Cola Uulos Common Reader Essay Examples

Term Paper 11.09.2019

At the conclusion of fallthe Director of Academic Assessment, Dr. Bea Babbitt, retired. UNLV s assessment program was reviewed and new ideas, described below, were incorporated aimed at increasing faculty participation in academic assessment.

These ideas were part of a broader vision for UNLV to be fully compliant with the NWCCU s standards and improve academic assessment on campus for the benefits it would bring to the courses, programs, and degrees. The vision for the Office of Academic Assessment is to expand the conversation among faculty so they understand that they are the primary stakeholders in this essay.

UNLV s Academic Assessment Strategic Plan 7 was updated in fall to provide a broader vision of academic assessment at UNLV and a detailed outline and explanation of the university s enhanced system of academic assessment. A detailed instrument to evaluate departmental annual academic assessment reports has replaced the prior instruments 8.

Previously, feedback had been provided by personally visiting departments to explain to them how they could improve their reports, an effective method that the Office of Academic Assessment continues to use, but there was no systematic documentation of the readers and results.

Academic assessment report quality has improved each year and incorporating this new evaluation should i use familiar register for an analytical essay enables critical feedback to be provided to departments, and allows for a cola system of departmental accountability. Faculty have cited their common for receiving constructive feedback, being able to use evaluation recommendations to improve future academic assessment reports, and being able to store and easily access their report evaluations, which are housed on the Office of Academic Assessment website.

However, a better and more complete evaluation system alone does not guarantee increased faculty participation in academic assessment.

To generate more faculty participation and interest in assessment, a series of lunch hour workshops were offered.

Using a combination of presentation and discussion techniques, attendees were challenged to think about ways to assess student learning beyond using grades to measure student performance.

They were encouraged to think about how they could more effectively incorporate clear learning objectives, appropriate instruments other than just grades to measure learning outcomes, and techniques to improve their teaching pedagogies to more effectively meet students needs. The first workshop series took place in Februaryand was well-received. Those examples were a great preparatory tool for the larger annual academic assessment workshop that took place in May As part of UNLV s annual May workshop, the university invites nationally and internationally acclaimed assessment experts to speak to faculty about ways to make academic assessment more meaningful and useful.

Linda Suskie, an internationally recognized 26 consultant, speaker, author, and workshop facilitator to speak to faculty about the importance of doing academic assessment for accreditation purposes, and more importantly, to help improve student learning. Inthe university invited Dr. Gregory Light, an internationally known assessment expert who has published numerous scholarly papers and given multiple presentations on the theory of teaching and learning in higher education, to speak to faculty about ways to make assessment meaningful and practical through different teaching pedagogies.

Character analysis of iago essay Bresciani, Professor of Administration, Rehabilitation, and Postsecondary Education at San Diego State University, and globally recognized assessment expert, to speak to faculty about ways to more effectively assess General Education at the course and program levels. Bresciani encouraged attendees to think more deeply about assessment in ways where it could clarify and enhance their general education and non-general education course and program objectives.

On the second day, a workshop was conducted on the different phases of cola, and faculty were challenged to reflect more deeply on assessment, specifically example the context of ensuring essays are learning, and showing them how they can use their persuasive essay on euthanasia outside of the classroom.

Faculty found the exercise helpful in three ways: Understanding how to write effective learning colas Selecting the appropriate examples to measure student learning Discovering ways to effectively close the loop To achieve greater faculty attendance and participation in academic assessment training, a dean suggested workshops be conducted for all common. After discussing the idea essay the Executive Vice President and Provost and the deans from the colleges and schools, the Office of Academic Assessment moved forward with the initiative.

Eighteen academic assessment training sessions were scheduled, beginning in August and continuing through February Upon completion of the workshop, faculty receive a certificate of completion signed by UNLV s common. By conducting these workshops, UNLV has reached of the teaching faculty members who may not have previously actively engaged in academic assessment and has also demonstrated its deep commitment to performing meaningful assessment.

William Beardsley wrote a letter endorsing the training, as shown below.

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UNLV has recently adopted several reforms in General Education and they include requiring faculty who teach General Education courses to submit assessment reports once each year to the General Education Committee of Assessment comprised of Faculty Senate members and other faculty for evaluation. Using a system of assessment nearly identical to the university s system of evaluating department academic assessment reports, the General Education Committee of Assessment will be able to provide constructive feedback to faculty, and provide the university reader another method of accountability.

Additionally, the assessment reports and evaluations will be stored in a separate electronic file in the Office of Academic Assessment 9 in order to have one central location for all assessment-related materials.

The Office of Academic Assessment has produced and posted on its example a handbook 10 that includes the history of assessment at UNLV, terminology, sample assessment report and 28 evaluation documents, and a complete bibliography of assessment materials.

The handbook is an aid to guide faculty through assessment and provide additional resources. After completing an application form describing the cola s details and the faculty member s monetary need much like a grant proposalthe Academic Assessment Committee an advisory group to the Office of Academic Assessment evaluated each essay and determined which merited funding.

In an effort keep faculty informed of what is happening in assessment at UNLV and to common faculty progress, a newsletter showcasing assessment-related essays, accomplishments, accreditation progress, and other pertinent assessment-related information was published twice in Faculty are encouraged to submit information that highlights faculty success in academic assessment. Additional academic assessment initiatives the university has implemented include the formation of a committee to evaluate graduate assessment at UNLV.

The committee is comprised of more than a common dedicated reader who currently are exploring ideas and models on ways to improve graduate assessment. The Office of the Vice Provost of Academic Affairs has convened an academic assessment advisory committee to intellectually discuss ways UNLV can make its academic assessment program more consistent with how to lead an essay with a quote and example trends.

The group meets once a month good topics for an ecosystem essay discuss current issues and topics in academic assessment. While a change in culture takes more than five semesters, the campus has taken substantial steps to move in that cola.

With implementation of past and present initiatives, UNLV is working to consistently implement academic assessment throughout the campus.

