Student Success

timer Asked: Oct 19th, 2018
account_balance_wallet $10

Question Description


Part 1

Remember to include the following information at the top of each paper on parts 1-8

Your First and Last Name

GID Number


Today’s Date

First Impressions

For this assignment, pretend you are writing a journal or diary entry. Write about your first week at Grantham – things that surprised you, and things that made you feel a bit overwhelmed.Since this is a diary/journal, be sure to explore your feelings along with describing the events that occurred.

Here are some prompts to start your thinking. Address at least five of these prompts in your response:

1.What motivated you to attend college

2.What factors influenced your decision to come to Grantham University

3.What are some of the things about college that you are looking forward to

4.What are some of the motivators that will keep you going if/when you encounter challenges

5.Your developing relationship with your Student Advisor

6.Your first impression of your instructors

7.Your first impression of your fellow students

8.How you expect your life to change while you are a college student

9.How you expect your life to change once you graduate from college

Your diary/journal entry should be about 500 words (double spaced typing, using a 12 point Times New Roman).Use Microsoft Word to prepare your assignment.

Part 2

Grit and Growth

This week, you viewed two video lectures (the “source material”). The first video was Dr. Angela Duckworth explaining her concept of “grit” and the second video was Dr. Carol Dweck explaining her concept of “growth mindset”.

Your assignment is to:

Summarize the Duckworth “Grit” video

Summarize the Dweck “Growth” video

Write a comparison in your own words of how these concepts relate to each other.

Please write a paragraph for each bullet above and use complete sentences. The total length of this assignment is 750 words (double-spaced, using 12 pt. Times New Roman). Use Microsoft Word to prepare your assignment.

Part 3

Victim / Creator

Your assignment this week is to help new employees become successful in their new jobs. You want to tell them how to harness the power of grit, growth, and the creator mindset.

To provide this orientation for new hires, please create a PowerPoint presentation. Use the template to prepare your assignment. Follow the examples for aesthetics (typography, screen design, media, white space, and color pattern) while also including notes for each slide.

Review the Multimedia Screen Design PowerPoint presentation to get some great advice on how to use color, fonts, and page design to create an easy to read, pleasing to view presentation.

These new employees have not heard about these concepts before, so be sure to:

1.Describe each term (grit, growth mindset, victim mindset, creator mindset and others that you may choose to include)

2.Give examples of each concept

3.Suggest ways in which the employee can demonstrate the concepts that will help them be successful

4.Describe what consequences may arise if the employee does not demonstrate the desired concepts

Part 4

Success in College

This week, you are asked to explain to people who are interested in attending Grantham what it will take to be successful as an online college student.Refer to the materials presented in the first four weeks of this course (written lectures, textbooks, videos).

Your paper should start with a statement or a claim about what it takes to be a successful student in an online college.(This is called your argument – refer to Pocket Keys for Writers chapter 3a).

Throughout the rest of the paper, you will support your argument by providing descriptions, explanations or examples of the mindsets, skillsets, and tips for success that you believe to be relevant.

The paper should be 750 words, (using a font such as 12 pt. Times New Roman).Use Microsoft Word to prepare your assignment. You will attach the Word document to the assignment dropbox (do not type directly into the dropbox).

Part 5


Based on this week’s readings and videos, you now have some information to help you understand what you need in order to achieve your goals, and you also have some strategies for requesting help from your friends and family during your college journey.

Your assignment this week is to have an “I need” conversation with someone close to you (friend or family member).There are two parts to this assignment. First, you need to prepare for your discussion by creating a “conversation plan.” Then, you need to reflect on how the conversation unfolded. You will submit your outline of the conversation plan (part one) on the same page as your reflection (part two).

PART ONE: Here is the outline for your conversation plan.

