Articulation Sample Clauses

Articulation. GCU is a leading university for attracting students from college, with significant numbers of entrants joining Levels 2 and 3 with advanced standing. We are committed to providing an excellent University experience for articulating students, supported by academic staff, School‐based learning development centres, central support services and the Students’ Association. In 2013‐14, GCU exceeded its articulation target and in 2014‐ 15 GCU has 1,000 articulating students, including the 157 additional articulation places awarded by SFC. Our initial evaluation of the Additional Articulation Places Scheme also shows that while 76% of respondents indicated that they intended to progress to degree study at GCU when they commenced their HN study this figure had risen to 95% about one year into their HN study. Furthermore, 42% of respondents viewed themselves as a part‐college / part‐university student, suggesting that GCU’s approach has promoted a sense of learning pathways. GCU is committed to maximising opportunities for guaranteed progression from colleges through Articulation Agreements, whilst also ensuring that articulation places are available for students not coming directly from college. We play a key role in creating new articulation routes, for example the new pathway for Nursing and an Indie Games Development programme designed with college partners and Creative Skillset UK. Having successfully mainstreamed articulation across the University, we aim to maintain a leading position for articulation, as part of our wider agenda on promoting inclusive opportunities. We will work in partnership with the SFC, universities and colleges on initiatives such as the National Articulation Database, the Glasgow Curriculum Review and the evaluation of the Additional Articulation Places Scheme. Retention and student support GCU performs strongly in retention indicators and, coupled with high proportions of widening access students, this demonstrates our success in identifying and removing barriers to retention and student success. All Institutions Glasgow Caledonian University 40% most deprived 20% most deprived Overall 100% 90% 80% 70% 60% 50% Figure 2: Retention rates for Scottish domiciled undergraduate full‐time students 2012‐132 93% 91% 91% 92% 87% 88% 2 xxxx:// Reducing barriers to retention GCU has a number of key initiatives which focus on supporting retention and student success, includin...
Articulation. Collaboration and partnership are key for the University, and we are focusing on how our collaborations will have the greatest impact for widening participation in the whole sector. We will continue to work with our Further Education College and university partners to identify new progression routes and develop mutually beneficial foundation/bridging courses to enable progression to year 1 or 2. We already run programmes where we are pleased to accept a number of HNC/HND qualifications for entry to our undergraduate degree programmes. A sample of these are at annex 2. We are currently engaging with Fife, West Lothian and Edinburgh Colleges to develop articulation routes, as well as with Xxxxx Xxxxxxxx University to seek articulation pathways for students from a non-traditional route into Medicine.
Articulation. The CCC ADT will be articulated by the AICCU-PIs at the degree level to comparable AICCU- PI majors. AICCU-PIs will publish transfer information for the CCC Transfer Centers. Students awarded an Associate in Art for Transfer (AA-T) or Associate in Science for Transfer (AS-T) and accepted for admission in a similar AICCU-PI program will enroll at that AICCU-PI at junior standing, and require no more than 68 additional semester units and 102 additional quarter units at AICCU-PIs to complete a bachelor’s degree within the similar program. High unit majors and additional campus-specific courses or requirements that an institution requires for graduation by all undergraduate students, and that would not otherwise be considered an educational requirement at a public institution shall be exempt from the unit cap.
Articulation. NECSS programs and services shall be articulated with other area career and technical programs and services provided through business and industry, elementary school districts, and private schools to provide an effective network of area programs and services. Articulation between participating elementary and high school districts and the college will provide for: • Program alignment and continuity for career development in occupational areas where NECSS programs are offered; • Transition of students from one level to another in occupational areas without unnecessary delay or duplication of effort; • Cooperation in joint use, where possible, of facilities, equipment, and staff; and • Cooperative efforts in continuous planning development resource use, evaluation, and improvement of programs to serve both youth and adults as well as the area’s economic development needs.
Articulation. With respect to students wishing to complete their education at WGU, WGU will: 1) provide CCCCO with the major preparation requirements for each of WGU's majors, and 2) initiate/continue major preparation articulation agreements, to the extent feasible, with all CCCs. CCC Associate Degrees for Transfer (AA-T/AS-T) will also be articulated by WGU at the degree level to comparable WGU majors. WGU will publish transfer information for the CCC Transfer Centers. Students awarded an Associate Degree for Transfer (AA-T/AS-T) and accepted for admission in a similar WGU program will enroll at WGU at Junior standing, and require no more than 60 additional semester units at WGU to complete a bachelor's degree within the similar program.