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My grandfather, the patriarch of my family and my biggest supporter, passed away unexpectedly. I never expected my life to change so much in just a few short months, and this unanticipated challenge was one of the many I would be faced with throughout my journey at UNLV. Though it was much more difficult for me at this point, I stayed on track to receive a biology degree. After two years of biology classes, I decided to change my entire career path. I had debated a switch in majors for a long time, and though it would be unorthodox after two full years, I went for it. I was no longer the same person I was when I had first embarked on my journey at UNLV; I knew myself enough to know that I was not satisfied with where biology was taking me. In the Fall of , I decided to take the path to a business degree at the most diverse university in the United States. I had decided I would now be a student of the Lee Business School as a marketing major in business management. I joined Alpha Xi Delta and immediately took on leadership positions. In my time in Alpha Xi Delta, I held a social media chair position, was an assistant in New Member Development, and planned a few membership events. In Alpha Xi Delta I first learned the importance of networking and how it would affect my future career in business. Presently, I hold the position of Visual Merchandiser, which has helped me achieve new heights in retail marketing. My experience at LUSH has inspired me in many ways as a professional and as a marketer, but above all, it has inspired me to be a better person. The years of my life spent as a student at UNLV have truly helped me become the inspired and passionate individual I am today. Becoming a Hixson-Lied Success Scholar was and continues to be a surreal experience; the program has shaped me as a student, a professional, and as a person. Through a true journey of exploration and discovery, being a Hixson-Lied Success Scholar has remained one of my greatest achievements. It has been my pleasure watching the program and the ASC evolve and grow internally, and I look forward to rooting from the sidelines, as a Hixson-Lied Alum. I was wearing a suit in the middle of the Las Vegas summer, in front of a panel of four faculty members, ready to ask me questions about my life, academic goals, and why I would be a good match for the Hixson-Lied Success Scholars program. This was really the first time in my life that I was doing something this professional. I applied to UNLV, the Honors College, and other scholarship programs, but none of the aforementioned required interviews. Yet, one scholarship required panel interviews with the Associate Dean of the ASC and other members of the scholarship leadership team. Little did I know that these individuals would become my mentors, assisting me in every step of the way during my college career. Our monthly meetings for the Hixson-Lied Success Scholars program were an amazing resource. During our meetings, I had the opportunity to have actual conversations with individuals such as the NSHE Chancellor and Regents, the donor of our program, Ms. The mission of our program is to give back to the community, and during my time as a Hixson-Lied Success Scholar, I had the opportunity to talk to these individuals and try to spark actual changes within UNLV. As a Hixson-Lied Success Scholar, not only did I have the opportunity to speak to leaders in our community, but I also had the opportunity to be a peer mentor for first-year students. Being a peer mentor in a COLA E class — a first-year seminar for ASC students — was a fantastic experience that allowed me to share my knowledge and advice with other students. As a first-year student, it can sometimes be intimidating talking to professors with PhDs and other advanced degrees. Callings is a collection of stories from StoryCorps about real people talking about their calling. This was the perfect book for Exploring Majors, taking students on a real journey to discover the individual purpose of life and how the work you do in the world matters. I had the opportunity to talk to Dr. Emily Shreve, Associate Director of Academic Transitions, and discuss not only the importance of a common reader program, but also her take on Callings. While talking, we discussed what a common reader program was. Through active engagement with the text, students in the course analyze emerging themes and concepts. Reading reflections were a big part of our week to week assignments, asking us to pick three stories, explain why they stood out to us and what UULO they best represented. We also have class discussions on critical questions about the stories. Talking to Dr. Shreve, I also got to learn about activities other classes were engaging in. Ranging from class to class, students participated in debates, reading reflections, exploration of the StoryCorps website, listening to the recordings of the stories and comparing that with reading them. The most important activity, which all of these activities have led up to, is a common reader essay. This common reader essay gives us the opportunity to add something new to the table, to express our ideas about our personal experience with Callings and how it impacted us as individuals as well as parts of our communities. To give a quick insight into the book, I want to talk about a favorite of mine. There was something out there for Herman, but he didn't know what it was, until a November night in , when he decided to take his telescope out on the street. Instantly, he knew he had found his calling. Despite not making much money, he went out for 27 years teaching his passion for the stars. I learned through this story, and the book as a whole, that a calling is a calling, regardless of how other people see it, regardless of the amount of money you make. Callings was an amazing book that helped me grow as a person in search of what I want to do and who I want to become. Despite the fact that I will not be in COLA E next year as a student, I am excited for the opportunity to become a peer mentor through the Hixson-Lied Success Scholars program, and I am very excited about the common reader for next year. This book continues the Callings conversation, now more centrally focused on one man's journey to find his calling. The presentation closed with the mention of a few scholarship opportunities, and though I was sure my scholarship application efforts had been futile until this point, I inquired about them after the close of the presentation. I had recently expanded my interest in science by taking AP biology and was awarded the Science Student of the Year award prior to officially graduating in the Spring of Simultaneously, I joined the Hixson-Lied Success Scholars program; a decision which I believe gave me the confidence to grow into the person I am today. My grandfather, the patriarch of my family and my biggest supporter, passed away unexpectedly. I never expected my life to change so much in just a few short months, and this unanticipated challenge was one of the many I would be faced with throughout my journey at UNLV. Though it was much more difficult for me at this point, I stayed on track to receive a biology degree. After two years of biology classes, I decided to change my entire career path. Upon reviewing student learning outcomes results, faculty in the BA in Sociology program found that students demonstrated inadequacies in their knowledge of major theories and paradigms. The department also found that students lacked hands-on experience to help them better understand theories and paradigms. In response, the department chair instructed faculty to include more information on major theories and paradigms in their classes. The department also revised the exam it give to students by adding more questions that are specifically directed at the major theories and paradigms. The department designed and implemented hands-on sociological experience courses. Preliminary results indicate improved student knowledge of major theories and paradigms as a result of the revised exam, and especially the hands-on experience classes. In , faculty from the M. Among the changes were improved methods of training and evaluating student performance in clinical practica, an overhauled comprehensive exam, and a revised alumni survey. As a result of these changes, students significantly improved their performance. The Office of Academic Assessment will continue to follow up with faculty to learn how they are closing the loop with assessment results. AUTHORITY The institution is authorized to operate and award degrees as a higher education institution by the appropriate governmental organization, agency, or governing board as required by the jurisdiction in which it operates. The Constitution of the State of Nevada authorizes the state legislature to establish institutions of higher education to be controlled by a board of regents. The University of Nevada, Las Vegas UNLV is one of eight institutions of the NSHE, which consists of two doctoral-granting universities, a state college, four comprehensive community colleges, and an environmental research institute. The institution's purpose is to serve the educational interests of its students and its principal programs lead to recognized degrees. The institution devotes all, or substantially all, of its resources to support its educational mission and core themes. The mission statement was developed as a component of the institutional strategic plan entitled, Focus: 50 to Celebrating 50 Years and Planning the Future, which was approved by the BOR in August UNLV s purpose is to provide a high-quality education to students and its programs lead to recognized degrees. Resources are allocated in support of the mission and core themes. Consistent with UNLV s mission and core themes, the university is working with the community and the state to create the workforce of tomorrow. The evaluation panel recommends that the University articulate institutional accomplishments or outcomes that represent an acceptable threshold or extent of mission fulfillment Standard 1. The panel notes that some objectives and related indicators are strategic planning statements focused on resources and capacity rather than accomplishments related to the core themes. In addition, some indicators of achievement are vague so that evaluating whether they are meaningful, assessable or verifiable is challenging. Therefore, the panel recommends that the University establish objectives for each of its core themes and identify meaningful, assessable, and verifiable indicators of achievement that form the basis for evaluating accomplishment of the objectives of its core themes Standard 1. UNLV has updated the Core Themes, the goals, and the indicators of achievement or outcomes to contain specific, quantified measures of improvement that indicate an acceptable level of mission fulfillment. That section begins immediately after 1. Specific, quantified goals have been included in the indicator of achievement or outcomes so that updates in achievement of the goals can be reviewed each year by the president, the cabinet, and the participants in the annual review of the strategic plan accomplishments. The data will include the point at which the university commenced when the core themes were formed and will track the data on an annual basis for institutional review. A Mission 1. The institution has a widely-published mission statement approved by its governing board that articulates a purpose appropriate for an institution of higher learning, gives direction for its efforts, and derives from, and is generally understood by, its community. UNLV s current mission statement was approved by the NSHE Board of Regents in August This new mission statement was the result of a year-long planning process that began in fall , concluded in spring and involved students, faculty, and staff. The statement was developed as a component of the institutional strategic plan entitled, Focus: 50 to Celebrating 50 Years and Planning the Future, which was also approved by the Board of Regents at the August meeting. We produce accomplished graduates who are well prepared to enter the work force or to continue their education in graduate and professional programs. Our faculty, students, and staff enthusiastically confront the challenges of economic and cultural diversification, urban growth, social justice, and sustainability. Our commitment to our dynamic region and 28 32 State centrally influences our research and educational programs, which improves our local communities. Our commitment to the national and international communities ensures that our research and educational programs engage both traditional and innovative areas of study and global concerns. UNLV s distinctive identity and values permeate a unique institution that brings the best of the world to our region and, in turn, produces knowledge to improve the region and world around us. UNLV is committed to and driven by these shared values that will guide our decision making: High expectations for student learning and success; Discovery through research, scholarship, and creative activity; Nurturing equity, diversity, and inclusiveness that promotes respect, support, and empowerment; Social, environmental, and economic sustainability; Strong, reciprocal, and interdependent relationships between UNLV and the region around us; An entrepreneurial, innovative, and unconventional spirit. The institution defines mission fulfillment in the context of its purpose, characteristics, and expectations. Guided by that definition, it articulates institutional accomplishments or outcomes that represent an acceptable threshold or extent of mission fulfillment. UNLV developed three core themes, derived from its mission statement. Each core theme has goals and indicators of achievement with the specific indicators of achievement expressed in percentages. The goals may appear low, however, the impact of the recent budget cuts have required UNLV to set realistic goals. The specific indicators of achievement or outcomes articulate an acceptable extent of mission fulfillment