Support and Supervise and Properly Treat Student-Athletes Sample Clauses

Support and Supervise and Properly Treat Student-Athletes. Encouragement and support of student-athletes on the Team in regard to personal, physical, and intellectual development, activities, and achievements, including an emphasis on each student-athlete's completion of an undergraduate degree program. Engaging in (and actively encouraging every individual under Coach's supervision is engaging in) fair, safe, and responsible treatment of student-athletes on the Team and avoiding behavior that could jeopardize a student-athlete's physical or mental health, safety, welfare, or that could otherwise cause harm or risk causing harm to a student-athlete. Being knowledgeable of, and orienting student.athletes on the Team regarding applicable NCAA legislation, Southeastern Conference (or such conference as the University may be a member, the "Conference'') rules, University policy, and Missouri and federal law including criminal law. Engaging in reasonable and appropriate supervision of student-athletes on the Team to promote behavior that is consistent with such NCAA legislation, Conference rules, University policy, and Missouri and federal law; and
Sample 1
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Support and Supervise and Properly Treat Student-Athletes. Encouragement and support of student-athletes on the Team in regard to personal, physical, and intellectual development, activities, and achievements, including an emphasis on each student- completion of an undergraduate degree program. Engaging in (and actively encouraging treatment of student-athletes on the Team and avoiding behavior that could jeopardize a student- harm or risk causing harm to a student-athlete. Being knowledgeable of, and orienting student-athletes on the Team regarding applicable NCAA legislation, Southeastern rules, University policy, and Missouri and federal law including criminal law. Engaging in reasonable and appropriate supervision of student-athletes on the Team to promote behavior that is consistent with such NCAA legislation, Conference rules, University policy, and Missouri and federal law; and
Sample 1

Related to Support and Supervise and Properly Treat Student-Athletes

  • Support and Services ISD and HC agree to the following conditions: A. HC agrees to the following for both the mathematics and English language arts courses: i. To share data and provide feedback regarding student success on entry‐level college mathematics and English language arts courses; ii. To train advisors to recognize and honor course(s) on school district transcripts; iii. To ensure that eligible students are counseled directly into college level mathematics, English language arts, and all other courses that require mathematics and English language arts college readiness; B. HC agrees to the following for the college preparatory mathematics courses: i. To provide the Student Learning Outcomes; ii. To provide the syllabi for the courses being offered. iii. To provide regular meetings between the HC faculty and ISD faculty teaching the course. C. HC agrees to the following for the college preparatory English language arts course: i. To provide the Student Learning Outcomes for Integrated Reading/Writing (INRW 0303) course; ii. To provide the syllabi, including types of essays required (i.e., expository, persuasive, and critical analysis). iii. To provide regular meetings between the HC faculty and ISD faculty teaching the course. D. ISD agrees to the following for both the mathematics and English language arts courses: i. To provide highly qualified instructors for the courses being taught; ii. To identify students who are not college ready as stated in HB 5; iii. To provide professional development and resources required to teach the mathematics and English language arts courses; iv. To identify successful completion of the course(s) on the student transcripts as determined by the State of Texas PEIMS number; v. To provide curriculum for the course that is consistent with HC Student Learning Outcomes; vi. To provide assistance with admission, enrollment, and financial aid applications; E. ISD agrees to the following for the college preparatory mathematics course: i. To teach a math course designed to focus on college mathematics (algebraic or non‐algebraic) concepts; ii. Require students to meet college readiness scores on the TSI Assessment; iii. To meet regularly with HC faculty. F. ISD agrees to the following for the college preparatory English language arts course: i. To teach an integrated Reading and Writing course that focuses on critical reading and college‐level writing; ii. Require students to meet college readiness scores on the TSI Assessment; iii. To meet regularly with HC faculty.

  • Course Curriculum, Instruction, and Grading X. Xxxx College courses offered as dual credit, regardless of where they are taught, follow the same syllabus, course outline, textbook, grading method, and other academic policies as the courses outlined in the Hill College catalog. B. Approved courses being taught for dual credit must follow the approved master syllabus of the discipline and of Hill College. C. Textbooks should be identical to those approved for use by Hill College. Should an instructor propose an alternative textbook, the textbook must be approved in advance by the appropriate instructional department of Hill College and the Vice President of Instruction. Other instructional materials for dual credit/concurrent courses must be identical or at an equivalent level to materials used by Hill College. D. Courses which result in college‐level credit will follow the standard grading practices of Hill College, as identified by college policy and as identified in the appropriately approved course syllabus. The grades used in college records are A (excellent), B (above average), C (average), D (below average), F (failure), I (incomplete), W (withdrawn), WC (withdrawn COVID). The lowest passing grade is D. Grade point averages are computed by assigning values to each grade as follows: A = 4 points, B = 3 points, C = 2 points, D = 1 point, and F = 0 points. Grading criteria may be devised by Hill College and the ISD to allow faculty the opportunity to award high school credit only or high school and college credit depending upon student performance. E. Faculty, who are responsible for teaching dual credit/concurrent classes, are responsible for keeping appropriate records, certifying census date rosters, providing interim grade reports, certifying final grade reports at the end of the semester, certifying attendance, and providing other reports and information as may be required by Hill College and/or the School District.

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