Sentences with phrase «schools as academic»

But I think there is a third reason for theological education's resistance to change: the social structure of theological schools as academic institutions tends to inhibit genuine reform.

«I am so honored to serve the school as academic dean.

Not exact matches

Tensions were high Wednesday at New York University's Stern School of Business, as a group of academics, venture capitalists, and entrepreneurs faced off during a panel discussion on the future of higher education.

And early next year the Schulich academic family is expecting another addition — this one a school of education at an as - yet - undisclosed university.

«As an open admission high school, students come to us from various schools throughout the metro New Orleans area and we don't necessarily know the academic acumen of students coming through the building,» he says.

In Kilduff's most recent research, which has yet to be published, he finds that U.S. universities engaged in a long - standing rivalry (Harvard vs. Yale, USC vs. UCLA) benefit from increased merchandise sales, as well as a a higher proportion of alumni who donate to the school, even after controlling for factors like academic and athletic rank.

That is munificent pay for an academic who is not known as a superstar outside his school in Glendale, Arizona.

The university and the business school are keeping Saloner on as dean until the end of the academic year, and then he will go back to being a professor.

Both of these schools, along with academics in general, tend to be seen as liberal.

She will spend the 2004 - 2005 academic year as a Loeb Fellow at the Harvard University Graduate School of Design.

However, after over three years, the NCAA announced Friday that it could not conclude academic fraud at UNC, as the NCAA allows schools to decide whether academic fraud occurred.

The academic component of the program is overseen entirely by the partner school (in much the same way as the International Exchange Program) but does take place over the course of 1 - 2 weeks.

The centre acts as a catalyst to exploit the concentration of academic and health sector talent in the private sector, at the University of Toronto (in medicine, law, economics, and bioethics among others) and the Rotman School.

Callido also provides online courses to schools with progressive and international curriculum as well as to academic intuitions affiliated to CBSE (Central Board of Secondary Education) and ICSE (Indian Certificate of Secondary Education) board.

As part of the application process, entrepreneurs must enter into a collaborative agreement with UMSL that describes how they will further the mission and goals of UMSL (such as by hiring or mentoring students, developing programs, contributing to academic research, etc., depending on school needsAs part of the application process, entrepreneurs must enter into a collaborative agreement with UMSL that describes how they will further the mission and goals of UMSL (such as by hiring or mentoring students, developing programs, contributing to academic research, etc., depending on school needsas by hiring or mentoring students, developing programs, contributing to academic research, etc., depending on school needs).

The school can make you eligible for federal aid again as long as you adhere to the academic plan.

Teach full - time as a highly - qualified teacher in a high - need field at an eligible low - income elementary school, secondary school, or educational service agency for at least 4 academic years.

Noted urban theorist Richard Florida joins the School as inaugural academic director of the Martin Prosperity Institute.

Since 1900 stocks returned 6.5 % annualized after inflation, bonds 2 % and cash — using T - bills as a proxy — just 0.8 %, according to London Business School academics Elroy Dimson, Paul Marsh and Mike Staunton in research forCredit Suisse.

Schulich School of Engineering Dean Bill Rosehart describes the program as a natural fit for students seeking the best of both academic worlds, through programs that complement each other in entrepreneurship and creative thinking.

Before joining GW in 2007, Professor Cunningham taught at Boston College Law School, where he served a two - year term as Associate Dean for Academic Affairs.

Schools that don't use traditional terms such as semesters or quarters usually must pay you at least twice per academic year — for instance, at the beginning and midpoint of your academic year.

Many conservative commentators point, as the icon for all that went wrong, to the 1967 Land O» Lakes statement, in which the presidents of Catholic colleges declared that their pursuit of academic excellence served a high Catholic goal and thus exempted Catholic schools from direct obedience to the hierarchy and magisterium of the Catholic Church.

The relation to the Church has grown so odd, defined so sharply as the barrier to academic excellence, that Catholic schools can hardly bring themselves to say the word Church.

During Raymond's academic years, Camden's schools spent about one - half as much per student as did schools in Princeton, New Jersey.

Meanwhile, the Church in Philadelphia is undergoing a painful downsizing, as newly installed Archbishop Charles Chaput announced in early January that 48 Catholic schools (both elementary and high schools) will be closed and / or consolidated at the end of the present academic year.