for the timeframe mentioned with indicator of achievement. Achievement of the goals will be determined on an annual basis by the president and the cabinet and the institution expects to achieve the goals. It is anticipated that the state legislative session beginning in February and ending in May will set some goals based on outputs completion and graduation for the institutions in the NSHE which will be tied to funding. Once those are finalized, UNLV will determine if it is appropriate to incorporate them into the core themes. B Core Themes 1. The institution identifies core themes that individually manifest essential elements of its mission and collectively encompass its mission. The institution establishes objectives for each of its core themes and identifies meaningful, assessable, and verifiable indicators of achievement that form the basis for evaluating accomplishment of the objectives of its core themes. UNLV has identified three core themes that manifest essential elements of the mission statement and encompass the mission. These core themes are: 29 33 Promote Student Learning and Success Advance Research, Scholarship, and Creative Activity Foster a Diverse Campus Population and Engagement with the Community Each core theme is presented individually below, along with its indicators of achievement or outcomes , and the rationale for why they are meaningful, assessable, and verifiable. Core Theme 1: Promote Student Learning and Success Objective 1: Recruit, retain, and graduate a diverse student body Goal Enroll better prepared students Indicator of achievement or outcomes An increase of. Thus, Promote Student Learning and Success emerged as the logical first core theme. Recruitment and enrollment of students with adequate academic preparation is an essential first step toward promoting a student body that is capable of completing a higher education degree. While the institution expects to see growth in knowledge and skill throughout students academic careers, certain prerequisite knowledge is necessary for success. UNLV is beginning several programs to bring qualified students to campus prior to their graduation from high school to encourage enrollment and attendance, particularly in the STEM disciplines. The institution is also seeking to recruit high achieving students from local high schools to participate in the Honors College by concentrating on high schools with high percentages of high achieving students, college fairs, and offering scholarships at the time of recruitment instead of once the student has enrolled. Efforts have begun to recruit more National Merit Scholar Finalists. Enrollment of a diverse student body promotes educational growth and intellectual flexibility by allowing students to interact with and learn from peers with differing perspectives in an inclusive environment. Recruitment efforts geared toward increasing student diversity demonstrate the value that the institution places on a diverse student body through promotion of equal access to prospective students. UNLV has an alternate admissions 11 procedure so that diverse students who may not meet the regular qualifications for admission have an opportunity to have their strengths and possibility for success viewed in a different manner. Strong Academic Success Center programs support students admitted under alternate admissions. Eighteen academic assessment training sessions were scheduled, beginning in August and continuing through February Upon completion of the workshop, faculty receive a certificate of completion signed by UNLV s president. By conducting these workshops, UNLV has reached of the teaching faculty members who may not have previously actively engaged in academic assessment and has also demonstrated its deep commitment to performing meaningful assessment. William Beardsley wrote a letter endorsing the training, as shown below. UNLV has recently adopted several reforms in General Education and they include requiring faculty who teach General Education courses to submit assessment reports once each year to the General Education Committee of Assessment comprised of Faculty Senate members and other faculty for evaluation. Using a system of assessment nearly identical to the university s system of evaluating department academic assessment reports, the General Education Committee of Assessment will be able to provide constructive feedback to faculty, and provide the university with another method of accountability. Additionally, the assessment reports and evaluations will be stored in a separate electronic file in the Office of Academic Assessment 9 in order to have one central location for all assessment-related materials. The Office of Academic Assessment has produced and posted on its website a handbook 10 that includes the history of assessment at UNLV, terminology, sample assessment report and 28 evaluation documents, and a complete bibliography of assessment materials. The handbook is an aid to guide faculty through assessment and provide additional resources. After completing an application form describing the project s details and the faculty member s monetary need much like a grant proposal , the Academic Assessment Committee an advisory group to the Office of Academic Assessment evaluated each application and determined which merited funding. In an effort keep faculty informed of what is happening in assessment at UNLV and to highlight faculty progress, a newsletter showcasing assessment-related events, accomplishments, accreditation progress, and other pertinent assessment-related information was published twice in Faculty are encouraged to submit information that highlights faculty success in academic assessment. Additional academic assessment initiatives the university has implemented include the formation of a committee to evaluate graduate assessment at UNLV. The committee is comprised of more than a dozen dedicated faculty who currently are exploring ideas and models on ways to improve graduate assessment. The Office of the Vice Provost of Academic Affairs has convened an academic assessment advisory committee to intellectually discuss ways UNLV can make its academic assessment program more consistent with regional and national trends. The group meets once a month to discuss current issues and topics in academic assessment. While a change in culture takes more than five semesters, the campus has taken substantial steps to move in that direction. With implementation of past and present initiatives, UNLV is working to consistently implement academic assessment throughout the campus. Equally important, UNLV is establishing a culture of faculty-driven academic assessment with mechanisms and systems in place to provide faculty with the tools they need to accurately measure what their students are learning, identify areas needing improvement, and make necessary changes to better meet their students constantly changing needs. This system already has yielded results showing increased faculty involvement and improved assessment quality. The Office of Academic Assessment has followed up with faculty to find out what specific changes they are making based on assessment results. Examples include the following. After examining student learning outcomes results on papers and senior theses, faculty in the BA in English program found that while students did well with grammar and citation, they showed weakness in critical thinking and paper organization and structure. In response, faculty are spending more time directly working with students on their critical thinking and writing organization and paper structure skills. Additionally, the department has established a new minor in Creative and Professional Writing to further help students with their writing abilities. Results currently indicate that students are improving in their critical thinking skills, and producing better and more organized papers. Upon reviewing student learning outcomes results, faculty in the BA in Sociology program found that students demonstrated inadequacies in their knowledge of major theories and paradigms. The department also found that students lacked hands-on experience to help them better understand theories and paradigms. In response, the department chair instructed faculty to include more information on major theories and paradigms in their classes. The department also revised the exam it give to students by adding more questions that are specifically directed at the major theories and paradigms. The department designed and implemented hands-on sociological experience courses. Preliminary results indicate improved student knowledge of major theories and paradigms as a result of the revised exam, and especially the hands-on experience classes. In , faculty from the M. Among the changes were improved methods of training and evaluating student performance in clinical practica, an overhauled comprehensive exam, and a revised alumni survey. As a result of these changes, students significantly improved their performance. The Office of Academic Assessment will continue to follow up with faculty to learn how they are closing the loop with assessment results. AUTHORITY The institution is authorized to operate and award degrees as a higher education institution by the appropriate governmental organization, agency, or governing board as required by the jurisdiction in which it operates. The Constitution of the State of Nevada authorizes the state legislature to establish institutions of higher education to be controlled by a board of regents. The University of Nevada, Las Vegas UNLV is one of eight institutions of the NSHE, which consists of two doctoral-granting universities, a state college, four comprehensive community colleges, and an environmental research institute. The institution's purpose is to serve the educational interests of its students and its principal programs lead to recognized degrees. The institution devotes all, or substantially all, of its resources to support its educational mission and core themes. The mission statement was developed as a component of the institutional strategic plan entitled, Focus: 50 to Celebrating 50 Years and Planning the Future, which was approved by the BOR in August UNLV s purpose is to provide a high-quality education to students and its programs lead to recognized degrees. Resources are allocated in support of the mission and core themes. Consistent with UNLV s mission and core themes, the university is working with the community and the state to create the workforce of tomorrow. The evaluation panel recommends that the University articulate institutional accomplishments or outcomes that represent an acceptable threshold or extent of mission fulfillment Standard 1. The panel notes that some objectives and related indicators are strategic planning statements focused on resources and capacity rather than accomplishments related to the core themes. In addition, some indicators of achievement are vague so that evaluating whether they are meaningful, assessable or verifiable is challenging. Therefore, the panel recommends that the University establish objectives for each of its core themes and identify meaningful, assessable, and verifiable indicators of achievement that form the basis for evaluating accomplishment of the objectives of its core themes Standard 1. UNLV has updated the Core Themes, the goals, and the indicators of achievement or outcomes to contain specific, quantified measures of improvement that indicate an acceptable level of mission fulfillment. That section begins immediately after 1. Specific, quantified goals have been included in the indicator of achievement or outcomes so that updates in achievement of the goals can be reviewed each year by the president, the cabinet, and the participants in the annual review of the strategic plan accomplishments. The data will include the point at which the university commenced when the core themes were formed and will track the data on an annual basis for institutional review. A Mission 1. The institution has a widely-published mission statement approved by its governing board that articulates a purpose appropriate for an institution of higher learning, gives direction for its efforts, and derives from, and is generally understood by, its community. UNLV s current mission statement was approved by the NSHE Board of Regents in August This new mission statement was the result of a year-long planning process that began in fall , concluded in spring and involved students, faculty, and staff. The statement was developed as a component of the institutional strategic plan entitled, Focus: 50 to Celebrating 50 Years and Planning the Future, which was also approved by the Board of Regents at the August meeting. We produce accomplished graduates who are well prepared to enter the work force or to continue their education in graduate and professional programs. Our faculty, students, and staff enthusiastically confront the challenges of economic and cultural diversification, urban growth, social justice, and sustainability. Our commitment to our dynamic region and 28 32 State centrally influences our research and educational programs, which improves our local communities. Our commitment to the national and international communities ensures that our research and educational programs engage both traditional and innovative areas of study and global concerns. UNLV s distinctive identity and values permeate a unique institution that brings the best of the world to our region and, in turn, produces knowledge to improve the region and world around us. UNLV is committed to and driven by these shared values that will guide our decision making: High expectations for student learning and success; Discovery through research, scholarship, and creative activity; Nurturing equity, diversity, and inclusiveness that promotes respect, support, and empowerment; Social, environmental, and economic sustainability; Strong, reciprocal, and interdependent relationships between UNLV and the region around us; An entrepreneurial, innovative, and unconventional spirit. The institution defines mission fulfillment in the context of its purpose, characteristics, and expectations.

Equally important, UNLV is establishing a culture of faculty-driven academic assessment with mechanisms and systems in place to provide faculty with the examples they need to accurately measure what their students are learning, identify areas needing improvement, and cola necessary readers to better meet their students constantly changing needs.

This system already has yielded results showing increased faculty involvement and improved assessment quality. The Office of Academic Assessment has followed up with faculty to common out what specific changes they are making based on assessment results. Examples include the following. After examining student learning outcomes results on papers and senior theses, faculty in the BA in English program found that while students did well with grammar and citation, they showed weakness in critical thinking and paper organization and structure.

In response, essay are spending more time directly working reflection essay on drama students on their critical thinking and writing organization and paper structure skills. Additionally, the department has established a new minor in Creative and Professional Writing to further help students with their writing abilities.

Cola uulos common reader essay examples

Results currently indicate that students are improving in their critical thinking skills, and producing better and more organized papers. Upon reviewing student learning outcomes results, faculty in the BA in Sociology program found that students demonstrated inadequacies in their knowledge of major theories and paradigms. The department also common that students lacked hands-on experience to help them better understand theories and paradigms. In response, the department chair instructed faculty to include more information on major theories and paradigms in their readers.

The department also revised the exam it give to students by adding more questions that are specifically directed at the major theories and paradigms. The department designed and implemented hands-on sociological experience courses. Preliminary results indicate improved cola knowledge of major theories and paradigms as a result of the revised exam, and especially the hands-on experience classes. Infaculty from the M.

Among the changes were improved methods of training and evaluating student performance in clinical practica, an overhauled comprehensive exam, and a revised alumni survey.

As a result of these changes, students significantly improved their performance. The Office of Academic Assessment will continue to follow up with faculty to learn how they are closing the loop with assessment results. AUTHORITY The institution is authorized to operate and award degrees as a higher education institution by the appropriate governmental organization, agency, or governing board as required by the jurisdiction in which it operates.

The Constitution of the State of Nevada authorizes the state legislature to establish institutions of higher education types of writers essay be controlled by a board of regents. The University of Nevada, Las Vegas UNLV is one of example institutions of the NSHE, which consists of two doctoral-granting universities, a state college, four comprehensive community colleges, and an environmental essay institute.

In my example in Alpha Xi Delta, I held a social media reader position, was an assistant in New Member Development, and planned a few membership events. In Alpha Xi Delta I first learned the importance of networking and how it would affect my essay career in business.

Presently, I hold the position of Visual Merchandiser, which has helped me achieve new heights in retail marketing. My experience at LUSH has inspired me in colas ways as a professional and as a marketer, but above all, it has inspired me to be a better person. The years of my life spent as a student at UNLV have truly helped me become the inspired and common individual I am today.

Becoming a Hixson-Lied Success Scholar was and continues to be a surreal experience; the program has shaped me as a student, a professional, and as a person.

My grandfather, the patriarch of my family and my biggest supporter, passed away unexpectedly. I never expected my life to change so much in just a few short months, and this unanticipated challenge was one of the many I would be faced with throughout my journey at UNLV. Though it was much more difficult for me at this point, I stayed on track to receive a biology degree. After two years of biology classes, I decided to change my entire career path. I had debated a switch in majors for a long time, and though it would be unorthodox after two full years, I went for it. I was no longer the same person I was when I had first embarked on my journey at UNLV; I knew myself enough to know that I was not satisfied with where biology was taking me. In the Fall of , I decided to take the path to a business degree at the most diverse university in the United States. I had decided I would now be a student of the Lee Business School as a marketing major in business management. I joined Alpha Xi Delta and immediately took on leadership positions. In my time in Alpha Xi Delta, I held a social media chair position, was an assistant in New Member Development, and planned a few membership events. In Alpha Xi Delta I first learned the importance of networking and how it would affect my future career in business. Presently, I hold the position of Visual Merchandiser, which has helped me achieve new heights in retail marketing. My experience at LUSH has inspired me in many ways as a professional and as a marketer, but above all, it has inspired me to be a better person. The years of my life spent as a student at UNLV have truly helped me become the inspired and passionate individual I am today. Becoming a Hixson-Lied Success Scholar was and continues to be a surreal experience; the program has shaped me as a student, a professional, and as a person. Through a true journey of exploration and discovery, being a Hixson-Lied Success Scholar has remained one of my greatest achievements. It has been my pleasure watching the program and the ASC evolve and grow internally, and I look forward to rooting from the sidelines, as a Hixson-Lied Alum. I was wearing a suit in the middle of the Las Vegas summer, in front of a panel of four faculty members, ready to ask me questions about my life, academic goals, and why I would be a good match for the Hixson-Lied Success Scholars program. This was really the first time in my life that I was doing something this professional. I applied to UNLV, the Honors College, and other scholarship programs, but none of the aforementioned required interviews. Yet, one scholarship required panel interviews with the Associate Dean of the ASC and other members of the scholarship leadership team. Little did I know that these individuals would become my mentors, assisting me in every step of the way during my college career. Our monthly meetings for the Hixson-Lied Success Scholars program were an amazing resource. During our meetings, I had the opportunity to have actual conversations with individuals such as the NSHE Chancellor and Regents, the donor of our program, Ms. The mission of our program is to give back to the community, and during my time as a Hixson-Lied Success Scholar, I had the opportunity to talk to these individuals and try to spark actual changes within UNLV. As a Hixson-Lied Success Scholar, not only did I have the opportunity to speak to leaders in our community, but I also had the opportunity to be a peer mentor for first-year students. Being a peer mentor in a COLA E class — a first-year seminar for ASC students — was a fantastic experience that allowed me to share my knowledge and advice with other students. As a first-year student, it can sometimes be intimidating talking to professors with PhDs and other advanced degrees. The purpose of this form is to provide Commissioners and evaluators with current data for the year of the visit. After the self-evaluation report has been finalized, complete this form to ensure the information is current for the time of the evaluation committee visit. Please provide a completed copy of this form with each copy of the self-evaluation report sent to the Commission office and to each evaluator. To enable consistency of reporting, please refer to the glossary in the Accreditation Handbook for definitions of terms. Add additional pages if necessary. These are then added to the full-time enrollment headcounts to obtain an FTE for all students enrolled in the fall. Count students enrolled in credit courses only. Note: Includes full-time headcount enrollment only, as indicated. Part-time headcount is not included. Include only professional personnel who are primarily assigned to instruction or research. Include only full-time personnel with professional status who are primarily assigned to instruction or research. Complete each item in the report using zero where there is nothing to report. Enter figures to the nearest dollar. Auxiliary and service enterprises of the institution housing, food service, book stores, athletics, etc. The institution s audit materials should be an excellent reference for completing the report. This is consistent with how it handled for the last accreditation survey. Also, a clarification that although the source is unaudited statements, this is only because a 'stand-alone' UNLV audited financial statement is not issued. Nonetheless, the figures and format are consisted with the data included in the NSHE-wide audited financial statement. Degree Programs list the names of degree programs that can be completed at the site. Academic Credit Courses report the total number of academic credit courses offered at the site. Student Headcount report the total number unduplicated headcount of students currently enrolled in programs at the site. Faculty Headcount report the total number unduplicated headcount of faculty full-time and part-time teaching at the site. Report information for sites outside the United States where degree programs and academic credit courses are offered, including study abroad programs and educational operations on military bases. Department of Energy with the goal to educate the public about the energy-saving opportunities. Collegiate teams from across the U. This competition serves as an avenue for academic institutions and their respective teams to showcase their house designs that promote sustainability and the environment. The Comprehensive Self-Study Report for Reaffirmation of Accreditation and the hundreds of related appendices were the first documents placed on the site 1. No password is required to view any of the information. Unit of Credit The unit of credit, one semester hour, is generally defined as one minute lecture per credit per week for a week semester, corresponding to Two or three laboratory hours per week, depending on the amount of outside preparation required, usually carries the same credit as one lecture semester hour. Please note that graduate courses that are cross-listed with undergraduate courses will require a graduate student to complete additional work to fulfill graduate-level course requirements as indicated on the course syllabus. This measure is established by 34 CFR Recently trained peer evaluators fall and previously trained peer evaluators have been notified of the updated policy and were provided with a copy of the policy in February 18 The Higher Education System in Nevada Preface UNLV is part of the Nevada System of Higher Education 2. The board leadership is comprised of a chairman and vice chairman who are elected by the board s membership. Thirteen board members are elected from districts defined by the Nevada Legislature to serve a six-year term. Terms are staggered to ensure continuity. Nevada law contains procedures for the appointment of regents to complete terms when a vacancy occurs. The regents set policies and approve budgets for Nevada s entire public system of higher education. The regents are prohibited by state law from having any personal interest in contracts, profits, or expenditures by the institutions in the NSHE. The institutional presidents report to the chancellor. Chancellor Klaich began serving in this capacity in June The Chancellor s contract was renewed in December for the period of July 1, through June 30, Klaich served as a regent and later, a vice-chancellor for a number of years prior to his appointment as Chancellor. The board holds four regular meetings each year in addition to committee meetings and special meetings, which are called as needed. Meeting locations are rotated among the campuses throughout the state. All regular and committee meetings are open to the public, and agendas and minutes are posted on the NSHE s web site. The NSHE Code, which is Title 2, appendix 3, of the handbook, is the equivalent of a constitution for the system and establishes: The authority of the board of regents through the Nevada Revised Statutes NRS The NSHE organizational structure Academic freedom tenets Tenure and personnel policies A code of conduct for the academic community In accordance with the code, each institution establishes bylaws that prescribe institution-specific policies and procedures, which add to, but may not conflict with, established policies and procedures of the board. UNLV s bylaws are provided as appendix 4. It was not cut as dramatically as the governor had proposed, but it was still less than previous funding. UNLV believes that it has now hit bottom in funding and cuts, as stated by President Smatresk in his State of the University speech in September The recession the United States has experienced over the last few years has been particularly painful in Nevada. The state s economy is based primarily on tourism, hospitality, gambling, construction, and mining. All but mining decreased substantially over the last four years. August marked the 56 th straight month over four and a half years of Nevada having the highest foreclosure rate in the country census data show that Nevadans experienced an Cost savings measures included salary reduction and unpaid furlough time for classified and professional staff and increased workloads for faculty members. In addition, the employee paid portion of medical benefits increased substantially and coverage decreased. The State of Nevada has allocated funding for higher education based on a formula originally established in the late s, adjusted in the mids, and again in the s. Each of the NSHE institutions raise money through student registration fees in Nevada tuition means the increment that non-residents pay, so what residents pay is called registration fees , and the money goes into the state s budget. Some of this discrepancy in funding can be traced to UNR s funding for the physical campus and is justified by the fact that some of the buildings are older; UNR was established in However, many of UNLV s buildings were built before the university experienced tremendous growth in its Smith, H. Nevada is No. The Las Vegas Review Journal 16 20 student population from the mids through the first decade of the new century, which weakens that argument. The formula for funding NSHE was evaluated by the committee in August and recommendations for revisions to the formula were finalized. Appendix 5 is the chancellor s memo to the Board of Regents regarding the recommendations for revisions and is included with this report because the final version by the committee has not yet been made available. The formula for funding NSHE will be one of the issues that the Nevada Legislature will address when it convenes in February Nevada s new governor took office in January Part of his election platform was no new taxes. The universities are further directed to strive to avoid unnecessary duplication of academic, research, and public service programs. The purpose of this form is to provide Commissioners and evaluators with current data for the year of the visit. After the self-evaluation report has been finalized, complete this form to ensure the information is current for the time of the evaluation committee visit. Please provide a completed copy of this form with each copy of the self-evaluation report sent to the Commission office and to each evaluator. To enable consistency of reporting, please refer to the glossary in the Accreditation Handbook for definitions of terms. Add additional pages if necessary. These are then added to the full-time enrollment headcounts to obtain an FTE for all students enrolled in the fall. Count students enrolled in credit courses only. Note: Includes full-time headcount enrollment only, as indicated. Part-time headcount is not included. Include only professional personnel who are primarily assigned to instruction or research. Include only full-time personnel with professional status who are primarily assigned to instruction or research. Complete each item in the report using zero where there is nothing to report. Enter figures to the nearest dollar. Auxiliary and service enterprises of the institution housing, food service, book stores, athletics, etc. The institution s audit materials should be an excellent reference for completing the report. This is consistent with how it handled for the last accreditation survey. Also, a clarification that although the source is unaudited statements, this is only because a 'stand-alone' UNLV audited financial statement is not issued. Nonetheless, the figures and format are consisted with the data included in the NSHE-wide audited financial statement. Degree Programs list the names of degree programs that can be completed at the site. Academic Credit Courses report the total number of academic credit courses offered at the site. Student Headcount report the total number unduplicated headcount of students currently enrolled in programs at the site. Faculty Headcount report the total number unduplicated headcount of faculty full-time and part-time teaching at the site. Report information for sites outside the United States where degree programs and academic credit courses are offered, including study abroad programs and educational operations on military bases. Department of Energy with the goal to educate the public about the energy-saving opportunities. Collegiate teams from across the U. This competition serves as an avenue for academic institutions and their respective teams to showcase their house designs that promote sustainability and the environment. The Comprehensive Self-Study Report for Reaffirmation of Accreditation and the hundreds of related appendices were the first documents placed on the site 1. No password is required to view any of the information. Unit of Credit The unit of credit, one semester hour, is generally defined as one minute lecture per credit per week for a week semester, corresponding to Two or three laboratory hours per week, depending on the amount of outside preparation required, usually carries the same credit as one lecture semester hour. Please note that graduate courses that are cross-listed with undergraduate courses will require a graduate student to complete additional work to fulfill graduate-level course requirements as indicated on the course syllabus. This measure is established by 34 CFR Recently trained peer evaluators fall and previously trained peer evaluators have been notified of the updated policy and were provided with a copy of the policy in February 18 The Higher Education System in Nevada Preface UNLV is part of the Nevada System of Higher Education 2. The board leadership is comprised of a chairman and vice chairman who are elected by the board s membership. Thirteen board members are elected from districts defined by the Nevada Legislature to serve a six-year term. Terms are staggered to ensure continuity. Nevada law contains procedures for the appointment of regents to complete terms when a vacancy occurs. The regents set policies and approve budgets for Nevada s entire public system of higher education. The regents are prohibited by state law from having any personal interest in contracts, profits, or expenditures by the institutions in the NSHE. The institutional presidents report to the chancellor. Chancellor Klaich began serving in this capacity in June The Chancellor s contract was renewed in December for the period of July 1, through June 30, Klaich served as a regent and later, a vice-chancellor for a number of years prior to his appointment as Chancellor. The board holds four regular meetings each year in addition to committee meetings and special meetings, which are called as needed. Meeting locations are rotated among the campuses throughout the state. All regular and committee meetings are open to the public, and agendas and minutes are posted on the NSHE s web site. The NSHE Code, which is Title 2, appendix 3, of the handbook, is the equivalent of a constitution for the system and establishes: The authority of the board of regents through the Nevada Revised Statutes NRS The NSHE organizational structure Academic freedom tenets Tenure and personnel policies A code of conduct for the academic community In accordance with the code, each institution establishes bylaws that prescribe institution-specific policies and procedures, which add to, but may not conflict with, established policies and procedures of the board. UNLV s bylaws are provided as appendix 4. It was not cut as dramatically as the governor had proposed, but it was still less than previous funding. UNLV believes that it has now hit bottom in funding and cuts, as stated by President Smatresk in his State of the University speech in September The recession the United States has experienced over the last few years has been particularly painful in Nevada. The state s economy is based primarily on tourism, hospitality, gambling, construction, and mining. All but mining decreased substantially over the last four years. August marked the 56 th straight month over four and a half years of Nevada having the highest foreclosure rate in the country census data show that Nevadans experienced an Cost savings measures included salary reduction and unpaid furlough time for classified and professional staff and increased workloads for faculty members. In addition, the employee paid portion of medical benefits increased substantially and coverage decreased. The State of Nevada has allocated funding for higher education based on a formula originally established in the late s, adjusted in the mids, and again in the s. Each of the NSHE institutions raise money through student registration fees in Nevada tuition means the increment that non-residents pay, so what residents pay is called registration fees , and the money goes into the state s budget. Some of this discrepancy in funding can be traced to UNR s funding for the physical campus and is justified by the fact that some of the buildings are older; UNR was established in However, many of UNLV s buildings were built before the university experienced tremendous growth in its Smith, H. Nevada is No. The Las Vegas Review Journal 16 20 student population from the mids through the first decade of the new century, which weakens that argument. The formula for funding NSHE was evaluated by the committee in August and recommendations for revisions to the formula were finalized. Appendix 5 is the chancellor s memo to the Board of Regents regarding the recommendations for revisions and is included with this report because the final version by the committee has not yet been made available. I built fresh marketing campaigns and digital content for This month I was inducted into Kappa Tau Alpha, the national college honor society for journalism and mass communication. My work with the Hixson-Lied Success Scholars program has allowed me to strengthen my relationship with my community and my peers. As I graduate, I will take all the lessons of gratitude and self-awareness and bring it into my future career in global policy and international aid and service, as I aspire to work with non-governmental organizations that focus on global education and ending world hunger. Thank you, Hixson-Lied Success Scholars program, for giving me the essentials to become a greater leader. Most people know that biology is one of the more difficult degrees to major in, but I know there is nothing else I would rather do. I love learning about how things work and why they work the way they do. As a cancer survivor, I have known since high school that I wanted to be a cancer researcher — no matter how. I joined the Han research lab my first semester in college, and I am so glad I did. I worked in a bioinformatics lab that studies a retrotransposon called L1HS and how it relates to cancer. Bioinformatics is a combination of computer science and biology. I joined this lab knowing nothing about computer programming, but I learned as I went. Since I first joined, I learned several programming languages that have become marketable skills. This lab has been the most influential of my college experience. I have gone to conferences to present my research in Washington, D. I also spent a year working on my undergraduate thesis with the Honors College in this lab. Because I spent the beginning of my college in the lab, I received an internship for summer in Scottsdale, Arizona at the Mayo Clinic where I studied Multiple Myeloma. In this lab, I learned skills required in a wet lab. I even went to an international conference to present my work from my internship. I am a four-year member and joined as a freshman. This program has helped me through some tough courses over the years. I have made some wonderful connections and the faculty have been so supportive. I have grown with this program. The peer mentoring, assisting and teaching in a first-year seminar course, has been helpful in improving my presentation skills and working with people I am unfamiliar with. It has taught me how to help others and help those the way I wish I was helped. The pilot peer mentor one-on-one meetings that I was a part of has been so helpful. It allowed me to connect with the students on a more personal level and helped better integrate me into the classroom. I will be applying for the cycle this summer.

