Transcript: TOPICS TO BE COVERED . Introduction . The Current Situation . Nontraditional Degree Programs in the United States . The Nontraditional Student in the United States . Nontraditional Degree Programs’ Objectives . Faculty Nontraditional Program Relationship . Purpose of the Project . The Nontraditional BOG/BOT Student . Theoretical Scaffold of the Research . METHODOLOGY . Data Results and Findings . RECOMMENDATIONS, IMPLICATIONS, AND CONCLUSION INTRODUCTION Higher education in the United States has changed from an overwhelming traditional student population to include an increase in nontraditional students. Higher education institutions are in locations where nontraditional students can continue or start their education. This has had major implications for universities and colleges. One of the implications occurred because of fiscal instability, which caused a shift in recruitment from the traditional to the nontraditional student. Clark & Beverly (1999) found that as the pool of teenagers has begun to shrink, colleges and universities aggressively recruited adult students to maintain tuition income as a matter of economic survival. RESEARCH QUESTIONS 1. What is faculty’s perception of their experiences with Nontraditional Degree Programs? 2. Are there differences between faculty’s perceptions of their experiences with Nontraditional Degree Programs in a rural setting compared to an urban institutional setting? 3. What are faculty perceptions of the quality of the nontraditional program degree? THE CURRENT SITUATION According to Post Secondary and Economic Success (2011), “Today’s typical college student is no longer an 18-year-old recent high-school graduate who enrolls full-time and has limited work and family obligations. Students today are older, more diverse and have more work and family obligations to balance.” THE CURRENT SITUATION That is, 36% adults age 25 or older (2008), 47% Independent Students (2008), 40% Enrolled in a Public Two-Year (2009), 46% Enrolled Part-time (2008), 36% Minority Students (2009), 40% Low-income (2008), 43% Employed Part-time (2008), 32% Employed Full (2008), 23% Parents (2008), 13% Single Parents (2008), Yesterday’s Nontraditional student is today’s traditional student http://www.clasp.org/admin/site/publications/files/Nontraditional-Students-Facts-2011.pdf NONTRADITIONAL DEGREE PROGRAMS IN THE US At Sarah Lawrence College, one of the new experimental colleges, there were no academic credits, no grades, no examinations, or required courses. Life experience, which includes college and work experiences, was the starting point of the adult student’s higher educational experience. Meyer states, “there was no division between academic studies and practical experience” (p. xi). Meyer’s (1975) research explained that between the 1950’s and 60’s, “the crucial point in the work of the center was the assessment of what the returning student had done in high school, college, and the intervening years. He added that it was “ a simple matter to transfer ways of dealing with students who had left college before finishing the degree” (p. xi). In 1963, according to Meyers, its College Level Examination Program (CLEP), According to Keeton (cited in Meyer),”CLEP test was hailed as a breakthrough toward enabling students to gain recognition for learning without doing it in regular college courses” (p. 99). NONTRADITIONAL STUDENTS IN THE US The definition of the nontraditional student varies from campus to campus in the United States, I was unable to settle upon a common definition of the nontraditional student in the United States. Definitions ranged from students with: disabilities, students with children, students who are 24 years of age or over, students who did not go to a university or college straight out of high school. I found liberation in the fact that most universities did regard the traditional student to be a student entering the university straight out of high school. PURPOSE OF THE PROJECT The goal of this study is to explore the perceptions held by faculty at five institutions that offer the Nontraditional Degree Programs in Illinois. The perceptions held by faculty at universities that offer the BOG/BOT Nontraditional Degree Programs can validate or repeal constructed learning by the nontraditional student, which is the main concentration of the curriculum in the programs. RATIONALE OF THE STUDY The rationale of this study is to help examine the perceptions of the BOG/BOT Nontraditional Degree Programs, the quality of the degree, and the philosophy of the degree as perceived by faculty. Hence, the rationale is to add to the literature that already exists regarding Nontraditional Degree Programs as a quality higher educational tool used at the five public higher education institutions in Illinois. METHODOLOGY The primary research methodology utilized in this study was a Pearson’s Chi-square (X2) and statistics t-test. Chi-square answered the Research Question, “What are faculty
