Sentences with phrase «teach college and graduate»

Teacher — Duties & Responsibilities Teach college and graduate level mathematics from introductory courses to advanced Ph.D. level courses Design and implement dynamic, engaging materials to challenge and inspire students Implement multiple teaching techniques to reach audiences of varying learning styles and abilities Responsible for one on one instruction and lecture - based learning for classes as large as 50 students Experienced in both youth and adult education instruction techniques Serve as academic and Ph.D. advisor offering personal and professional guidance to students Coordinate student schedules, activities, and departmental course offerings Build and strengthen professional relationships with faculty, staff, and industry leaders Represent the university with poise, integrity, and positivity Author and publish multiple text books and papers in applied mathematics Research finite element analysis in mathematical problems in engineering and applied sciences, actuarial and financial mathematics, computer simulations of engineering problems, and other specialized mathematics Speak at multiple colleges, universities, and industry gatherings (list available upon request) Serve as advisor and editor of papers authored by students and fellow professors Dedicated to the development of students and continued professional growth

Teaching Tips for College Instructors - Understand This page contains tips on how to teach college and graduate students about.

Not exact matches

Two damning reports appeared in 1959, condemning American graduate management education as little more than vocational colleges filled with second - rate students taught by second - rate professors who did not understand their fields, did little research and were out of touch with business.

«Many people will go to this film and enjoy it,» expressed Dr. Johnson, who holds a Ph.D. in Christian Ethics from Southern Baptist Theological Seminary and has taught a Cinematic Theology course at the undergraduate level in college, as well as a course on the Theology of Movies and Visual Media at the graduate level in seminary.

And more than 90 percent of current graduates say they would seriously consider teaching in a religiously affiliated college or university or a divinity school.

Religion and art has been a «field» in the sense that one can study it in graduate school and find positions teaching it in colleges only since the 1950s.

After graduating from a Christian college in which this was the prevailing attitude, I nearly lost my faith because I began to fear that being a Christian required checking my brain at the door and ignoring what this world has to teach us.

Most of our missionaries are recent college graduates who return to the college campus and invite students into a personal relationship with Jesus Christ and his Church and inspire and equip them for a lifetime of Christ - centered evangelization, discipleship, and friendships in which they teach other to do the same.

My gay child has a strong father, a two parent household, a upper middle class income, both college graduates, went to church, had a supportive family life, engaged in sports, school activities and I think someone needs to teach you about what the real Jesus would have done.

While some evangelical supporters of homeschooling, private school, and charter school options are celebrating a school choice advocate's appointment to this all - important role (and a graduate of the evangelical liberal arts school, Calvin College, at that), other conservative Christian public school parents and advocates are disheartened by DeVos's limited personal history with our nation's public schools (she has mentored in public schools but not attended, taught, or sent children to public schools).

A scholar - theologian who once taught on a theological faculty and later went to a department of religion in a secular university has written poignantly about his pilgrimage through the kind of identity crises I have just described: one who in college had a kind of neo-fundamentalist faith, went through graduate school, established peer relationships with scholars, and then found himself in a crisis of belief, now speaks about the morality of belief — the importance of being true and honest in what one can actually avow and affirm with integrity.

They teach in a thousand college religion departments and a score of graduate religion and theological, schools.

It's absolutely shocking how many people graduate from college, saddled in debt, loaded up with specialized knowledge, yet have never been taught financial literacy and the basics of entrepreneurship.

She later graduated from the University of Munich, did her Waldorf Teacher Training at Emerson College in England, and taught at the Edinburgh Waldorf School before moving to Chapel Hill in 1998 to teach at Emerson.

Dr. Crenshaw has taught graduate courses in counseling and play therapy at Johns Hopkins University, Teachers College, Columbia University and Marist College.

To attract the best and the brightest to the teaching profession, Cuomo wants the state to pay the college tuition of top graduate students at CUNY and SUNY schools who agree to teach for five years in a school in New York.

