Student Learning. The curriculum revision is the result of strategic planning sessions conducted by the SAHE instructional faculty in Spring 2007. Using professional standards for competencies of student affairs professionals as proposed by the American College Personnel Association and the Council for the Advancement of Standards in Higher Education, the faculty determined how best to meet professional standards through the SAHE curriculum. This revision will bring the SAHE program in line with current best practices in student affairs professional preparation programs. The elimination of the requirement for coursework in behavioral sciences results from its lack of usefulness in admission decisions. This requirement is a holdover from the SAHE program’s previous alignment with the former Department of Counseling; its inclusion in the SAHE admission standards was reasonable in alliance with the other programs in counseling. With our shift to the ELAF department and our shift in focus away from counseling and toward administration, the coursework that undergraduates complete as part of a general education program are sufficient prerequisites for success in the SAHE program. The master’s degree program in Student Affairs Administration is designed to provide professional training for entry positions in the student affairs field at university, college, and two-year post-secondary levels. Focus areas of performance include residence halls, student development, management, admissions, financial aid, student activities, student health promotion, career development, non- traditional student populations, and other areas. A corollary purpose is to provide a foundation for advanced work in this field and the closely related fields of counseling, guidance, and higher education. The program is offered on-campus and as distance education, although SAHE 533, SAHE 641, and SAHE 652 or their equivalent must be taken in a traditional classroom.
Student Learning. OBJECTIVE Evaluator Teacher EXPECTED FORMAL OBSERVATION –observations attached Evaluator Teacher DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY EXPECTED HIGH DISTINGUISHED PROFICIENT UNSATISFACTORY EVALUATOR: DATE: TEACHER: DATE:
Student Learning. This is a new program, therefore no specific outcomes assessments are available. The purpose of this program is to provide didactic and skill preparation for post-professional education in allied health care fields. This program will enhance the use of current university resources to fit a need for students. Consistent input from students and faculty indicates an underserved population of students seeking post-professional education in allied health care fields, yet do not fit into any current program and therefore extend their education by 12-18 months to acquire pre-requisite coursework. This pre-professional program includes courses specifically devised to provide a foundation in allied health care and requisite hands-on skills in addition to the pre-requisites required for professional health care programs. Unlike pre-medicine which requires students to declare a major and add up to 63 additional credits dependant on the major chosen, the applied medicine studies program provides directed studies to meet the foundation knowledge needs and pre-requisite coursework. Students who seek to enter allied health care fields are often a mismatch for pre-medicine where the coursework is often more science-based versus the patient- based courses which will better prepare allied health professionals. Pre-medicine students seeking allied health care programs could possibly be eliminated based on grade point average, when more pointed coursework would have allowed these students to enter post-professional programs. In addition the current pre-medicine program does not provide all the pre-requisite coursework needed for allied health care fields such as physical therapy, physician assistant or occupational therapy (e.g. Nutrition, Pathophysiology, Abnormal Psychology, Biostatistics, Kinesiology). The applied medicine studies curriculum would provide 27-42 credits of pre- requisite coursework (dependant on post-professional allied health care program) specifically for post-professional programs that students would otherwise have to take in addition to current majors and/or pre-medicine courses, extending their education several semesters. Likewise, the pre-medicine program required 23 credits of coursework which are not pre-requisites for post- professional programs in allied medicine and therefore not productive for students in the pursuit of post-professional education in allied health care fields. The applied medicine studies program is intended to provide a 4-year...
Student Learning. PLAN (SLP)
1. CONTRACTOR shall develop an SLP for each SCUSD student to whom CONTRACTOR is to provide SES services within 4 weeks of assignment of student. Failure to complete the SLP with this period may result in a change of student assignment. An SLP shall only be prepared for SCUSD students enrolled in CONTRACTOR’S program with the approval of the State and Federal Programs Department and submitted through the Cayen SES Management Program. A completed and word-processed SLP must be submitted and approved by SCUSD for each student before tutoring can begin for that student. The SLP form developed by SCUSD may not be altered, revised or substituted.
2. Any and all changes to an SCUSD student’s educational program shall be made solely on the basis of a revision to the SCUSD student’s SLP. At any time during the Term of this Master Contract, an SCUSD student’s parent or SCUSD may request a review of an SCUSD student’s SLP.
Student Learning. Students are empowered to be self-reflective, set individual learning goals, and articulate goals with others.
Student Learning. A. Program Activities Activities will be accomplished in accordance with the student’s Learning Plan & Participation Guidelines, reviewed and agreed upon by the STUDENT, SJSU and Learning Site prior to the start of the experience. The STUDENT will:
1. Participate in all relevant trainings by the Learning Site as stated in Section III-A-2, Training and Orientation of this document.
2. Model professional, ethical and appropriate behavior when working with clients and when at the Learning Site.
3. Support the Learning Site that is a part of the student’s learning experience as specified by the Learning Plan & Participation Guidelines.
4. Meet the goals of the Learning Site and the related University program in which the STUDENT is enrolled.
5. Fulfill the specific scope of work duties, identified in the student’s Learning Plan & Participation Guidelines.
B. Safe and Productive Environment The Learning Site is committed to providing a safe and productive environment for STUDENTS in the field program.
