Graduate Attributes Sample Clauses

Graduate Attributes. We strive for each graduate to be: ▪ Critical Thinkers ▪ Connectors ▪ Empathetic ▪ Global Citizens ▪ Independent ▪ Leaders ▪ Lifelong Learners
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Graduate Attributes. The University has progressed towards effectively embedding Graduate Attributes within our general curricula reflecting skills development and employability. We have made progress in: • Raising awareness in the student body of the importance of skills development and reflection. • Carefully designing learning experience and assessment structures reflecting Graduate Attributes at the same time as ensuring we retain the integrity of our academic courses All our colleges have a Graduate Attributes Champion who is an academic member of staff. Their role is to enable courses to map and embed Graduate Attributes. They also proselytise Graduate Attributes more generally ensuring deep understanding of the ‘employability’ relevance of the academic curriculum to all university stakeholders. In collaboration with academic staff in subject areas, Careers Managers host employers to deliver coaching for highly competitive recruitment rounds. For example, in Computing Science we host CV Clinics for Level 3 Software Engineering and Computing Science Students led by XX Xxxxxx, Xxxxxx Xxxxxxx, and SAS. In Earth Sciences, Atkins host Mock Interviews for students; Xxxxxxx Xxxxxxx skills session on Business acumen for Geography 4th year. Deans of Learning and Teaching, in partnership with Schools and professional staff, are increasing work- related learning within courses, exploring models of work-related learning (and work-related dissertations). The University is inviting employers to comment on new course proposals and course changes. In addition, employability initiatives are increasingly engaging employers in guest speaker sessions, sponsored events and alumni talks. In partnership with academic staff, Careers Managers target subject areas with lower than average positive Destination of Leavers in Higher Education (DLHE) outcomes to: raise awareness of range of careers options possible; provide coaching in communication and team working skills. Targeting begins at 2nd year. Student Enterprise has integrated within Careers Service to promote, encourage and stimulate entrepreneurial and intrapreneurial mind-sets, to increase numbers of students participating in enterprise activities and graduates engaging in business start-up. Internships Opportunities with the University’s Internship Hub have grown from approximately 10 in 2000/01 to 400 in 2015/16. In 2015/16 we have added ‘end to end’ support for our students including successful applications seminars, ‘peer to peer’ and...
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Graduate Attributes. Graduate Attributes are embedded in the subject and involve a preparedness and the confidence to analyse, question, categorise, interpret, see relations, explain, theorise, and reflect with reference to the broader context. Your assessment feedback will identify how you are developing these attributes during your programme. Graduating at the University of West London means that you will be developing the following Graduate Attributes and become: • A creative and enterprising professional • A reflective and critical lifelong learner • A globally aware individual
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Graduate Attributes. To prepare our students for the future we are developing a refreshed set of skills and attributes that will guide their development – to xxxx them as distinct, globally aware, ready for the world of work and committed to lifelong learning. Work Integrated Learning:. Our comprehensive ‘Life Ready Graduates’ initiative, will ensure that every undergraduate student will graduate with a meaningful work-based experience as part of their degree. Education Innovation: Enhancement of all our programs and courses draws on a multifaceted approach to teaching and learning delivery. Curriculum design enriches the student experience and recognises different ways of learning. A suite of short courses has been developed in response to government priorities that align with local labor market gaps and articulate with existing bachelor and masters degree offerings. Equity: We have a strong and vibrant pathway program that is one of the largest in the country, and a suite of outreach initiatives to reach students and community members in our regions experiencing disadvantage or barriers to education. In developing the appropriate learning support, we bring the student to the centre of the design process by using principles that focus on connecting students to the University, each other and their learning. Education Spaces: We will transform our digital and physical environments into spaces, places and platforms that inspire and attract and move to a green campus providing exemplar leadership in sustainable resource management. UNIVERSITY ADMISSIONS TRANSPARENCY how the University selects students for offers without an ATAR score, as part of its admissions process The University’s ‘Getting In’ website explains the options for university admission for students without an ATAR. The website outlines a number of admission pathways and specific advice for a range of student cohorts. Students without an ATAR are admitted on the basis of a selection rank that is calculated on the basis of assessable qualifications. The use of a selection rank ensures that there is a transparent process to assess eligibility for admission. In addition to our current pathways, the University is piloting a parallel admission scheme with Big Picture Education Australia and the Newcastle Waldorf School. Applicants through this pilot scheme present their high school portfolio to a university panel and undergo an interview for admission. what evaluation strategies are in place for ensuring that students ad...
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Graduate Attributes 
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Related to Graduate Attributes