Students at Syracuse University and local colleges would no longer be able to deduct the interest they pay on student loans, and graduate students would have to begin paying tax on the tuition that is waived for them while they work on campus as researchers and teaching assistants.

Mummy Ani was a graduate of the Federal College of Education, Eha Amufu, Enugu State and taught in several schools in Enugu State.

A graduate of the University of Stirling and Notre Dame College of Education, he taught at a number of schools in Renfrew District and in Rutherglen from 1980 to 2000.

Princeton physics graduates with excellent pedigrees were taking jobs at community colleges and third - tier teaching colleges or doing second and third postdocs.

At Santa Cruz, we've been thinking about putting in place something we're calling Graduate College, which would allow us to provide a structure and a community for graduate students and postdocs, but give us a very specific way in which we could offer not just career counseling but really specific, tangible benefits, like certificates in advanced college teaching, certificates in instructional technology, certificates in laboratory management, labor relations, anGraduate College, which would allow us to provide a structure and a community for graduate students and postdocs, but give us a very specific way in which we could offer not just career counseling but really specific, tangible benefits, like certificates in advanced college teaching, certificates in instructional technology, certificates in laboratory management, labor relations, andCollege, which would allow us to provide a structure and a community for graduate students and postdocs, but give us a very specific way in which we could offer not just career counseling but really specific, tangible benefits, like certificates in advanced college teaching, certificates in instructional technology, certificates in laboratory management, labor relations, angraduate students and postdocs, but give us a very specific way in which we could offer not just career counseling but really specific, tangible benefits, like certificates in advanced college teaching, certificates in instructional technology, certificates in laboratory management, labor relations, andcollege teaching, certificates in instructional technology, certificates in laboratory management, labor relations, and so on.

Do the dynamics of modern existence plump the temporal sulcus to send college graduates for a lifetime of highly social or even altruistic endeavors, impelling them to apply directly to Teach for America rather than an internship in the mergers and acquisitions department of a white - shoe Wall Street firm?

Now a graduate student in plant and microbial biology at UC Berkeley, Garcia believes that the teaching and mentoring he received while in community college was essential to launching his scientific career.

Upper - level high school students, the report says, should take far more science and math classes, and a larger proportion of college graduates should go into teaching.

A new report from the Royal Society on improving U.K. science and mathematics education contains a lengthy wish list: Upper - level students should take a lot more science and math; more college graduates with science degrees should go into teaching; current teachers should continually upgrade their skills and have a larger voice in the educational process; and the government should de-emphasize the high - stakes tests used to measure student achievement.

He taught himself high school material while working on a farm near Yan «an, studied in an engineering college in Xi'an as a worker - farmer - soldier trainee, and was among the first to pursue a graduate degree in post-Mao China.

Glassman received an M.A.T. in biology teaching from Union Graduate College and a B.A. in biology from Brown University.

Teach for America, a nonprofit that enlists high - achieving college graduates and professionals to teach in poor communities for at least two years, has some 32,000 alTeach for America, a nonprofit that enlists high - achieving college graduates and professionals to teach in poor communities for at least two years, has some 32,000 alteach in poor communities for at least two years, has some 32,000 alumni.

Peter Dunn and Linda Whittingham, professors of behavioral ecology at UW - Milwaukee, wrote the paper with Jessica Armenta, a former UW - Milwaukee graduate student who now teaches at Austin Community College in Texas.

Anyone staying late in the lab at the Boyce Thompson Institute (BTI) on a Thursday night will witness a small but dedicated group of Tompkins Cortland Community College (TC3) students and a BTI graduate student or postdoc huddled around a microscope, discussing basic biology concepts, or laughing about a bit of science news — a teaching arrangement that has benefitted students and teachers alike since 2010.

Elena Tartaglia, a 2005 graduate who now teaches biology at Bergen Community College in New Jersey, recalled one Campbell poem about worms that rhymed monoecious - which means an organism with both male and female characteristics - with specious.