1. The Learning Site will:
a. Give STUDENT a complete tour of the site, and ensure that STUDENT is aware of all relevant safety policies and emergency procedures and is able to act responsibly in case of an emergency.
b. California law may require the Learning Site to obtain fingerprints of STUDENT and submit them to the Department of Justice, and/or the Federal Bureau of Investigation, for a criminal background check. It is the Learning Site’s responsibility to: 1) Determine whether such fingerprinting is required; 2) obtain the STUDENT’S fingerprints; and 3) obtain criminal background clearance from the appropriate Learning Site.
c. California law may require the Learning Site to require STUDENT to submit results of a Tuberculosis (TB)
Student Learning. The Human Resource Development major will provide students in the HRD major with an opportunity to gain an overview of the discipline through course assignments, in-class discussions, group projects, and self-exploration. These experiential learning opportunities will allow the students to examine how the functions of HRD can be applied. hrs.; 473—3 hrs.; 480—3 hrs.; 489—3 hrs.; 495—3 hrs. 468—3 hrs. The proposed suspension of the sociology major represents a redefinition of the role of sociology at Indiana State University, not the elimination of the discipline, curriculum, or associated programming. The proposed suspension (or internal elimination) is the result of a lengthy process within the Department of Sociology to explore the ability of the program’s existing faculty to deliver a quality undergraduate major. This project began with a 2002 program revision that sought to address staffing pressures associated with retirements and resignations. In 2005, the ability to deliver the revised curriculum and other obligations (GenEd, Social Science Education, and select courses in other major/minors) was further challenged as a result of two faculty departures. In the spring of 2006, three of the four sociology faculty forwarded a memorandum to Interim Xxxx Xxxxx requesting that the undergraduate major be suspended. The memorandum noted staffing issues and the inability of the current faculty to deliver the major’s required 30 hours of sociology, increased substitutions, and growing number of TBA courses. Additionally, sociology enrollments have been experiencing a decline in recent years. In the fall of 2006, the sociology major was ranked in “Category III—Realign, Reorganize, or Integrate”: thus reinforcing the need to reposition the role of sociology at ISU and underscoring that future investment is unlikely. In response to the challenges facing the major, the results of prioritization, and faced with administrative issues, (e.g., external interim chair and 4 faculty) the faculty have agreed to pursue a curricular and administrative integration with the Department of Psychology. In December 2006, the faculty voted (3- 1-0) to approve an administrative and curricular reorganization that would include eliminating the current major and the creation of a new social psychology teaching and research cluster within the current Department of Psychology. The sociology faculty—in consultation with the Department of Psychology—are committed to a two year “teach out...
Student Learning. This transfer will support recruitment and retention for students with a technology focus. HLTH 212 Introduction to Industrial Health and Safety HLTH 314 Industrial Health and Safety Legislation HLTH 315 Industrial Hygiene I HLTH 315L Industrial Hygiene I Laboratory HLTH 318 Industrial Accident Prevention I HLTH 319 Industrial Accident Prevention II HLTH 328 Fire Protection Systems/Techniques HLTH 335 Industrial Hygiene II HLTH 335L Industrial Hygiene II Laboratory HLTH 411 Analysis Techniques in Industrial Health and Safety HTLH 416 Administration of Industrial Health and Safety Programs HLTH 423 Current Issues and Training Concepts in Industrial Health and Safety HLTH 460 Human Factors/Ergonomics HLTH 492 Professional Field Practice Internship in Safety Management
Student Learning. This transfer will support recruitment and retention for students with a technology focus. SFTY 605 Occupational systems Analysis SFTY 606 Human Factors/Ergonomics in Safety Management SFTY 607 Transportation Management SFTY 608 Safety Legislation, Litigation, and Compliance SFTY 610 Safety Inspection, Assessment, and Control SFTY 629 Field Research Project in Health or Safety SFTY 630 Foundations in Occupational Health and Safety Management SFTY 631 Fundamentals of Industrial Hygiene 3 credits Coordinated work experience in industry, which results in a comprehensive written report of the experience. A-F grading 1 credit Career planning in construction management. A-F grading 3 credits Planning a commercial steel and/or concrete building from a program with a specific site, including code requirements, detailed drawings, and project cost estimate. Change description and remove prerequisites to: CNST 306 - Commercial Design and Construction 3 credits A review of the various systems that are required for a complete and functional commercial building including interface issues, sustainability, codes and standards. A-F grading 3 credits Analysis of internally induced stresses as the result of externally applied forces in various types of structural members used in the construction process. 3 credits Analysis of static forces in construction materials, and application of this knowledge to the design of structural components and systems. 3 credits Basic surveying, use of instruments, recording and computing data, site layout, and earthwork. Change prerequisites to: CNST 420 - Plane Surveying 3 credits Basic surveying, use of instruments, recording and computing data, site layout, and earthwork. Very few students have completed the Jazz Certificate in the last 10 years. The National Association of Schools of Music has asked the department to study our size and scope and look at the viability of some programs/certificates. Because we currently do not have a full-time faculty member in the jazz area, it is difficult to offer all of the courses required for this certificate. However, the faculty feels strongly that jazz is an essential part of any strong music department’s curriculum. Therefore, they have asked the Music Curricular Affairs Committee to study the certificate requirements during the 2010-2011 academic year in order to determine if we can continue to offer it. The vote to suspend will allow us to answer our accrediting body while taking time to study t...
Student Learning. The results of Program Prioritization recommended one masters degree with three areas of concentration. Completion of the Master of Education Degree will qualify the student for one of the following: The Indiana Professional License in elementary education provided the student holds the standard elementary license and has completed five years of teaching experience. or The Indiana Professional License in early childhood education provided the student holds a standard license and has completed five years of appropriate teaching experience. or The Indiana Professional License in elementary education provided the student holds the standard elementary license and has completed five years of teaching experience. In addition the literacy concentration will professionalize the reading minor and lead to reading specialist certification. hrs.; 3 hrs. from 680 or 686.
