Sentences with phrase «students study these courses»

The 16 students studying the course will learn the foundations of bricklaying, plumbing, carpentry and electrical contracting.

Not exact matches

One popular option at Brock is the Independent Study course, which allows students to take on a research project in an area of their own choosing.

Brown students have the freedom to personalize their liberal - arts course study, a practice the school calls «open curriculum.»

Studies have shown that over the course of an hour lecture, there is a 10 - to 18 - minute window in which students are in their most focused mindset.

In the first - year, MBA candidates must read, absorb and debate some 270 case studies in 10 courses, often fighting for «air time» with equally clever students just as eager as they are to score points with professors.

The concept was simple: create a universally accessible studying environment where students could share materials, thoughts on courses and professors and even tools to create flashcards and plan schedules.

Students who would otherwise take time off from school to pursue work, research, or travel can continue their studies through online courses.

«We heard from many students that they wanted help sequencing together courses in order to form more substantive programs of study than can be represented by a single course.

One study conducted with students in a statistics course found that adding three or four funny anecdotes related to class topics increased grades by 10 %.

Students who have completed an undergraduate honours business administration degree at Ivey are eligible for an 8 - month accelerated course of study, making it one of the shortest MBA programs in Canada.

The investigation stemmed from allegations that UNC had a system in which students took an African Studies course that never met, had little instruction, and required only one paper that received high marks, regardless of quality.

The inaugural class began studies in September 2012, with courses delivered during short, intensive sessions in Vancouver followed by ongoing online interaction with professors and other students.

Then we shared case studies of students who had used the roadmap to launch successful courses.

Students can attend full or part time and expect to complete their course of study between three months and two years.

Here is a show about a diverse group of students nay friends who make their way through Spanish and anthropology courses in terms of relying on each other as a study group.

If I make my course materials availabe to students on their wireless devices, they'll study a whole 40 minutes more a week!

By Stephen Prothero, Special to CNN (CNN)-- In religious studies courses, professors often try to get their students to see the world through Hindu eyes or to walk a few miles in the shoes of a Confucian.

More than 22,000 students from 180 countries are currently studying Paul's New Testament letters, thanks to Harvard University and edX, which offers massive open online courses (MOOCs) for free.

They are not only practices of teaching and learning, but also practices of raising funds and maintaining the school's resources; not only practices of governing various aspects of the school's common life, but also practices of various kinds of research; practices not only of assessing students and when they should be deemed to have completed their courses of study, but also of assessing faculty and judging when they should be promoted and when terminated; and so on.

The set will include practices of teaching and learning, practices of research, practices of governance of the school's common life, practices having to do with maintenance of the school's resources, practices in which persons are selected for the student body and for the faculty, and practices in which students move through and then are deemed to have completed a course of study.

One student called attention to the fact that in the Soviet Union seminary students attend school for eight years; but even then it is doubtful whether there is enough time truly to «complete» a course of study.

Regarding the course of study as a whole, however, this is too rigid to be practicable except in schools with relatively small and very homogeneous student bodies.

I find it ironic that most seminaries require a course in homiletics to help the student get through 20 minutes of the service (the sermon), but the same schools assume that he or she can wing it through the other 40 minutes without serious study and reflection.

Though their course of study is longer and their debt load higher, rabbinical students, as a group, have most of the characteristics of «quality» that other groups say they want.

I could easily commend the syllabus, lecturers and course leaders, the flexible study modes (I opted for three years part - time), the range of optional modules, the extraordinarily helpful librarian and IT staff, the well - designed virtual learning environment, opportunities to dialogue with staff and fellow students, pastoral support — and much more.

In other words, theological education still has not found a new paradigm for the nature of theology, reasons for the way it organizes its course of study, and a coherent version of the routes students take through their studies.

Students interviewed during the course of this study further obscure the issue by describing themselves as «spiritual» and defining their general spirituality as a personal religious experience.

By focusing on «the religious practices of today's undergraduates,... and the extent to which the study and the practice of religion are made available to undergraduate students,» they offer a systematic report of each campus's ethos, inherent religious practices and religion courses.