1.Create a vision of the ideal state (“I want to earn this college degree”)

2.Explain your reasons for setting that goal, be sure to point out what’s in it for your friend/family member (“With a degree, I can earn more money for our family”)

3.Explain what it will take in order for you to achieve that goal (“I need two to three hours of quiet time each night in order to study”)

4.Explain how the other person can help you (“If you can bathe the kids and put them to bed, I will be able to study”)

5.Anticipate any resistance (“I know you are tired by the end of the day, and so it may be a challenge to do that by yourself”)

6.Offer a solution or a compromise (“I can help on the weekends, but I have deadlines on Sundays and Tuesdays”)

7.Remind your friend/family member of the positive outcome (“If we can work this out, then I can graduate in three years and we then will be able to afford that new car we want to buy”)

PART TWO: After you have the “I need” conversation, reflect upon how it went.Then, write a reflection paper that includes the following information

1.Recap your “I need…” conversation. With whom did you have the conversation? Did you cover your main points?Why or why not?

2.Reflect on your emotions. How were you feeling during the conversation?

3.Analyze your friend/family member’s reaction. How did the person respond to your conversation?

4.Anticipated results: Do you believe you will get what you need?Why or why not?

5.If you were to have the “I need” conversation with a second person, would you change anything given your experience with the first conversation?Why or why not?

Part 6

Resolving a Conflict

Sometimes situations arise in courses (or with instructors) that make you angry or upset, yet you need to resolve them diplomatically. It is important to email your instructor in a way that is professional and not accusatory, while asking for resolution of the conflict.Pick two of the scenarios below, and write a professional email for each to a fictional instructor about the situation.

Scenario 1

You were in the middle of taking your final exam (which is timed) when the power went out. When the power resumed, the exam time had expired.You were only able to answer a few questions, and have a failing grade on the final. Write a professional email to your instructor explaining the situation, and asking if the exam can be reopened.

Scenario 2

You just looked at your grade on a project; it was much lower grade than you anticipated. You do not understand why your grade was low because your tutor helped you prepare the project. Write a professional email to your instructor asking for clarification on your score.

Scenario 3

Prior to the due date, your instructor approved the late submission of your assignment.When you looked at your grade, points had been deducted due to the late submission. Write a professional email to your instructor inquiring about the late penalty.

Scenario 4

You were reading through the posts of your classmates, and you notice that one of them copied your discussion post - i.e. they plagiarized. Write a professional email to your instructor informing them of the situation.Be sure to provide the name of the fictional student who plagiarized, and explain what they did

Use the following template when composing your emails:

Subject Line: GID, Your Name, Course Name (Ex: GU101) Topic / Issue

Instructor’s Name,

My name is ________________________, G00012345…

Explain what the issue is.


Your Name

Part 7

General Education

For this assignment, you will create a tri-fold brochure that explains to your classmates why college students need to complete General Education Courses.

First, go to the Grantham University Catalog and select three general education courses that you feel are

significant to a college student’s education.

Then create a tri-fold brochure in which you explain why it is essential that a college student complete each one of these courses.Be creative; use pictures associated with attending college.Your brochure should be a professional document; grammar, spelling, and punctuation are important.

Use the brochure template to develop your tri-fold brochure.NOTE: While this layout does not seem to make sense if you view it as a flat Word document, recall that the final product would be folded.

Here are the guidelines for presenting your information. The pages of the linked template have been labeled to help you organize your brochure.


oThis is the front cover of the brochure.

oCreate an interesting title and include relevant artwork – entice the viewer to open the brochure.


oThis is the first page the viewer sees upon opening the brochure.

oIn your own words, provide an overview of the General Education program.


oList the first general education course

oUse your own words to explain why this course is essential


oList the second general education course

oUse your own words to explain why this course is essential


oList the third general education course.

oUse your own words to explain why this course is essential.


oThis is the back cover of the brochure.

oInclude your name and GID.

oFeel free to add artwork or other information on this column.

Use Microsoft Word to prepare your assignment

Part 8

General Education

In this assignment, you will need to access the Grantham University Catalog

You are encouraged to work with your Student Advisor on this assignment.

You are going to develop an Academic Plan showing the courses you will complete to fulfill your degree program.You can print this out and put it on your refrigerator to track your success as you go through college!

Here are the elements of an Academic Plan:

1.The first column lists the terms you need to complete the degree (usually 10 terms for an Associate’s degree; 20 terms for the Bachelor’s degree; these may vary with each student).

2.The second column lists the month/year of the term – noting if you need to take time off for other commitments (use the * and footnotes to explain)

3.The third column lists the first course you plan to take.