Articulation. The Conservatoire’s proportion of Scots-domiciled undergraduate entrants recruited with HN qualifications over the last 3 years is as follows: Year Number with HNC %age of intake Number with HND %age of intake Total %age of intake 2011/12 11 9 10 8 21 17 2012/13 28 20 14 10 42 30 2013/14 26 21 13 11 39 32 Typically, HN entrants join year 1 of their Conservatoire programme. We recognise that that extends the learner journey but we believe (as do our applicants/students) that it is in our HN entrants’ own interests to do so. We begin to create a cohesive and creative learning and artistic community from day 1 and our students co-create (and develop in) that unique environment over a programme’s entire duration. Because of the potential to disrupt the cohesion of the learning community and also because it would be overly challenging for a student to locate and develop her/his artistic personality in a foreshortened timescale it is, generally, not possible to introduce students into that environment beyond year 1. In terms of its quality, intensity and standards, the learning experience in dance, drama, music, production and screen offered by the Conservatoire is unique in Scotland. The disparity of resource expended and student/staff contact time obviates against equivalence between the conservatoire and the College sector experience therefore, a year (or two years) of learning in the college sector does not, and could not, equate with a year (or two years) of learning in the uniquely rich and challenging environment offered by the Conservatoire. As noted above (and uniquely in higher education), we operate our own articulation programme through our Junior Conservatoire. We recruit a significant proportion of our Scots domiciled entrants to the BMus from the Junior Conservatoire which is, of course, designed to prepare students for the uniquely challenging environment offered by the Conservatoire and we expect that that conversion rate will be replicated in our other subject areas as we extend the scope of the Junior Conservatoire. Although not addressing any issues in relation to length of student journey, our Junior Conservatoire most certainly addresses the effectiveness and efficiency of the learner journey, preparing as it does its students for a conservatoire higher education experience. It also helps us address our access agenda as bursary support of £54,341 is available to students who need it. Protected Characteristics According to HESA data, in sess...
Articulation. 9 ➢ Provides input to the Director with departmental budget requests; May 10 assist the Director in presenting budget to Asst. Superintendent for 11 Business.
Articulation. During the enrollment period, first priority may be given to siblings and founderschildren of Utah Academy of Sciences and others accorded preferences pursuant to Utah Code as adopted by Utah Academy of Sciences in its charter, bylaws. Second priority will be given to Xxxx Xxxxxxx Charter School students prior to admitting students from the lottery up to 25 students per year.
Articulation. In 2017-18, as in the previous years, over a third (37%) of our undergraduate entrants joined Abertay in year 2 or 3 of their degree programme. This reflects our commitment to articulation and to offering a range of routes to an Abertay degree. It also reflects the model of progression we operate with our partner colleges (Dundee and Angus College and Fife College), with the expectation that there are clear articulation routes to Abertay degrees for students passing their HNDs at partner colleges. 31% (350) of Scottish-domiciled undergraduate entrants in 2017-18 articulated to year 2 or 3 of a degree programme with full credit, with a further 6.5% (74) entering year 2 or year 3 with partial credit. 75% of our HN entrants in 2017-18 articulated with full credit for their HN qualification and we aim to at least maintain this high level in future. National measure 1 2018-19 Aim 2019-20 Aim 2020-21 Aim Proportion of Scotland-domiciled HN entrants articulating with Advanced Standing 77% 80% 85% Students articulated onto programmes in all of our academic schools and subject areas. In 2017-18, 70% of articulating students came from our partner colleges with the remaining 30% coming from colleges elsewhere in Scotland. Our 2020 strategic plan commitment is to ensure that at least 30% of our intake each year is articulating with full credit to year 2 or 3 of a degree programme and we aim to achieve this in each of the three years of the outcome agreement. However, we believe there is scope to improve our articulation arrangements further and, if properly resourced, to increase further the number of articulating students. Additional funded places We work closely with Dundee and Angus College to ensure that we fill all of the additional funded places allocated to us and will continue to do so under the new arrangements. The first cohort, who started their degree at the College in 2013-14, have now completed, with 22 graduating in summer 2017. Four of these students graduated with first class honours. We intend to streamline the allocation of places in 2018-19 to focus on four subject areas: computer arts, computing, civil engineering and business. Fife College In 2017-18 49 students articulated, with full credit, from Fife College into a degree programme at Abertay. We are currently exploring with the College how we can improve articulation to ensure an even better match between our programmes. We intend to work together to develop a proposal for additional funded pl...