Sentences with phrase «graduates of the program develop»
Graduates of the program develop a teaching website to showcase their lesson plans and many find employment as teachers in schools, Christian programs and international settings.
https://www.affordablecollegesonline.org/ Not exact matches
Chong, a graduate of OCAD University's industrial design program, developed the LIFEbike as his thesis project.
Dr Arief Daryanto, Director of the Graduate Program of Management and Business and Senior Lecturer in the Faculty of Economics and Management, Bogor Agricultural University FOOD LOSS IN SUPERMARKETS: Are there lessons from developing countries?
She developed, and has directed, the dietetic internship program for Sarasota County Schools for 19 years and has graduated over 60 students from the program, most of who are currently employed in school nutrition across Florida, the Southeast, and the nation.
In order to meet New Legacy Charter School's mission of empowering teen parents with the skills needed to raise healthy children and graduate prepared for success in college and careers, developing a Coordinated School Health Program is a necessity.
The Foundation has also funded a graduate student internship through the University at Albany's School of Public Health to help develop the «It's Okay to Talk About It» program.
The BPC program seeks to engage the computing community in developing and implementing innovative methods to improve recruitment and retention of these students at the undergraduate and graduate levels.
Outside of the lab, I now serve as a Graduate Community fellow developing and organizing programs for graduate women, and as a Graduate Resident Tutor in an undergraduate hall, as well as a mentor for Minds Matter inGraduate Community fellow developing and organizing programs for graduate women, and as a Graduate Resident Tutor in an undergraduate hall, as well as a mentor for Minds Matter ingraduate women, and as a Graduate Resident Tutor in an undergraduate hall, as well as a mentor for Minds Matter inGraduate Resident Tutor in an undergraduate hall, as well as a mentor for Minds Matter in Boston.
Traditional graduate programs aim to develop strong independent researchers; they rarely emphasize the acquisition of good teaching skills.
In 1999, ANDP developed a fellowship program to give graduate students and postdocs a chance to acquire leadership training, exposure to what goes into academic policy formation, and an understanding of what it takes to be a department chair or program director.
For the upper levels (grades 11 - 12) of the science program we were developing, I hired primarily master's and Ph.D. graduates, most of whom had no previous editorial experience.
Those roles require — in addition to the deep expertise developed during a typical Ph.D. program — peripheral skills and out - of - field knowledge that traditional graduate programs do a poor job of conveying.
Fewer than half (375, or 44 %) of respondents representing 134 institutions (59 % of the total) reported having existing formal programs for graduate students to develop skills for non-academic careers.»
First, the rigor of the science curriculum in medical schools has not kept pace with advances in the biological sciences; M.D. graduates lacking a rigorous science background find it difficult to develop research programs that can equal those of well - trained basic scientists.
Hope Mirendil, an alumna of the TSRI graduate program and first author of the new study, spearheaded the effort to develop the first - ever animal model of fetal cerebral hemorrhage.
Within these broad guidelines, each participating institution is expected to develop a program tailored to suit the specific needs of a department and its graduate students.
At the University of Nebraska at Lincoln, for example, mathematics educator Jim Lewis has developed The Mathematics Semester — a concentration of pedagogy and mathematics courses for undergraduates preparing to be elementary school teachers — as well as Math in the Middle, a graduate program for middle - school math teachers.
The three - year graduate degree program that Gross has developed for elementary school teachers begins with the concept of mathematics as a second language.
Penn State has developed a number of mechanisms for achieving these aims, such as establishing an undergraduate minor — Science, Society, and the Environment in Africa — and creating a new graduate program, Sustainable Georesource Management, which incorporates an Africa - based internship.
SBP has developed a six module 12 - month program that gives advanced graduate students and postdoctoral fellows at SBP, The Scripps Research Institute, Salk Institute and University of California San Diego insight into how their innate preferences and associated behaviors can affect their leadership styles, impact their teams, and ultimately affect their career satisfaction and success.
Prior to that, Stephanie was part of Stanford's central campus Career Development Center (now BEAM), counseling and developing career development programs for graduate students and postdocs from various disciplines across campus.
As a graduate student, she developed and presented a range of educational outreach and development programs, including a two - day discipline - specific pedagogical training for incoming teaching assistants, as well as four animated videos of classical ecology papers.
Develop academic and professional competencies expected of graduates in their respective programs.
«This grant from the Kellogg Foundation will help CISS move toward realizing our three - year plan to expand local and national training programs, extend consultative, advocating, and support services, and strengthen the important school - community - university partnerships being developed through the Harvard Graduate School of Education's Risk and Prevention Program.
In teacher education, Tony is developing protocols for a graduate teacher performance assessment that is a requirement of program accreditation for initial teacher education.
The Prudential grant will fund CISS's second Full - Service Schools Conference at the Harvard Graduate School of Education on March 26 - 27, 1999, drawing interdisciplinary teams of practitioners and policymakers from schools around the country to explore full - service and community school programs and develop practical...
Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).
The Think Tank is one among more than 30 Programs in Professional Education hosted by the Harvard Graduate School of Education, and the only one that focuses on how to develop global citizens and global competency among students in K — 12 schools.
With funding from the U.S. Department of Education, the Harvard Graduate School of Education, in collaboration with the Boston Plan for Excellence and the Boston Public Schools, has developed the Transition to Teaching Math and Science (T2MS) Program to address the shortage of qualified math and science teachers in Boston's middle and high schools.
