Experiential Learning Sample Clauses

Experiential Learning the Owner will be available to provide experiential learning opportunities based around solar and renewable energy technologies including but not limited to guest speaking, participation in environment/energy forums, or other activities as identified by the School District. At a minimum this is to include participation/presentation in one community education course per school year.
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Experiential Learning. To prepare themselves for work and learning after graduation, student should also participate in high impact practices such as:
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Experiential Learning. In addition to classroom training, the capacity-building will take multiple forms, including experiential learning. This will include: (a) a workshop in November bringing POs together to share experiences on success and shortcomings; (b) a PO Convention in December to showcase achievements and encourage cross-learning. This approach is expected to be an effective means of learning to inspire POs to improve their performance. Number of cases resolved through the GRS Number of cases received through the GRS Number of MLGUs contributing at least the required counterpart of subproject cost Regular monthly reports delivered on time by BDA (narrative and financial) Subprojects meet technical design standards Subprojects constructed in compliance with the technical design on the SPP POs subproject proposal s acted upon by BDA for final approval in a timely manner Figure 5. Progress of Selected Indicators on Improved Capacity of BDA and POs to Plan, Manage, and Implement Local Development Activities (as of 30 September 2015) B. PLEDGE‌ Intermediate Outcome 5: Improved sustainable livelihood opportunities
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Experiential Learning. The Career Development office introduced Faculty-tailored career counselling specialists within the Career Centre to support students in specific faculties to meet their career and work goals. • New graduates and alumni will be invited to a special career fair and the Career Centre has expanded its outreach to graduates and new alumni. New graduates are also invited to participate in the New Graduate Certificate Program which includes a week-long intensive workshop program on topics such as contract and salary negotiation, networking, managing debt, resume and cover letters to name a few. • Graduate-level students have expanded Career Centre service offerings. • Students in first and second year are invited to participate in a job shadowing program to encourage them to begin thinking early about their career. • Ontario Global Edge internships: Carleton has received funding from the Ontario Ministry of Small Business and Consumer Services’ Ontario Global Edge program for five international internship positions in 2010. Participants will complete an international placement which will provide them with real and meaningful experiences in the global economy and include an entrepreneurial component. Ontario Global Edge was developed in order to provide post-secondary students, ages 19 to 29, with an opportunity to gain important international work experience and a broader understanding of the global economy. The program promotes the importance of entrepreneurs and small and medium sized enterprises in a global marketplace and helps to create an entrepreneurial awareness amongst post-secondary students. • A record 270 Carleton students studied abroad in 2008-09, and opportunities are continuing to be developed. • Many opportunities in departments with internships and placements exist where students get to experience in real world settings what they learn in the classroom. Please outline how you will continue to monitor and evaluate the outcomes of these strategies in 2009-10 in the following space (e.g. through NSSE, KPI’s, CGPSS or CSRDE): Strategy / Program Brief Description of Monitoring and Evaluation of Outcomes
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Experiential Learning. Number and proportion of graduates in programs, who participated in at least one course with required Experiential Learning (EL) component(s) Number: E.g. 7,000 Proportion: E.g. 78%
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Related to Experiential Learning

  • Workforce Development MPC’s technical training program is having a major impact in the region. Online modules, short courses, webinars, and on site/videoconferencing events are reaching state and local transportation department employees and tribal transportation planners. By harnessing the capabilities of the four LTAP centers located at the MPC universities and the multimedia capabilities of the Transportation Learning Network (which was founded and is partly funded by MPC) more than 76 technical training events were offered in the second half of 2015. These training modules and short courses are critical to transportation agencies that need to improve or renew the skills of engineering technicians and other frontline workers. Many MPC courses or training events result in the certification of workers. Even when certification is not required, TLN’s online learning management systems allow employees and employers to set learning goals and monitor progress towards these goals. MPC is making another major impact in workforce development. Altogether, 57 graduate students are working on MPC research projects under the tutelage of faculty researchers. These graduate students represent the researchers and technical analysts of tomorrow. Without the MPC program and the stipend funds that it provides, these students may not be specializing in transportation; but, instead would be seeking career opportunities in other fields. The MPC research program allows faculty to mentor graduate students while allowing the students to work on projects for federal and state transportation agencies—thereby, gaining valuable practical experience.

  • Employer Grievance The Employer may institute a grievance by delivering the same in writing to the President of the Local Union and the President shall answer such grievance in writing within five working (5) days. If the answer is not acceptable to the Employer, the Employer may, within ten (10) working days from the day the President gives her answer, give ten (10) working days notice to the President of the Local Union of its intention to refer the dispute to arbitration.

  • E-LEARNING a) E-Learning is defined as a method of credit course delivery that relies on communication between students and teachers through the internet or any other digital platform and does not require students to be face-to-face with each other or with their teacher. Online learning shall have the same meaning as E-Learning.

  • General Experience The Applicant shall meet the following minimum criteria: -

  • Distance Learning Distance learning is a teaching modality whereby all or the majority of instruction and student interaction occurs via electronic media or equivalent mechanisms with the Faculty and students physically separated from each other. This includes courses that are fully online as well as Live online, hybrid, flipped, computer-based courses, and other alternate delivery methods.

  • Reverse Engineering The Customer must not reverse assemble or reverse compile or directly or indirectly allow or cause a third party to reverse assemble or reverse compile the whole or any part of the software or any products supplied as a part of the Licensed System.

  • Work Experience Formula hour equivalents will be given on the basis of the following number of students enrolled at fourth week census: 5-14 students enrolled = 1 (one) formula hour 15-24 students enrolled = 2 (two) formula hours 25-34 students enrolled = 3 (three) formula hours

  • Employment Verification Grantee will confirm the eligibility of all persons employed during the contract term to perform duties within Texas and all persons, including subcontractors, assigned by the contractor to perform work pursuant to the Contract.

  • Education, Training and Experience Grade 12 and two years' recent related experience or an equivalent combination of education, training and experience.

  • Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-A-1. Reflective Practice Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.

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