  • History The two Boards approved a "Proposed Plan to Further Simplify and Facilitate Transfer of Credit Between Institutions" at their meetings in February 1996. This plan was submitted as a preliminary report to the Joint Legislative Education Oversight Committee in March 1996. Since that time, significant steps have been taken toward implementation of the transfer plan. At their April 1996 meetings, the Boards appointed their respective sector representatives to the Transfer Advisory Committee to direct, coordinate, and monitor the implementation of the proposed transfer plan. The Transfer Advisory Committee membership is listed in Appendix D. Basic to the work of the Transfer Advisory Committee in refining transfer policies and implementing the transfer plan has been the re-engineering project accomplished by the North Carolina Community College System, especially common course names, numbers, credits, and descriptions. The Community College Combined Course Library includes approximately 3,800 semester-credit courses written for the associate degree, diploma, and certificate programs offered in the system. Colleges select courses from the Combined Course Library to design all curriculum programs. Of approximately 700 arts and sciences courses within the Combined Course Library, the faculty and administrators of the community colleges recommended approximately 170 courses as appropriate for the general education transfer core. The Transfer Advisory Committee then convened a meeting on May 28, 1996, at which six University of North Carolina faculty in each of ten general education discipline areas met with six of their professional counterparts from the community colleges. Through a very useful and collegial dialog, these committees were able to reach consensus on which community college courses in each discipline were acceptable for transfer to University of North Carolina institutions as a part of the general education core. This list of courses was distributed to all University of North Carolina and community college institutions for their review and comments. Considering the recommendations of the general education discipline committees and the comments from the campuses, the Transfer Advisory Committee established the list of courses that constitutes the general education transfer core. This general education core, if completed successfully by a community college student, is portable and transferable as a block across the community college system and to all University of North Carolina institutions. With the establishment of the general education core as a foundation, joint academic disciplinary committees were appointed to draw up guidelines for community college curricula that will prepare students for intended majors at University of North Carolina institutions. Each committee consisted of representatives from each UNC institution offering such major programs and eight to ten representatives from community colleges. The Transfer Advisory Committee distributed the pre-majors recommended by the faculty committees to all University of North Carolina and community college institutions for their review and comments. Considering the faculty committee recommendations and the campus comments, the Transfer Advisory Committee established pre-majors which have significant numbers of transfers from the community colleges to the University of North Carolina institutions. The special circumstances surrounding transfer agreements for associate in applied science programs, which are not designed for transfer, require bilateral rather than statewide articulation. Special circumstances include the different accreditation criteria for faculty in transfer and non-transfer programs, the different general education requirements for transfer and non-transfer programs, and the workforce preparedness mission of the technical/community college AAS programs. A major element in the proposed transfer plan adopted by the two boards in February 1996 is the transfer information system. Simultaneously with the work being done on the general education and professional specialization (major) components of the transfer curriculum, the joint committee on the transfer information system laid out a plan, approved by the Boards of The University of North Carolina and the North Carolina Community College System, "to provide students with accurate and understandable information regarding the transfer of credits...[and] to increase the adequacy and availability of academic counseling for students who are considering a college transfer program." In addition to the printed publications currently being distributed to students, transfer counselors, admissions directors, and others, an electronic information network provides (1) electronic access to the articulation database which will include current transfer policies, guidelines, and on-line catalogs for public post-secondary institutions; (2) computerized common application forms, which can be completed and transmitted electronically along with transcripts and other education records; and (3) an electronic mail network for transfer counselors and prospective transfer students. Access to the e-mail network is available in the transfer counselors' offices and other selected sites on campuses. The final element of the transfer information system is the Transfer Student Academic Performance Report. This report, recently refined with suggestions from community college administrators, is sent annually to each community college and to the State Board of Community Colleges. These data permit the rational analysis of transfer issues and are beneficial to students and to educational and governmental Articulation between the North Carolina Community College System and The University of North Carolina is a dynamic process. To ensure the currency of the Comprehensive Articulation Agreement (CAA), occasional modifications to the CAA may be necessary. These modifications may include the addition, deletion, and