Chosen by a panel of faculty and administrators, five teams composed of recent graduates or doctoral students have spent this summer developing start - ups as part of HGSE's Education Entrepreneurship Fellowship Program.
Global Cities, Inc., a program under the auspices of Bloomberg Philanthropies, has committed $ 250,000 to Out of Eden Learn (OOEL), an online learning community developed by Project Zero at the Harvard Graduate School of Education that fosters thoughtful crosscultural inquiry and exchange.
The Harvard Graduate School of Education has announced a new professional development program for middle and high school educators to learn how to develop more caring, ethical children.
With three cohorts now graduated from the program and in posts spread throughout the country, the picture of its graduates» leadership in the field is developing and the strength of that network taking shape.
Leveraging the resources of the Harvard Graduate School of Education and the collective wisdom and expertise of program colleagues, participants will develop strategies for system - level change that can be implemented both immediately and over the long term.
The Prudential grant will fund CISS's second Full - Service Schools Conference at the Harvard Graduate School of Education on March 26 - 27, 1999, drawing interdisciplinary teams of practitioners and policymakers from schools around the country to explore full - service and community school programs and develop practical collaborative action plans.
Computer Programming For Kids 8 And Up WBUR, December 26, 2012 «While the programming languages are simpler than the ones used by professionals, they're still teaching kids the foundations of computer science, according to [Assistant Professor] Karen Brennan of Harvard Graduate School of Education, who helped develop the Scratch program at MIT's Media Programming For Kids 8 And Up WBUR, December 26, 2012 «While the programming languages are simpler than the ones used by professionals, they're still teaching kids the foundations of computer science, according to [Assistant Professor] Karen Brennan of Harvard Graduate School of Education, who helped develop the Scratch program at MIT's Media programming languages are simpler than the ones used by professionals, they're still teaching kids the foundations of computer science, according to [Assistant Professor] Karen Brennan of Harvard Graduate School of Education, who helped develop the Scratch program at MIT's Media Lab.»
Dr. Kristina J. Doubet is an associate professor in the Department of Middle, Secondary, and Mathematics Education at James Madison University, where she develops and teaches core coursework for graduate programs in middle and secondary education while working closely with classroom teachers.
NatureMapping developed pre - and post-tests around field study of the environment, and had an outside evaluator — in this case, a graduate student — evaluate its program, assessing multiple grade levels and schools.
The SECURe team at the Harvard Graduate School of Education, led by Stephanie Jones in conjunction with Robin Jacob of the University of Michigan continues to develop and support a customized version of the SECURe program specifically for use by The Children's Aid Society.
I had a moment of reflection and decided to go back to school to develop my skills and leadership, to pursue a graduate studies program that I felt would launch me into a new career, to catapult me into education policy like a slingshot.
A large and unassailable body of evidence shows that our students — whether in our preK - 12, in our graduate school education, and in our alternative college and jobs program — will learn and develop more if they are taught and mentored by a diverse staff.
At Ohio State University, which annually graduates more new teachers than any other institution in America, a 12 - member «technology» group within the education faculty is working to develop courses and programs that will introduce students to the theory and operation of computers as teaching devices.
West Aurora District 129 has developed a program that supports this approach by encouraging staff members to participate in one of the various professional learning models by granting certification clock hours, internal and external graduate credit, and professional learning stipends for participating teachers.
And as the student population continues to grow more racially, ethnically, and linguistically diverse, the teacher workforce remains overwhelmingly white.3 Research shows, however, that students of color benefit from having teachers with whom they share the same race or ethnicity, 4 and white students benefit from having nonwhite teachers as well.5 In order to increase the number of teacher candidates of color enrolling in and graduating from teacher preparation programs, several states are developing initiatives to intentionally recruit high - achieving people of color into the teaching profession.
Developed according to the Standards for Principals through the Colorado Department of Education and State Board of Education, our Principal Licensure program is designed to graduate effective administrators and instructional leaders.
The initiative was started by Fellow Earl Martin Phalen, a Harvard Law School graduate who co-founded Building Educated Leaders for Life (BELL), through which he developed out - of - school programs in urban communities.
To enhance the quality of our programs, Walden developed an assessment system designed to ensure that all students graduating from the Riley College of Education and Leadership demonstrate the knowledge and skills to be successful.
He also teaches at the Graduate School of Education at the University of Pennsylvania and helped develop PELS (Penn Educational Leadership Simulation Program) an innovative, research - based collaboration between Penn GSE and the three major professional associations for K - 12 school leaders.
The PBP Grant supported expansion of the school's art and music program as well as the establishment of the JOY (Jobs of Youth) Program, allowing older children and graduates to develop and use skills in a sheltered work envirprogram as well as the establishment of the JOY (Jobs of Youth) Program, allowing older children and graduates to develop and use skills in a sheltered work envirProgram, allowing older children and graduates to develop and use skills in a sheltered work environment.
Two committees form the centerpiece of this effort: The Instructional Program Advisory Council, or IPAC, which will be charged with developing a Profile of the Niskayuna Graduate, and the District Curriculum and Accessory Council, or DCAC, which will be charged with guiding instructional decisions through working with new and existing committees and program reviewProgram Advisory Council, or IPAC, which will be charged with developing a Profile of the Niskayuna Graduate, and the District Curriculum and Accessory Council, or DCAC, which will be charged with guiding instructional decisions through working with new and existing committees and program reviewprogram review teams.