With skillful teaching it is often possible for the same course of study to be vocational for those students who need it to be and a liberal study for those who do not.

For some years we required a course introducing students to the scholarly study of the Bible.

Students in constitutional law courses increasingly echo the Critical Legal Studies slogan from the last decade: It's all «just politics.»

Such a system had serious drawbacks because the teaching materials were several centuries old, the study of Arabic — and no Chinese — was inadequate, so the students could read only a limited amount and could not speak the language, there was no general educational background for the religious courses, and the freedom allowed to the students often led them to form bad habits.

That course had an even more profound effect on me: It made me decide to devote my life to the study of East Asia, Japan in particular, and I entered the graduate program at Harvard as the only student in sociology and Far Eastern languages.

Stressing the relevance of a given course or discipline to the modern world, putting more emphasis on psychological and sociological studies, or locating students in field situations, while important, will not solve the problem.

So when I would get to the unit on the prophets in this introductory biblical studies course, I would be up there ranting and raving about justice, and the passion for justice, and my students would be sitting there not looking excited at all, taking notes, wondering what was going to be on the exam.

In devoting themselves to the necessary tasks of maintaining a degree program, they focus on teaching expertise, recurring courses of study, standards of student admission and symbols of adequate student performance.

When the study of religion was introduced into universities, students turned to these courses for help.

But when he himself addresses the issue of unity in the course of his study, he seems to ground this unity, not in this emerging picture of ministry, but in a «conversation» among students, objects of study, and faculty across disciplines.

That will provide the context for turning finally in the last two chapters to what makes the school's curriculum a course of study rather than a clutch of courses, what it can do to and for its students, to and for congregations, and to and for traditions of academic research.

Micah told the story of how he took a graduate course on Joshua and Judges in which the professor, on the first day of class, went around the room and asked each student why he or she elected to study these two Old Testament books.

Departmental names won't matter much if the shift has already taken place from a scientific theology, based on the prior Catholic faith commitment of every student in the classroom (which obviously would require everyone enrolled in the course to be a committed Catholic), to a phenomenological, historical study of what others believe.

Most of the University's students, however, are not Catholic, and when studying theatre, sports, media, business, physics, English, psychology, or one of the other degree courses on offer, may or may not feel any sense of link to the Church.

Until recently a specializing student could elect a course on primitive religions, in advanced work, though even there this took a minor place alongside studies of the more advanced great faiths — especially Buddhism, on which Chicago has been concentrating.

A course in music that leaves the student free to study nothing but hip - hop is more liberal, in one sense, than a course that insists on harmony, counterpoint, and a study of the classics.

On college campuses students flock to courses in religious studies, keep local Zen masters busy, and startle their teachers with tales of conversion and mystical experiences.

The theological school, for its part, would assume responsibility for course work that studies Christian congregations in all their variety, as well as course work that focuses on models of practice, thus cultivating students» capacities to reflect on ministerial practice (cf. 121 - 25).

Johann Lang, in a letter to Spalatin in March 1516 (shortly before he was appointed to Erfurt) referring to the large numbers of students who were dropping out of the courses on scholastic philosophy and theology, and explaining the rebirth of biblical studies (he used the Renaissance type word reviviscere) and the new Strong interest in antiquae scriptores, identified the phenomenon by pointing to the international influence of Reuchlin and Erasmus, «men of great erudition and integrity».

It take a little time and study of course, but that is what Paul encourages us to do, to study and be good students of the word.

The complaint may be that the curriculum is too «academic» and insufficiently «Professional»; too «theoretical» and insufficiently «practical»; or, conversely, that it is too single - mindedly focused on producing «Professional ministers» in a certain model and too inflexible to allow individual students to pursue their own intellectual interests; and, above all, that the curriculum consists of too many small pieces of information that are not adequately «integrated,» that it provides not so much a course of study as — in H. Richard Niebuhr's wonderfully wry phrase - «a series of studious jumps in various directions.»

Primary and Secondary school students will not be admitted, regardless of any courses they are studying.