revision of courses on the transfer list, development and/or revision of pre- majors, and changes in course designation (i.e. additions to UGETC list or changing a course from general education to elective). The TAC will receive requests for modification only upon the recommendation of the chief academic officer of the NCCCS or UNC. Additions, deletions, and modifications may be subject to faculty review under the direction of the TAC. Because the modification process involves faculty and administrative review, this process may require up to 12 months for final action. Courses currently included on the approved transfer course list may be considered for inclusion as a Universal General Education Transfer Component (UGETC) course through the following procedures: 1. The Chief Academic Officer (CAO) of any subscribing institution submits a written request for a change in course status to the CAO of the respective system. The request should include the rationale for the revised status. 2. The system CAO then submits the request to the Director of Transfer Articulation at UNC General Administration. 3. The Director of Transfer Articulation will send the request to the Chief Academic Officers of the universities. If all the universities approve of the addition, the recommendation will be sent to the TAC and the CAOs of the two systems. 4. If all universities do not approve the request, the Director of Transfer Articulation may assemble a discipline team comprised of university and community college faculty to see if the course can be revised in a manner that will be acceptable for inclusion in the UGETC. If so, the revised course will be sent to the university CAOs for consideration. 5. If all the universities approve of the addition of the revised course, the recommendation will be sent to the TAC and the CAOs of the two systems. If the addition request is not approved by the universities, this will be submitted to the TAC and the CAOs of the two systems for information. 6. After the TAC has taken action on the request, the North Carolina Community College System Office will distribute notification of action taken to the requesting college or to the entire North Carolina Community College System, if applicable. The UNC General Administration will distribute notice of actions as appropriate to its campuses. Courses in the Combined Course Library that are not on the CAA transfer list may be recommended for inclusion by a participating institution through the following process: 1. For community colleges, the CAO of the college submits a written request for inclusion on the transfer list either as a general education, a pre-major or elective course to the CAO of one of the UNC institutions. If the university will accept the course, and believes it should be recommended for statewide consideration, the CAO will endorse the request, indicating the transfer designation (General Education, Pre-major, or Elective) and forward it to the Director of Transfer Articulation and the CAOs of the two systems. 2. For universities, the CAO of the university will partner with the CAO of a community college and send the request to the Director of Transfer Articulation and the CAOs of the two systems. 3. The NCCCS Office will solicit a response from all community colleges approved to offer the course, and a two-thirds favorable response is required for the change to be pursued. The CAO at UNC may seek input from its respective campuses as he/she deems appropriate. 4. The CAO of either system may submit the request for action to the TAC a minimum of thirty days prior to the next TAC meeting. 5. The TAC reviews the request. Any member of the TAC may request that a course be referred to the Faculty Review Committee. For all courses that are approved, the committee records their action and rationale of action. 6. The NCCCS Office will distribute notification of action taken to the requesting college or to the entire North Carolina Community College System, if applicable. The UNC General Administration will distribute notice of actions as appropriate to its campuses. The CAO of any participating community college or university may request that a course be removed from the CAA transfer list by following similar procedures as outlined in items 1-6 in the Addition of Courses to the Transfer List above. The NCCCS Office will review and recommend annually to the TAC courses on the CAA transfer list that are not taught at any community college for at least two years to be considered for removal from the transfer list. The CAO of any participating community college or university may request a change in the designation of a course in the CAA (i.e.: Elective to General Education or Pre-Major) by sending the request and rationale to the CAOs of the two systems. Either of the system CAOs may submit the request to the TAC for action. Any member of the TAC may request that a course under consideration be forwarded to the Faculty Review Committee. The Faculty Review Committee will be asked to review the course and the proposed action. 1. The Faculty Review Committee will consist of the following representatives:

  • Customer Ownership Customer owns and has sole responsibility for the accuracy, quality, integrity, and appropriateness of all original data, content and information provided to Xxxxxx Xxxxxxx in conjunction with the Services, and, when paid for, Customer will own all modified content and information as specified under the SOW (collectively the “Content,” which, together with the Customer’s trademarks or logos, are referred to as the “Customer Material).”

  • Population The Population shall be defined as all Paid Claims during the 12-month period covered by the Claims Review.

  • Data Ownership BA acknowledges that BA has no ownership rights with respect to the Protected Information.

  • Joint Ownership 10 Annuitant............................................................... 10

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