4.The fourth column lists the second course you plan to take.It is suggested, but not required, that you take two courses per term; check with your Financial Aid plan to see if there are requirements on how many courses you can take per term.

The Academic Plan is simply a table that you can create in a Word document.Here is a truncated example:

My Name:

Joe Student

My Degree Program:

Bachelor of Arts, Strategic Communication

Month/Year of Term

Course #1

Course #2

Term 1

Jan 2019



Term 2

Mar 2019



Term 3

May 2019



Term 4

*Aug 2019



* I plan to take off the month of July 2019 due to a work trip I have to take but I will come back in August. Use Microsoft Word to prepare your assignment

Part 9-13 75-150 words apiece

Part 9

In this post, you are going to share a personal story. The post should contain all of the following:

A personal story about a time when you were successful at developing a skill or an ability that you either were not very good at or that you had never tried before.

A description of the skill you needed.

An explanation of why you needed to develop the skill.

How you felt about developing that skill. (Was it your idea or someone else’s idea? Did you think you could do it? Why?)

How you accomplished your goal.

Was it easy or hard to accomplish? Why?

How long did it take to accomplish your goal?

Did you have support? Friends? Family? Boss?

An explanation of how the development of that skill benefitted you.

Part 10

Looking Ahead to the Final Project

For this discussion, share with your classmates the progress you are making on your final project. What is your degree program?What courses are you most looking forward to completing in the program core? Which electives seem interesting to you?

If you have attended another college, explain how your transfer credits will impact your progress toward graduation (for example, have you seen the results of your transfer credit evaluation and know whether the courses have been accepted?)

Part 11

Failure Happens. Where Do You Go Next?

We don’t always succeed at everything we try, but failure is not necessarily a bad thing. What is really important regarding failure is what we do AFTER we fail.

Sometimes we learn something about ourselves, make changes, try again and succeed… the point is that a failure can be a true learning experience and/or a growth experience.

In this post, you will:

Share a personal experience of a failure which became a lesson or growth experience.

Describe the situation.

Share your feelings at the time of the failure and your feelings at some point after the failure.

Describe how you found the courage/strength/grit to move forward, try again…

Explain what the experience taught you and how you will continue to apply what you learned.

Part 12

Continuing to Work on the Final Project

Express some of the challenges you may be experiencing while trying to complete this assignment, and how you plan to overcome them.

What are some of the benefits you see in completing this project?

Part 13

Where Does the Time Go?

It’s pretty common to hear people say, “I don’t know how I am going to get this all done.” We may think we manage our time well and know how to multitask, but there are always tips and tricks that help us make the most of our time.

For example, every day after school, one mother usually waited for her son 10-15 minutes in the parking lot of the elementary school. She realized that sitting there was simply a waste of her time. She then chose to log in to her online class with her cell phone and read her textbook during this time. At the end of the week, she realized that the time in the car was 50-75 minutes of reading time!

Likewise, a father carried 10 flashcards each day in his pocket. He took 5 minutes on each of his breaks at work to review the cards. He found that he retained so much more information by taking 5 minutes here and there to review concepts. Tips like this help students balance school, work, family, and other life demands.

In this post, you will:

Explain time management in your own words.

Explain how a person truly knows if he or she manages time well. What evidence supports the idea that someone manages time well?

Provide at least two time-saving tips that you use/ have used at school, at work, or in life, and explain how they have helped you.

Explain how “I need” statements can help with time management.

Part 14

How Do I Respond to This?

In this scenario, you are part of an online class business class which is studying diversity in the workplace and diversity training. The prompt asked about the purpose of diversity initiatives/trainings, and how they can benefit business. A student posted what he experienced at his workplace diversity training not too long ago. A second student replied to his post, but with a very different “take” on the topic.

Here is a copy of the second post:

You got lucky. My job makes us attend these stupid trainings for diversity every year, and they are a complete waste of time. I mean, I am not going to be mean to lazy people who don’t do their work because they come from cultures where people don’t work hard. I know it’s not their fault that they were raised that way, and I guess they do ok for who they are and all, but that doesn’t mean I have to like picking up their slack. But that’s the world today, we have to accept everyone and everything.

