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Georgia Tech Presentation

Transcript: Georgia Tech Student Support- Networking The Institute of Technology ABOUT Sideways the Dog The Ramblin' Wreck Parade(1932) Stumpy the Bear Freshman Cake Race(1911) Ramblin' Wreck (Captain Ted Johnson 1961) School fun facts In the beginning Georgia tech only offered one degree, that degree was mechanical engineering and it was available in 1888 The school was first created in 1885 by the government. Its creation signaled the south changing from an agrarian are to a more industrial type of place. Tech Tower(First Structure 1888) History For Georgia Tech the required GPA is 3.95 on a 4.0 scale. the school bassicly accepts only A- and above students. The average GPA for it's students is 4.03 The required GPA for Georgia tech is weighted. GPA The average sat test score for a Georgia Tech student is 1450. The average act score for a Georgia tech student is 32. Georgia tech says that there is no ACT or SAT cutoff requirement but, in many cases they will compare the applicants score to the schools average and decide whether or not they are going to trash an application. SAT and ACT Academic Rankings Ranked 7th for public schools ( Number one Georgia college(Times Higher Education World University Rankings) its 66th out of 1000 universities from 60 countries( its computer science program is 5th in the world( Academics Peer Coaching Student to Student counseling Counseling Center Collegiate Recovery program(drug and addictions) Recomended readings( a page full of helpful information for freshman and thier parents.) Individual counseling Student Social and Academic Support Ethnicity of Students from U.S. 0.0% American Indian/Alaskan Native 21.8% Asian 7.4% Black/African-American 7.5% Hispanic/Latino 4.0% Multi-race (not Hispanic/Latino) 0.0% Native Hawaiian/ Pacific Islander 55.6% White 3.6% Unknown Women 5,662 (36.6%) Men 9,827 (63.4%) Gender Ethnicity and Religion Cost of Attendance In-state: $23,300 Out-of-state: $43,492 Tuition and Fees In-state: $12,212 Out-of-state: $32,404 Room and Board $11,088 Financial Support and Finnacial situatuion Health and medical science (minor) Health medicine and society (minor) -Job possibilities Pharmasuticals Nursing Technology based school Speciality Georgia tech Alumni assosciation -Class reunions -Travel opportunites -Recreational activities Alumni Career helping tools -Professional develpoment (Improving on job skills and gaining new ones) -Job search -Hire Tech Grads (Help other Alumni get jobs) Networking Opportunities CONCLUSION & QUESTIONS -Student government association of Georgia Tech Mission: The Student Government Association’s mission is to empower student organizations, embody student opinions, preserve student integrity, and enrich the student experience. -Sponsors GT Motorsports Social Atmosphere Guide to Greek Life Pamphlet -National Panhellenic Council ( African American Greek letter association) Alpha Phi Alpha -Multicultural Greek Council Xi Kappa -Collegiate Panhellenic Council Alpha Chi Omega Greek Life Pottery club Airsoft club Men's Water Polo Club Sailing Club Rowing Club Aerospace design build-fly club Cool Clubs 30-students:1-faculty member Peer Help Student Teacher Side classes School Size ( (Times Higher Education World University Rankings) ( ( ( Works Cited Works Cited Location Atlanta Georgia Location Georgia Aquarium World of Coca-Cola College Football Hall of Fame Tour Atlanta Zoo CNN Center Places to Visit

Georgia Tech

Transcript: Colors: White & Gold Mascot: Yellow Jacket ( Buzz ) Song: Ramblin' Wreck The School of Aerospace Engineering offers a doctoral degree. The PhD degree is a research degree. The degree requires fifty semester hours of coursework beyond the bachelor's degree; however, the main emphasis is on the research leading to a PhD dissertation. The candidate must pass a qualifying examination and present a thesis proposal and a thesis defense. A GPA of 3.25 is required to graduate with a PhD degree. All coursework, including Special Problems, must be taken on a letter-grade basis. The programs of study for both the master's and doctoral degrees are very flexible and can be tailored, in agreement with the student's advisor, to meet the candidate's professional goals. Requirements Degrees offered Entering students are required to meet the minimum course requirements set by the University System of Georgia as outlined below. Please be aware that ALL courses taken in these areas will be factored into a student's GPA, even those beyond the minimum requirements. English - 4 Units Math - 4 Units Science - 4 Units (for students who graduated from high school in 2012 and beyond) Social Science - 3 Units Foreign Language - 2 Units Students who have studied outside of the United States and home-schooled students may be required to submit additional documentation. Why College? Why not? School Sprit Tuition History Famous People Georgia Tech In 1948, the School's name was changed to the Georgia Institute of Technology to reflect a growing focus on advanced technological and scientific research. Women students were admitted in 1952, and in 1961 Georgia Tech became the first university in the Deep South to admit African American students without a court order. In recent years, Georgia Tech has been a national leader in managing the global transition from an industrial economy to an information economy. Throughout its long history, Georgia Tech has always focused its efforts on preparing students to use their innovative skills and strong work ethic to solve real-world problems and improve the lives of people around the globe. From the world-famous "Ramblin' Wreck" fight song to the Ramblin' Wreck Parade held every Homecoming to the fun and festivities of RATS Week, the Tech campus is steeped in time-honored traditions that students embrace from generation to generation. Jeff Foxworthy Jimmy Carter Joe Rogers, Sr. Mike Duke

