Course Overview. At the beginning of each course, the Licensee will facilitate a presentation to course participants explaining RLI’s mission, membership benefits, and ALC Designation. Marketing materials will be distributed electronically by RLI to the Licensee to be printed and displayed on the registration table and distributed to course participants. This material will include information pertaining to dues, the ALC requirements, special learning opportunities, and the RLI website. A Licensee Chapter representative shall be on site during the duration of the course.
Course Overview. The main purpose of this two-term research program is to enable undergraduates to obtain hands- on laboratory research training and the design of biomedical experiments as part of your Yale education. The MCDB 485/486 course entails two semesters of experimental work (the minimum time expectation in the lab is 10-12 hr/week) aimed at generating data using experimental strategies designed to test a pertinent research problem. Ideally, the student will be involved in the design of experiments to test a specific hypothesis. Only MCDB seniors may take this course, and only to fulfill the Senior Requirement for the MCDB BS degree.
Course Overview. This CBE technical education course is designed to allow students to progress at their own pace by demonstrating mastery of specific technical competencies. The focus is on achieving clearly defined learning outcomes through hands-on practice, assessments, and practical applications relevant to the technical field. CBE courses contain the same assignments, instruction videos, quizzes, etc., as the regular online version of the class. In a CBE course, you work at a skill until you can demonstrate that you understand it. Practice and revision are a part of the CBE process of learning. This means that if you do not demonstrate competency initially, you will receive feedback and opportunities to learn more so that you can demonstrate you are competent.
Course Overview. The MOOC for secondary school teachers, launched in November 2014, was designed not only as an introductory course, to cover key concepts, resources and tools relevant to computer science teaching at secondary level, but also to highlight the relevance and practical use of these concepts and tools in other subjects. The course has a pragmatic approach by exploring specific activities to run in the classroom.
Course Overview. The MOOC on How to Teach Computing: an Introduction to Concepts, Tools and Resources for Primary Teachers course was launched in April 2015. The course explored the ideas, concepts, processes and skills related to computing and then introduced teachers to the tools and resources that can help them teach basic computer science concepts and processes in their day to day classroom practices. The course was designed as an introductory course relevant to primary school teachers of all levels of experience.
Course Overview. “Introducing Computing to your Classroom” was designed as an introductory course, for teachers to use as a starting point to explore some of the ideas and tools to teach and learn computing. This course was tailored to be relevant to both primary and secondary school teachers of all levels of experience.
Course Overview. A. The program originated as part of the National Defense Act of 1916, when the nation was mobilizing for World War I. Congress validated the principle of maintaining national programs of training for young citizens attending school with the 1964 passage of the ROTC Vitalization Act.
X. XXXXX is designed to teach high school students the value of citizenship, leadership, personal responsibility, and a sense of accomplishment, while instilling in them self-esteem, teamwork, and self-discipline. This curriculum prepares high school students for responsible leadership roles while making them aware of their rights, responsibilities, and privileges as American citizens. Meanwhile, the program is a stimulus for promoting graduation from high school, while providing instruction and rewarding opportunities that benefit the student, community, and nation. The primary mission of JROTC is “To motivate young people to be better citizens.”
X. XXXXX is more than a physical education credit. It is a cooperative effort on the part of the Army and the school to provide students opportunities for total development. Satisfactory completion of the program is validated in their official school transcript. Concurrently, JROTC can lead to advanced placement credit in college SROTC or to advanced rank in the armed forces upon enlistment. Nonetheless, JROTC is not an officer-producing program nor is one of the goals to place students into the military. In fact, the instructors do not push students to join the military. They are NOT recruiters.
Course Overview. A. UC/CSU “a-g” Subject Area: Elective Articulation agreement with College of San Mateo for 3 college units upon successful completion of course with a passing grade of “C” or better and a student portfolio.
Course Overview. A. UC/CSU “a-g” Subject Area: Visual and Performing Arts Articulation agreement with Canada College for 3 college units upon successful completion of course with a passing grade of “C” or better and a student portfolio.
B. Grade Level: 9- 12
C. Credits: 10
D. Pre-Requisites: None
Course Overview. Course Description: Course Objectives:
