Student Outcomes a. In accepting the Student for enrolment, the College makes no warranties or representations of any kind with respect to the Student achieving any particular outcomes or achievements, including but not limited to academic outcomes or achievements.
Student Outcomes. AGENCY shall achieve the student outcomes as described in the grant application narrative and articulated in documents from the program evaluation team. AGENCY agrees to develop school specific outcomes, as defined in partnership with the principal. AGENCY recognizes that the principal is the chief decision maker for after school and summer programs, and ensures that school site objectives are met.
Student Outcomes a. In accepting the Student for enrolment, St Paul’s makes no warranties or representations of any kind with respect to the Student achieving any particular outcomes or achievements, including but not limited to academic outcomes or achievements.
Student Outcomes. The City Board will establish district-wide standards for improvement of student outcomes as follows:
Student Outcomes. Make informed decisions whether to discontinue or continue to invest in a program based on outcomes for students.
Student Outcomes. Identify outcomes (e. g., skills, knowledge, professional development, etc.) that are important for the student to develop through the process of completing this project. Use these questions to get you started: What does the student want to get out of this URSA experience? What does the mentor want the student to get out of the experience? (add more fields as needed) Example skills outcomes (Can identify relevant sources from library databases, learn to operate a thermocycler to complete PCR, can successfully use Final Cut Pro to edit my film, etc.): Example content knowledge outcomes (Can compare/contrast 3 different scholars' interpretations of "Brave New World.", can summarize the latest research about the causes of depression among the elderly, can explain and understand the concepts behind the PCR technique and its application to the lab's work, etc.): Example professional development outcomes (To show my artwork in a gallery, to attend a professional conference, to create a writing sample/portfolio for graduate school applications, to help me decide on my career options, etc.):
Student Outcomes regular monitoring of retention and success in subjects and consequential remediation; First-Year Taskforce (support to teams teaching commencing undergraduate students); ‘iBelong’ program. Employability is embedded in all Deakin courses. Outcomes are monitored in national surveys and internally by mechanisms including the annual and major course review. Wellbeing: Implementation of Deakin’s Student Mental Health and Wellbeing Strategy continues with resources and support widely available and promoted to students. Staff wellbeing is monitored through pulse surveys and targeted follow-up and in regular performance reviews. Staff have a wide range of support and services available. Teaching Delivery: Deakin is – subject to Government restrictions – increasing scheduled on- campus activities from Trimester 2 and welcoming students with an orientation program of several weeks. Deakin is developing contemporary learning through its Deakin Design project which will combine the best of online and on-campus learning. Labour market outcomes and strategy are considered as part of the standard Course approval and review procedures, linking closely to the strategic plan Deakin 2030: Ideas to Impact, and the guiding and enabling plans that support it. The annual Admissions transparency report is a snapshot of how students were admitted and a profile of students currently studying at Deakin.
Student Outcomes. Education Provider shall provide to the Board the reports set forth in 2.3. for the Board's review and approval, and shall set student standards for performance which shall meet or exceed the minimum standards established by the Accountability Plan, the Charter School Law, School Policies, and any and all other applicable federal and state laws and regulations. It shall be the responsibility of Education Provider that the students shall meet annually agreed upon standards for performance which shall provide for: • Full compliance with the Charter School Law, the methods and philosophy as set forth in the Charter, School Policies, and any other applicable law or regulation. • Student testing in the first month of school using a nationally recognized norm-reference test to establish a benchmark. Students will be tested again in spring, using another form of the same test, to determine their improvement during the year. A one month gain for each month of school between the Fall and Spring administration of the test is expected. • Student proficiency in essential concepts per subject. Through frequent testing, as needed, as well as final exams at the end of each term, students will display proficient understanding of essential subject material as defined by the Education Provider curriculum.
Student Outcomes. Two students opted after a term of employment to return to full time education to obtain a higher nursing qualification. • One student has moved to the Independent Sector and is accessing an SVQ 3 in Mental Health. • Two students have fully completed the SVQ 2. • Two students have deferred access and will now complete the SVQ2 Staff Outcomes Four staff members from departments working in partnership with the Healthcare Academy were able to take up the opportunity and have completed the SVQ 2 delivered by Dundee College. The departments were identified as having provided clinical placements and support at the commencement of the Academy. Staff accessing the SVQ had been chosen by departmental managers in line with staff development protocols. • Women and Child Health - Maternity • Renal • Mental Health • Care of the Elderly Process
Student Outcomes. The University will continue to implement its curriculum renewal initiative, the CSU Degree, within the new Curriculum, Learning and Teaching Model. Currently the CSU Degree standards framework is being reviewed and refined by: a revised statement of Graduate Attributes and Course Commitments, foregrounding focus on student outcomes Incorporating or expanding additional elements e.g. developing academic literacy and learning skills within the curriculum initiated in HEPPP-funded Building University Study Success program linking internal and external standards reporting processes to create a set of externally benchmarked learning outcomes for UG programs building and trialling software to integrate mapping standards across the curriculum and build alignment at course and subject level and provide reporting processes to both internal and external stakeholders including accreditation bodies The University developed and endorsed its Indigenous Education Strategy in 2008. An element of that commitment was the incorporation of the Indigenous Cultural Competence pedagogical framework which is to be fully implemented across undergraduate courses by 2015 and will make CSU compliant with National Best Practice Framework for Indigenous Cultural Competence and the curriculum recommendations of the Review of Higher Education Access and Outcomes for Aboriginal and TSI People (Xxxxxxxx et al 2012). Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Indicators Baseline 2012 Progressive Target 2013 Progressive Target 2014 Progressive Target 2015 Target 2016 Number of active learning and teaching projects supported by the PELTHE10 program where the University is the lead institution 1 2 3 4 5 Number of active learning and teaching projects supported by the PELTHE11 where the University is a partner institution 15 18 21 24 27 Number of citations for outstanding contributions to student learning 4 5 6 7 8 Number of awards for teaching excellence NIL 1 1 1 1