Georgia Tech Presentation

Transcript: Ladan Mowlid Case Study Presentation Case Study You are settling into your new routine as a new Hall Director and have been working to better understand your team and the students who live in your residential area. During 1:1 meetings with your student staff members, you have asked them to share information about their residents and trends on the floor. In the majority of conversations, you've noticed that your staff members can speak to broad themes, (ex: a lot of Greek affiliated students, people not around very much, etc.) but they struggle to share specific information about their residents. At your most recent staff meeting, you introduce modified expectations for community building.You want each of them to spend more time talking to residents individually, strengthening the relationships they have with them. You share that this is something you want them to prioritize and that you will be asking about their conversations during your meetings with them each week. As you outline your expectations, you notice that some of the staff members are visibly confused and one of your returning staff members, Kelly, looks very overwhelmed with the new information. While there are no questions raised during the meeting, it's clear that your team members are not fully bought into the expectations you've shared. During your 1:1 with Kelly, later in the week, you inquire about the reactions you noticed during the community engagement conversation at staff meeting. Kelly apologized for the visible reaction and then shared, "I'm just a little confused by the new expectations. I get that talking to residents is important, but I don't have time for all of these conversations every single week. They know they can come to me if they need something. what's wrong with the weekly programming we've been doing?" Supervisor's Next Steps What are my next steps as a supervisor? 1) Clarify the expectations with each student staff member, individually. 2) Support student staff members by helping each one come up with a plan to as they take on this challenge. 3) Lead by example. 4) Offer tools for success. 5) Assess the results. Clarifying Expectations What are the expectations the supervisor has set for the student staff members? Student staff members should prioritize strengthening individual relationships with their residents by spending more time talking to them. How do you create buy-in? The Supervisor should use effective communication styles to explain the necessity for strengthening individual relationships with residents during upcoming 1:1s with student staff members. The supervisor should also ask the student staff member what their specific concerns are and how they can best support them in this process. This minimizes the chances of student staff members feeling as though their supervisor is inconsiderate of their individual needs. Expectations Support How can the supervisor better explain the expectation? To help the student staff members develop the skills necessary to strengthen their relationships with their residents, the supervisor should be willing to have collaborative discussions with the student staff members during 1:1s to help them come up with an action plan as they aim to fulfill the expectation. For example: - Ask Kelly how he/she got to know their Peer Leader during their first year. - Provide Kelly (and other student staff members) suggestions on how to better get to know residents through intentional and strategic scheduling. Lead As a supervisor it is important to lead by example. In this scenario, the supervisor should find ways to work on strengthening relationships with their residents and student staff members. For example: - The supervisor should consider joining residents already sitting at a table when eating in the dining facilities. - The supervisor should try to have a meaningful conversation with one to two residents before or after hall/area programs or in the hallways. - When following up with student staff members about their discussions with residents, the supervisor should also let the resident know what he/she has learned about individual residents in the past week. Offering Tools A fueling up station allows student staff members the opportunity to learn something new from one of their colleagues/peers. A fueling up station is an abstract that can go anywhere. For example, a staff member can set up a fueling station for student staff members in the lounge on a monthly basis or at the end of every staff meeting. A fueling up station allows student staff members the opportunity to ask their colleagues questions about any topic their colleague is proficient in. For example, if student staff member A speaks Arabic and student staff member B has a resident who is an international student from Dubai, student staff member B can ask student staff member A to teach them a few Arabic words. This example allows student staff members to fuel up on their knowledge regarding the middle east while

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