The variety ranges from cases in which faculty elect some members of the board of trustees from among their number, to cases in which faculty as a group is formally charged with certain responsibilities (say, nominating new faculty, or establishing policies governing the academic program of the school), to cases in which faculty effectively have neither responsibility, authority, nor power in the school's polity.

academic / professional — as in, «This school puts so much stress on professional training that it slights academics»; alternatively, this school may be strong academically but it provides little help in preparing for professional ministry»;

Since conceptual capacities needed to understand God include capacities that are «existentially» significant while at the same time fully as rational and as rigorously disciplined as any other capacities to understand anything else, can academic schooling be understood adequately simply as the acquisition of capacities for disciplined accumulation and mastery of data and capacities for critical and self - critical theorizing (cf the «Berlin» model)?

Do they not, in the first place, reintroduce the distinction between «theoretical» and «practical» (or «academic» and «professional») which, once adopted as a way to organize the world of a theological school, ends up alienating the «theoretical» or «academic» and making it functionally irrelevant to the «practical» or «professional»?

As such, his role will be to attract talented Christian scholars in the field, enhancing the school's academic profile in accordance with its renewed religious mission.

At present, he also serves as Dean of the School of Theology and Senior Vice President for Academic Administration at The Southern Baptist Theological Seminary, where he also serves as Professor of Christian Theology and Ethics.

During Raymond's academic years, Camden's schools spent about one - half as...

Catholic schools, for example, used to think of academic freedom as in the service of the truth we find in natural law, the truth about abortion, the relational person, and so forth.

Teenage pregnancy is being cited as one of — if not the leading cause — of delinquency and crime, and it has been proven to have a direct bearing on behavior problems in school and academic performance.

school he, has, distinguished himself as an academic who can make sense to church people and make sense of church, people.

The difficulties with «strongly religious» colleges even today, much less between 1870 and 1920, are sometimes buried in Marsden's notes, as when he admits that academic due process is often absent from such schools and «dictatorial rule is particularly common.»

Yet another sign of the flourishing of AATS - member graduate professional schools in the United States was the astonishing — from the vantage of the 1990s — statistic that despite the intervening economic depression they averaged three times as much endowment per student ($ 6,103) as all privately controlled academic institutions ($ 2,040), and more than ten times as much as publicly controlled institutions ($ 455).13

It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a high premium is placed on the school being a residential community.

Theological schools with this sort of ethos have tended to be especially comfortable associating with or being an organic part of other types of academic communities such as undergraduate colleges, graduate centers, and universities.

Fox tells the story from beginning to end: childhood in the German - American parsonage; nine grades of school followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, inschool followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, inSchool, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, in 1971.

The prevailing ethos of schools with this heritage is profoundly shaped by the conviction that they are constituted as communities by academic purposes and not, as church communities are, by doxological purposes.

Yet another place to look for assumptions that shape a given theological school's distinctive ethos is its organization of activities not strictly academic, such as worship or social action.

As the founding document of Union shows, such a school would quite deliberately be set in the midst of a major metropolitan center on the grounds that this environment was necessary to, rather than a distraction from, its proper academic purposes.

Finally, the answers made to these two types of questions will interconnect in complex ways with answers made to the question of how the school as community is related to church communities: Is the school itself an ordered Christian congregation; is it an expanded version of the academic aspect of the work of ministerial leadership in a settled congregation; is it an agency for the extension education of practicing clergy?

Though no clear - cut idea of the theological school or of theology as a whole is as yet in prospect, a sense of renewal and promise, a feeling of excitement about the theological task is to be felt in the academic climate and it is accompanied by invigoration of intellectual inquiry and of religious devotion.

The social practices involved in academic specializations tend to be institutionalized (often informally) outside of theological schools in what are often referred to as academic guilds.

I've never been one to consider myself the creative type — I was always the bookworm in school and excelled in academics, not arts — but as I grow older, I find myself venturing more and more into artistic outlets.

Boston College president William Leahy says his school is moving to the ACC «because of academics and finances, as well as athletics.»

At a school considered in some academic rankings as the No. 1 private school in the state and among the top 10 in the nation, both Jayda and Jayla are right at a 4.0 grade point average.