Transcript: Bryan Ramson Chicago State University October 10, 2019 Nuclei, Neutrinos, & Other Matter(s) Background & Education Background & Education Background Born and raised in New Orleans, Louisiana Interested in math and science at a young age because of video games and science fiction media... Background Thought I would program video games or fly fighter jets... ...but I took a physics class an AP physics class in high school... Background & Education ...and decided I would major in physics! Me! Our Project Background & Education ...Howard University for undergrad Background & Education ...Howard University for undergrad Started out in Physics but joined a dual degree BS+MS program in Atmospheric Physics because of Hurricane Katrina... Background & Education Background & Education ...Also picked up a double major in pure mathematics and did many internships. Summer 2006 Summer 2007 Summer 2008 Summer 2009 Background & Education University of Michigan for graduate school Background & Education University of Michigan for graduate school Background & Education Enrolled in the Applied Physics program at the University of Michigan! Background & Education Enrolled in the Applied Physics program at the University of Michigan! 1st Rotation 2nd Rotation Background & Education Third rotation took place at the intersection of Particle Physics and Nuclear Physics at Fermilab E906/SeaQuest. Background & Education Third rotation took place at the intersection of Particle Physics and Nuclear Physics at Fermilab E906/SeaQuest. Thesis Research: E906/SeaQuest Before getting more in depth with SeaQuest, let's discuss the standard model a bit: The Standard Model Spin 1/2 (Matter) Particles in the outer ring Spin 1 (Force) Particles in the inner ring Spin 0 particle at the middle High-Energy Nuclear Physics Quarks and gluons act a bit differently than lepton and photons... Try to a pull a color neutral composite object apart... ...Get two color neutral composite objects High-Energy Nuclear Physics Quarks and gluons act a bit differently than lepton and photons... ...but if enough energy enters the system... ..Calculations can be "factorized" with a caveat! High-Energy Nuclear Physics Let's think about an interaction between an electron and a proton or neutron... If the center of mass energies are greater than 2 GeV... Deep Inelastic Scattering (DIS) As interaction energy is increased more quarks are found? NuSea designed to measure seaquarks! ...But things are not always as they seem... The Drell-Yan Process (Drell-Yan) Deep Inelastic Scattering (DIS) ...gluons can spontaneously decay to quarks ...but this flavor dependence is very odd. SeaQuest designed to push to higher-x! Fermilab E866/NuSea Lower energies lead to lower center-of-mass energies, but higher momentum fractions! SeaQuest designed to push to higher-x! Lower energies lead to lower center-of-mass energies, but higher momentum fractions! Fermilab E906/SeaQuest Lower energies lead to lower center-of-mass energies, but higher momentum fractions! Beam is 120 GeV Protons from the Fermilab Main Injection (MI) instead of 800 GeV Protons from the Tevatron Preliminary data seem to contradict NuSea! Other SeaQuest topics... Cold nuclear matter and shadowing (this will be important later)... Fermilab E772 confirmed A dependence of quarks in nuclei E866/NuSea explored A dependence of quarks entering nuclei Other SeaQuest topics... Angular distributions allow us to probe higher-order ("twist") interactions (my thesis)... Naive analysis of the Drell-Yan angular distributions yields the following cross section: where, W are the Transverse, Longitudinal, Single and Double spin flip "virtual photon structure functions". Due to the Lam-Tung relation, a consequence of 1/2-integer spin in quarks. Other SeaQuest topics... Angular distributions allow us to probe higher-order ("twist") interactions (my thesis)... Proton Induced DY Pion Induced DY Additional physics must exist! The Hydrogen Atom Spin-Orbit Coupling Transverse Momentum Dependent Correlations (TMDs) Unpolarized Drell-Yan Post-Doc Research: Long Baseline Neutrino Physics Neutrinos as a path to BSM physics! Let's return to the standard model as a catalogue of particle physics... Do neutrinos have masses? Neutrinos as a path to BSM physics! How we know neutrinos have mass... Let's assume we can decompose leptonic neutrinos into some (complete?) mass basis... where indices are either mass or leptonic flavor states Neutrinos as a path to BSM physics! How we know neutrinos have mass... The PMNS Matrix The full PMNS Matrix includes complex phase angles which involve CP symmetry (delta) and the possibility of neutrino self-annihilation (alpha). Neutrinos as a path to BSM physics! How we know neutrinos have mass... Let's assume that since we can supply a plane wave solution for a freely traveling particle in a particular (or super positions of) mass eigenstate(s), we can evolve the neutrino across time and space: Special relativity tells