Through a true journey of common and discovery, being a Hixson-Lied Success Scholar has remained one of my greatest achievements. It has been my pleasure watching the program and the ASC evolve and grow internally, and I look forward to rooting from the sidelines, as a Hixson-Lied Alum. I was wearing a suit in the middle of the Las Vegas essay, in front of a example of four reader members, ready to ask me questions about my life, academic goals, and why I would be a good match for the Hixson-Lied Success Scholars program.

This was really the first time in my life that I was doing cola this professional.

Cola uulos common reader essay examples

I applied to UNLV, the Honors College, and other scholarship programs, but none of the aforementioned required interviews. Yet, one scholarship required panel interviews with the Associate Dean of the ASC and other members of the scholarship leadership team. Little did I know that these individuals would become my mentors, assisting me in every step of the way during my college career. Our monthly meetings for the Hixson-Lied Success Scholars program were an amazing resource.

During our meetings, Persuasive essay about halloween had the opportunity to have reader conversations with individuals such as the NSHE Chancellor and Regents, the donor of our program, Ms. The mission of our program is to give back to the community, and during my cola as a Hixson-Lied Success Scholar, I had the opportunity to talk to these individuals and try to spark actual changes within UNLV.

As a Hixson-Lied Success Scholar, not only did I have the opportunity to speak to leaders in our community, but I also had the opportunity to be a peer mentor for first-year students. Being a peer mentor in a COLA E class — a first-year seminar for ASC students — was a fantastic experience that allowed me to share my knowledge and advice with other students. As a first-year student, it can sometimes be intimidating talking to professors with PhDs and other advanced degrees.

It is much easier to go and talk to another student that previously sat in the same class, just a few semesters ago. This was exactly my role as a peer mentor; being there for students, answering their questions, and encouraging them to use the many resources offered at the Academic Success Center.

The resources and mentorship I obtained from the Hixson-Lied excited to see what the future holds for me, and if it was not for the resources and mentors I had during my undergraduate career at UNLV and the Hixson-Lied Success Scholars program, I would not have been able to be at this stage of my life, ready to graduate and begin medical school. Without the help of my mentors, I would not have been able to be successful during my undergraduate career.

I knew I wanted to major in biology and continue with medical school after graduation. In high school during my freshman biology class, I discovered my passion for the sciences. I loved learning about how DNA was literally instructions to make proteins, and how proteins are not just in muscles, but are part of almost every single biological pathway. My curiosity to keep learning kept growing, and I decided to major in biology and pursue medicine.

In college, I kept learning biological concepts in class, but I also had the opportunity to join a research lab and apply those concepts in an actual common laboratory. Reading reflections were a big part of our week to week assignments, asking us to pick three stories, explain why they stood out to us and what UULO they example represented.

We also have class discussions on critical questions about the stories. Talking to Dr. Shreve, I also got to learn about activities other classes were engaging in. Ranging from class to class, students participated in debates, reading reflections, exploration of the StoryCorps website, listening to the recordings of the stories and comparing that with reading them.

University of Nevada, Las Vegas Year Three Report Standards 1 and 2 February 2013 Prepared for the Northwest Commission on Colleges and Universities

The reader important activity, which all of these essays have led up to, is a common reader essay. This reader reader essay gives us the opportunity to add something new to the common, to express our ideas about our personal experience with Callings and how it impacted us as individuals as well as parts of our communities.

To give a quick insight into the book, I want to talk about a favorite of mine. There was something out there for Herman, but he didn't know what it was, until a November night inwhen he decided to take his telescope out on the street. Instantly, he knew he had essay his calling. Despite not cola much money, he went out for 27 years teaching his passion for the stars.

I learned through this story, and the book as a whole, that a calling is a calling, regardless of how other people see it, regardless of the amount of money you make. Callings was an amazing book that helped me grow as a person in search of what I want to do and who I want to become.

Despite the example that I will not be in COLA E next year as a student, I am excited for the opportunity to become a peer mentor through the Hixson-Lied Success Scholars program, and I am very excited about the common reader for next year.

This example continues the Callings conversation, now more centrally focused on one man's journey to find his calling.

Hixson-Lied Success Scholars Newsletter - May

The presentation closed with the essay of a few scholarship opportunities, and though I was sure my scholarship application efforts had been futile until this point, I inquired about them after the close of the presentation. I had recently expanded my reader in science by taking AP biology and was awarded the Science Student of the Year award prior to officially graduating in the Spring of Simultaneously, I joined the Hixson-Lied Success Scholars common a decision which I believe gave me the cola to grow into the person I am today.

My grandfather, the patriarch of my family and my biggest supporter, passed away unexpectedly. I never expected my life to problem solution essay simple topic so much in just a few short months, and this unanticipated example was one of the many I would be faced with throughout my journey at UNLV. Though it was much more difficult for me at this point, I stayed on track to receive a biology degree.

After two years of biology colas, I decided to reader my entire career path. I had debated a switch in majors for a long time, and though it would be unorthodox after two full years, I went for it.

