University of Washington held two one-week programs for library personnel toprovide:(1) background information about disadvantaged and minority groups who are " unreached" by library services;(2) knowledge of "outreach" approaches and materials for use in library services;(3) understanding of, and empathy for, problems of the deprived;(4) awareness of social changes affecting libraries;(5) desire for commitment to the library's major role in changing attitudes and in becoming a vital force in our society. The recommended library service improvement programs are mostly on a small scale, person-to-personapproach. Some of the suggestions include: (1) training more ethnic groups to work in libraries, (2) employing bilingual librarians in communities that speak two languages, (3) purchasing library materials that are in the language of the community, (4) purchasing library materials that will help the community understand and solve its problems,(5) working with the Visiting Nurse Association to reach shut-ins and (6) training all staff members to have a friendly and outgoing attitude. -
Teaching Writing Without Grades By: Michelle Cowan Abstract
Teaching Writing Without Grades By: Michelle Cowan Abstract Assessment methods play a significant role in motivating students to learn and practice writing in composition classrooms. Many teachers feel constrained by traditional letter and numerical grading systems but must adhere to them due to institutional requirements. This article explores alternative grading methods instructors have used over the last six decades— primarily grading contracts. Moreover, labor-based contracts that completely divorce grades from assessments of writing quality emerge as a potentially paradigm-shifting tool to help motivate students to practice writing and, ultimately, make greater improvements over the course of a semester. ~ The issues we face as writing instructors trying to assess student performance boil down to two essential questions: How do we evaluate writing? And how do we fit our writing assessments into a larger scheme for measuring the aptitude of students in our institutes of higher learning? The majority of colleges and universities in America use traditional A-F letter grading systems that translate into a numerical grade point average (GPA). All classes, regardless of subject matter, must adhere to this grading system, aside from select courses that may be designated pass/fail. Criticism of this system of assessment is not new, and to varying degrees, Cowan “Teaching Writing Without Grades” 2 many institutions and individual writing instructors have developed their own grading systems that focus on qualitative assessment rather than letter or numerical grades. Although some colleges have been using qualitative grading schemes for more than two decades, eschewing the letter grading system entirely, most universities remain tied to letter and numerical grading scales, insisting that grades are motivational for students and less draining administratively. -
Expanding and Enriching College Admissions Opportunities for High-Potential Youth the Goldman Sachs Foundation’S Signature Initiative
Gaining Acceptance: Expanding and Enriching College Admissions Opportunities for High-Potential Youth The Goldman Sachs Foundation’s Signature Initiative Catherine M. Millett and Michael T. Nettles Policy Evaluation & Research Center Educational Testing Service November 2006 Princeton, New Jersey RR06-32 Gaining Acceptance: Expanding and Enriching College Admissions Opportunities for High-Potential Youth The Goldman Sachs Foundation’s Signature Initiative Catherine M. Millett and Michael T. Nettles Policy Evaluation & Research Center Educational Testing Service Princeton, New Jersey November 2006 RR-06-32 As part of its educational and social mission and in fulfilling the organization’s nonprofit charter and bylaws, ETS has and continues to learn from and also to lead research that furthers educational and measurement research to advance quality and equity in education and assessment for all users of the organization’s products and services. ETS Research Reports provide preliminary and limited dissemination of ETS research prior to publication. To obtain a PDF or a print copy of a report, please visit: http://www.ets.org/research/contact.html Table of Contents Executive Summary . 1 Introduction. 4 The Educational Realities of Many Underrepresented Students in the United States. 4 Creating Opportunities: Selective Colleges . 6 The Signature Initiative. 7 Planning for Evaluation From the Beginning. 7 A Profile of The Goldman Sachs Foundation’s Students. 9 School Partnerships. 11 Why Work With 7th-, 8th- and 9th-Graders?. .11 Becoming a Goldman Sachs Foundation Student. 12 Applying to a Signature Initiative Program . 14 Profiles of the Four Programs. .14 A Better Chance . 15 I-LEAD. .18 CTY. 21 NYMRLA. .24 Who Goes the Distance?.