Transcript: The CSU System What are CSUs? What are CSUs? 4-year public universities found throughout California CSU = California State University = Cal State Tuition for California Residents Compared to UCs How many Cal States are there? How many Cal States are there? 23 Cal States Cal State Locations Cal State Locations Requirements for Cal States Requirements for Cal States 1. A-G Requirements 2. GPA and Test Scores Need a 2.0 GPA or higher Need to take the SAT and ACT GRADUATE!!! Application Process Application Process STEP 1 STEP 1 Log on to: https://www2.calstate.edu/apply STEP 2 STEP 2 Make an account and fill out application Go see your awesome College Advisor for help! STEP 3 Submit a non-refundable applicaion fee of $55 You may be eligible for a fee waiver (only get up to four for Cal States)! STEP 3 Let's Play... Let's Play... COLLEGE EDITION Question 1 How many years of English are required to fulfill your A-G requirements? One Three Four Who Needs English? Question 1 Correct Answer C. Four Question 2 Which GPA can you apply to Cal States with? 2.3 2.8 2.1 All of the Above Question 2 Correct Answer D. All of the Above Question 3 How many Cal States are there? 21 22 23 1,526,098 Question 3 Correct Answer C. 23 Let's Start Applying! Let's Start Applying! Contact Info Cassie Padilla email@example.com (323) 333-3333
Transcript: Michael Brena Andrea Mora Ojeda Laura Zavala FINANCIAL FREEDOM FINANCE 101 CREDIT CREDIT WHAT IS CREDIT? Credit When goods, services or money is received in exchange for a promise to pay a definite sum of money at a future date Credit Derived from the Latin word “credo” meaning “I believe” HOW DOES CREDIT AFFECT YOUR LIFE? -Loan rate and terms -Buying a house or vehicle -Car Insurance -Utility Companies -Leasing an apartment -Landing on the desired job and/or professional licensing -Starting a new Business -Relationships – What’s your dowry ? CREDIT REPORT Your “Financial Reputation” -Where you live and work (pass and present) -How responsible you are with your finances (Character) -Total amount of money you owe and types of loans (Capacity and Collateral) -Loan or new account applications allow your credit report to be ordered and reviewed THREE C'S OF CREDIT Character, Capacity, and Collateral CREDIT BUREAUS FREE: www.annualcreditreport.com FREE CREDIT REPORT -Under the FCRA you are entitled to a free credit report annually from each reporting agency -Visit annualcreditreport.com -Avoid “bait and switch” free credit report offers WHAT IS IN A CREDIT SCORE? THE ROAD BLOCKS -No credit or bad credit -Not having a bank account such as a savings or checking account. -Lack of information about the loan programs and down payment assistance programs available LOAN PROCESS PRODUCTS WHY SHOULD YOU CARE? WHY SHOULD YOU CARE? LET'S BE HONEST LET'S LOOK BACK and be honest... High School You did not know back then... But you got ready to go to CSU and here you are! FINANCIAL FREEDOM IT'S IN YOUR HANDS WHERE YOU ARE No MBA Some savings Debt LOTS OF IT WHERE YOU COULD BE YOU ARE ALREADY AN INVESTOR YOU ARE ALREADY AN INVESTOR LET'S BE REAL It can take 10-30 years to pay them On average, it will take you 21 years (that's 252 months!) STUDENT LOANS YOU can pay your student debt in 3 years instead of 21! WE ARE YOUR MENTORS! WE ARE YOUR MENTORS! EDUCATION EDUCATION Classes and Seminars Buying and selling process breakdown Market Updates Larger Community Events PROGRAMS PROGRAMS 1. ITIN 2. DOWN PAYMENT ASSISTANCE 3. GRANTS 4. BUSINESS OWNERS 5. AFFORDABLE HOUSING 6. NEW BUILDS 7. INVESTORS 8. DREAMERS SERVICES SERVICES 7 days/ week assistance FULL TIME OUR FAMILY 4 agents 2 transation coordinators 1 marketing and public relations WE ARE HERE FOR YOU! Bi-weekly emails SERVICES FOR BUYERS FOR SELLERS Credit Repair Tips Loan Payoffs Tips Interest Rate Market Updates Home Improvements DIY and Low- Budget- Projects Energy Saving tips Neighborhood Comparative Market Analysis Personalized SERVICES Professional photography Staging PMC (Personalized Marketing Campaign) Social Media Exposure Local Newsletter Relationship Building Follow-Up Community Events