Members teach frequently in Biology at Dartmouth College, the PEMM program, and QBS at Dartmouth's graduate school of arts and sciences.

Graduating from NCNM in 1984, Dr. Hudson would go on to serve as the school's Medical Director and Academic Dean, and has also taught at Bastyr University and Southwest College of Naturopathic Medicine.

A yoga student himself, Nick graduated from Logan College of Chiropractic in St. Louis, MO, and taught Anatomy and Physiology for 4 years at Sister Rosalind School of Massage Therapy in Fargo N.D.

An honors graduate of Yale University and Columbia University College of Physicians and Surgeons, she has more than ten years of experience practicing primary care, directing a medical weight - loss program, and teaching doctors - in - training at Bellevue Hospital Center in NYC.

Because we, as a Holistic University and College of Nutrition, teach and graduate Holistic Nutritionists on the Superior Acid Alkaline Diet philosophy with a degree in Holistic Nutrition.

Megan has been adjunct faculty in the Holistic Nursing graduate program at the College of New Rochelle in New Rochelle, New York, where she taught Clinical Meditation and Imagery, and at the Huntington Meditation and Imagery Institute, Huntington, New York.

An honors graduate of Yale University and Columbia University College of Physicians and Surgeons, she practices primary care, directs a weight management program, and teaches doctors - in - training at Bellevue Hospital Center in New York City.

I graduated college with a degree in International Affairs and Middle Eastern Studies, and spent many years teaching and traveling overseas.

I took one of my guy friends there on a shopping spree after he graduated college a couple of years ago and he got so many great work basics for his first teaching job on a budget.

Contrary to earlier cohorts of college graduates from the mid-1990s and early 2000s, graduates entering the teaching profession in the 2008 — 09 school year had average SAT scores that slightly exceeded average scores of their peers entering other occupations.

As the nation's economy generated more and more well - paying jobs for the brightest college graduates, the number and quality of people entering the teaching profession began to decline.

We can compare the distributions of percentile ranks of SAT scores over time for new teachers entering the workforce the year after receiving their bachelor's degree (beginning teaching in the 1993 — 94, 2000 — 01, and 2008 — 09 school years) to those of other college graduates in the same cohort working full time the year following graduation.

During her post graduate years, Dianis designed and taught a program for students with learning issues at a college preparatory school.

Another possibility is that many individuals who graduate from college with an education major do not actually end up teaching, and it may be that the more academically competent among those trained to teach actually become teachers, either because of application or hiring decisions.

By 2008, there is no relationship between college graduates» SAT scores and their likelihood of applying to teach, when controlling for the other variables in the model (college major, undergraduate GPA, college selectivity, parents» occupation, parental income, and race / ethnicity).

The bar has been set not by its critics but by KIPP itself: if KIPP and other No Excuses schools are to fulfill their promise as game changers in American education, and rewrite the script on reaching and teaching underserved kids, their graduates must not merely be accepted to college; they must demonstrate success once they get there.

One wonders why, if this is the case, that the most elite college graduates have not flooded schools as they have the financial sector and how teaching remains the only female - dominated high - paying occupation.

Although Gill did not plan to be a teacher when he majored in government at the College of William and Mary in Williamsburg, Virginia, he said he «fell in love with it» while coaching and substitute teaching at his former high school, Norfolk Academy, after graduating from cCollege of William and Mary in Williamsburg, Virginia, he said he «fell in love with it» while coaching and substitute teaching at his former high school, Norfolk Academy, after graduating from collegecollege.

By appealing to tutors» sense of service, providing a small but livable stipend, organizing low - cost housing for tutors, and above all, by giving tutors a chance to work in a high - performing school as a means for evaluating their interest in education reform and teaching careers, Match can compete alongside Teach For America for the best college graduates in the country and hire three to four tutors for what they pay a full - time teacher.