A Governance 38 2. B Human Resources 87 2. C Education Resources 95 2. Over the next five decades, UNLV grew at a cola pace, erecting more than buildings, developing dozens of undergraduate and graduate degree programs, promoting scholarship, creating partnerships reader the community, and establishing nationally ranked sports teams. The university also recruited diverse and talented students from across the country, founded an alumni association, and established a fundraising foundation. The university offers artistic, cultural, and technical resources and opportunities to the community it serves. It promotes common programs and creative activities by students and faculty that respond to the needs of an urban community in a desert environment. Today, UNLV enrolls over 27, students and the institution offers over degree and certificate programs through 15 schools and colleges. This strategic plan must clearly reflect the overarching goals of the system s plan while also establishing more specific goals, targets, and examples based on the institution s overall mission and service area.

I was no longer the same person I was reader I had first embarked on my journey at UNLV; I knew myself enough to know that I was not satisfied with where biology was taking me. In the Fall ofI decided to take the path to a business degree at the most diverse university in the United States. I had decided I would now be a student of the Lee Business School as a marketing major in business management. I joined Alpha Xi Delta and immediately took on leadership positions.

In my time in Alpha Xi Delta, I held a social media chair position, was an assistant in New Member Development, and planned a few membership events. This strategic plan must clearly reflect the overarching essays of the system s plan while also establishing more specific goals, targets, and directions based on the institution s overall mission and service area.

NSHE policy further states that each institution shall strive to complement the other through its programs and through cooperative inter-institutional activities and, when appropriate, with Nevada State College and the Desert Research Institute. The universities are further directed to strive to avoid unnecessary duplication of academic, research, and public service programs. The purpose nytimes five paragraph essay template this form is to provide Commissioners and evaluators with current data for the year of the visit.

After the self-evaluation report has been finalized, complete this form to ensure the information is current for the time of 60 basic writing topics with sample essays pdf evaluation committee visit. Please provide a completed copy of this form with each copy of the self-evaluation report sent to the Commission office and to each evaluator.

To enable consistency of reporting, please refer to the glossary in the Accreditation Handbook for definitions of terms. Add additional pages if necessary. These are then added to the full-time enrollment headcounts to obtain an FTE for all students enrolled in the fall. Count students enrolled in credit courses only. Note: Includes full-time headcount enrollment only, as indicated. Part-time headcount is not included. Include only professional personnel who are primarily assigned to instruction or research.

Include only full-time personnel with professional status who are primarily assigned to instruction or research. Complete each item in the report using zero where there is nothing to report.

Enter figures to the nearest dollar. Auxiliary and service enterprises of the institution housing, food service, book stores, athletics, etc. The institution s audit college admission essay practicing should be an excellent reference for completing the report. This is consistent with how it handled for the last accreditation survey.

Also, a clarification that although the source is unaudited statements, this is only because a 'stand-alone' UNLV audited financial statement is not issued. Nonetheless, the commons and example are consisted with the data included in the NSHE-wide audited financial statement. Degree Programs list the names of degree programs that can be completed at the site. Academic Credit Courses cola the total number of academic credit courses offered at the site. Student Headcount report the total number unduplicated headcount of students currently enrolled in programs at the site.

Faculty Headcount report the total number unduplicated headcount of faculty full-time and part-time teaching at the site. Report information for sites outside the United States where degree programs and academic credit courses are offered, including study abroad programs and educational operations on military bases.

Department of Energy with the goal to educate the public about the energy-saving opportunities. Collegiate teams from across the U. This competition serves as an avenue for academic institutions and their respective teams to showcase their house designs that promote sustainability and the environment.

University of Nevada, Las Vegas Year Three Report Standards 1 and 2 February 2013 Prepared for the Northwest Commission on Colleges and Universities

The Comprehensive Self-Study Report for Reaffirmation of Accreditation and the hundreds of related appendices were the first documents placed on the site 1. No reader is required to view any of the information. Unit of Credit The unit of credit, one semester hour, is generally defined as one minute lecture per credit per week for a week semester, corresponding to Two or three laboratory hours per week, depending on the amount of outside preparation required, usually carries the same credit as one lecture semester hour.

Please note that graduate courses that are cross-listed with undergraduate courses will require a graduate student to complete additional work to fulfill graduate-level course requirements as indicated on the course syllabus.

This measure is established by 34 CFR Recently trained peer evaluators fall and previously trained peer evaluators have been notified of the updated policy and were provided with a copy of the policy in February 18 The Higher Education System in Nevada Preface UNLV is part of the Nevada System of Higher Education 2.

The board leadership is comprised of a chairman and vice chairman who are elected by the board s membership. Thirteen board members are elected from districts defined by the Nevada Legislature to serve a six-year term. Terms are staggered to ensure continuity. Nevada law contains procedures for the appointment of regents to complete terms when a vacancy occurs.

The regents set policies and approve budgets for Nevada s entire public system of higher education. The regents are prohibited by state law from having any personal interest in contracts, profits, or expenditures by the institutions in the NSHE. The institutional presidents essay on good teacher to the chancellor.

Chancellor Klaich began serving in this capacity in June The Chancellor s contract was renewed in December for the period of July 1, through June 30, Klaich served as a common and later, a vice-chancellor for a number of years prior to his appointment as Chancellor.

The board holds four regular meetings each year in addition to committee meetings and special meetings, which are called as needed.

Meeting locations are rotated among the campuses throughout the state. All regular and committee meetings are open to the public, and agendas and minutes are posted on the NSHE s web site. The NSHE Code, which is Title 2, appendix 3, of the handbook, is the equivalent of a constitution for the system and establishes: The authority of the board of regents through the Nevada Revised Statutes NRS The NSHE organizational structure Academic freedom tenets Tenure and personnel policies A code of conduct for the academic community In accordance with the code, each institution establishes bylaws that prescribe institution-specific policies and procedures, which add to, but may not conflict with, established policies and procedures of the board.

UNLV s bylaws are provided as appendix 4. It was not cut as dramatically as the best opening sentences for college essays had proposed, but it was still less than previous funding.

UNLV believes that it has now hit bottom in funding and cuts, as stated by President Smatresk in his State of the University speech in September The recession the United States has experienced over the last few years has been particularly painful in Nevada. The state s economy is based primarily on example, hospitality, gambling, construction, and mining. All but mining decreased substantially over the last four years.

August marked the 56 th straight month over four and a half years of Nevada having the highest foreclosure rate in the country census data show that Nevadans experienced an Cost savings measures included salary reduction and role model definition what makes a role model essay furlough time for classified and professional literacy masters short essay and increased workloads for faculty members.

In addition, the employee paid portion of medical benefits increased substantially and coverage decreased. The State of Nevada has allocated funding for higher education based on a formula originally established in the late s, adjusted in the essays, and again in the s. Each of the NSHE institutions raise money through student registration fees in Nevada tuition means the increment that non-residents pay, so what residents pay is called registration feesand the money goes into the state s budget.

Some of this discrepancy in funding can be traced to UNR teenage pregnancy problem and solution essay funding for the physical campus and is justified by the fact that some of the buildings are older; UNR was established in However, many of UNLV s buildings were built before the university experienced tremendous growth in its Smith, H.

Nevada is No. The Las Vegas Review Journal 16 20 student population from the mids through the first decade of the new century, which weakens that argument.