Transcript: Community Collaboration The Tip of the Iceberg The Cleveland State Context Destination University Moving Forward ...to encourage excellence, diversity, and engaged learning by providing a contemporary and accessible education... Leadership, Service, Fraternity and Sorority Strong and high functioning Fraternity & Sorority Community Student Focused Intersections Developing a consistent and shared definition of leadership and student engagement Questions? Creating an environment of intentional reflection What could we be? Long term Vision How can Leadership, Service, and Fraternity/Sorority life intersect with one another on an Urban campus? Going Beneath the Surface Learning beyond classroom walls AND campus boundaries We endeavor to serve and engage the public and prepare our students to lead productive, responsible and satisfying lives in the region and global society. Thank you for your time! Building meaningful programs that will connect students to the University. Leadership is Action Large City Footprint Presented by: Jill Courson Living our espoused values Service is Action Going beyond a day of service Pre and post tests and reflection The Fraternity and Sorority Experience is Values in Action Expansion Opportunities ...to serve and engage the public... Textbook Definitions Diverse Opportunities Values Based Foundations Expansion and Extension Needs Assessments My Research into Urban Campuses Building leaders beyond nuts and bolts Looking Beyond the Surface Innovative Collaboration Going beyond membership and the letters Active citizen continuum: Member, Volunteer, Conscientious Citizen, Active Citizen Building upon already great programs My Definitions ...a place of opportunity for those who seek truth...
Transcript: Student Centered Creating a Welcoming Community Purposeful Orientation Programs Charlotte Salinas She/her/hers Shared vision and goals Community's expectations Knowledge of population Transition Knowledge Community What is the purpose of orientation? What are they telling us Web of support Where are students at Creating personal connections Strength in our stories Social justice Develop personal relationships Acknowledge perspective Recognize humanity People First Common Purpose Questions?
Transcript: The Road Ahead The CSU Presitation By Alex The CSU Presitation By Alex San Diego State University is located in San Diego, CA It's in down in Southern California Where is it located? Where is it located? Pictures Pictures The History of SDSU The History of SDSU SDSU was established in 1943. a leading public research university and the highest education institution in the San Diego region. SDSU Research Foundation is currently administering approximately 1,200 active grants and contracts Pictures Pictures What is it Known for? What is it Known for? They're known for: • Business • Marketing • Psychology • Engineering • Consider Financial Aid • Scholarships • Create a budget The first step The first step 1. In-state: $7,084 2. Out-of-state: $18,244 Tuition Fee Tuition Fee Financial aids Financial aids 1. Subsidized 2. Unsubsidized 3.Grad Plus ~Accounting ~Business ~Kinesiology ~ Anthropology ~ Health Communication ~Information systems Colleges of Study & Academic Departments Colleges of Study & Academic Departments Programs Programs ~ College of Engineering. ~ College of Health and Human Services. ~ College of Professional Studies and Fine Arts ~ Honor Societies ~ Community Service ~ Leadership Programs Extracurricular activities, clubs or programs Extracurricular activities, clubs or programs The end The end
Transcript: Sarah C Carter Preparation and delivery of a library instruction session for an undergraduate Art History and Music class. Interdisciplinary Music: Instruments Composers Health Issues Performance Business Copyright &Performance Rights Scores Technique Art Image research Artistic styles & movements Biography Patronage Historiography Criticism Formal Analysis City Planning History Literature Theory Psychology Sociology Medicine Architecture Preparation and execution of effective information literacy instruction depends on a librarian's understanding of faculty and student knowledge & goals. faculty What do your students need to know in order to successfully research for this assignment? Can you clarify the directions? Which general types of sources do you expect to see? Are there specific resources you want your students to learn about? Which types of sources do you not accept? Do you expect documentation? If so, what style? student Other types of pre-learning assessment: Surveys using Google Docs Asking students to bring sample research sources to class Design Learning Outcomes Gilchrist, Debra. "Assessment as Learning." ACRL Institute for Information Literacy . Burlington, VT, ACRL. 2010. What do I want the student to learn? What does the student need to know to do this? Location and Content of Open Reserves Web Evaluation Availability of electronic reference titles: •Credo Reference •PopCulture Universe What's the pedagogy best suited to this situation? How will the student demonstrate their learning? What does successful learning look like? Thank you Any questions? In-class "fast-writing" What do you know about research? •Libguide•In-class demonstration•Video •Individual reflection
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