Your job is to respond to the second post and maintain professionalism while you do. Your response should defuse the situation (rather than make it worse).

Part 15

Final Project Is Due Next Week

One aspect of the final project is to anticipate any upcoming events that might delay your progress toward graduation (i.e. a pregnancy, military deployment, planned move, etc.)Discuss how you plan to work around these speed bumps so you can get back on track quickly.

If you cannot think of any planned speed bumps, then discuss the impact of unanticipated circumstances (earning grades of “F” or withdrawing from courses)How will these impact your progress toward graduation, and what can you do to mitigate those circumstances?

Unformatted Attachment Preview

VOLUME 30 2018-2019 Grantham University Catalog Effective March 30, 2018 through March 29, 2019 COPYRIGHT 2018 GRANTHAM UNIVERSITY ∙ GRANTHAM.EDU ∙ DEAC ACCREDITED ∙ 2686 FOR PROGRAM INFORMATION ON FEDERAL DISCLOSURES, VISIT GRANTHAM.EDU/DISCLOSURE © ADDENDUM TO 2018-2019 UNIVERSITY CATALOG GRANTHAM UNIVERSITY 2018-2019 UNIVERSITY CATALOG ADDENDUM PUBLISHED JUNE 1, 2018 This addendum is an integral part of the 2018-2019 Grantham University Catalog, which was published March 30, 2018. All changes are effective June 1, 2018, unless otherwise noted. The amendments listed below take precedence over information contained in the 2018-2019 University Catalog. GRANTHAM UNIVERSITY 2018–2019 CATALOG AND STUDENT HANDBOOK | 2686 2 | ADDENDUM ADDENDUM TO 2018-2019 UNIVERSITY CATALOG PAGE III, ADMINISTRATION The following are revisions to this section: Vacant, Provost / Chief Academic Officer Baz Abouelenein, Ph.D., Vice President of Information Technology / Chief Information Officer Tracy Gallery, Vice President of Human Resources PAGE III, UNIVERSITY FACULTY The following is a revision to this section: PROVOST/CHIEF ACADEMIC OFFICER Vacant PAGE 2, 1.3 UNDERGRADUATE ADMISSION The following is a revision to this section. Note the final bulleted item: Completion based upon IEP goals does not meet the regular high school diploma requirement and will not be accepted by Grantham University.) C  opy of General Educational Development (GED) certificate or state certificate awarded after passing an authorized test that the state recognizes as equivalent to a high school diploma. International high school diploma earned - please provide a copy of approved Foreign Evaluation Services report showing an equivalent to U.S. high school completion. O  fficial transcript indicating a qualifying associate, bachelor’s or master’s degree awarded from any school accredited by an accrediting body recognized by the U.S. Department of Education or the Council for Higher Education Accreditation or foreign equivalent. O  fficial proof of 60 or more transferable semester hours taken at the college or university level. HIGH SCHOOL GRADUATION EQUIVALENCY Grantham University requires completion of high school or its equivalency for admission into its undergraduate and certificate programs. If the University is unable to verify successful completion of high school or its equivalent, it is the responsibility of the student to ensure that official proof of high school completion or its equivalent is provided prior to the release of federal financial aid in the student’s first term of enrollment. Failure to comply with this requirement may result in immediate dismissal from the University and forfeiture of credits. Verification documentation that satisfies requirements is approved by the Registrar. Examples of acceptable verification are listed below: Copy of high school diploma or transcript (An earned IEP or Special Education Diploma or Certificate of PAGE 7, 1.5 RE-ADMITTANCE POLICY The following is a revision to this section. Note a change in the School of Nursing re-admit policy: Any student who has been withdrawn from Grantham for any reason or is returning to Grantham after 180 calendar days will be categorized as a re-admit. Due to the rapid changes in the health care environment, students in the School of Nursing who are out over 90 days will be categorized as a re-admit. The re-admission process will include a program review. The student is subject to the policies, procedures and any changed academic requirements in force at the time of readmission. Courses may remain unchanged, be removed or added as needed to meet current curriculum requirements. PAGE 16, 2.12 PROCTORED EXAMINATIONS Note about the following revision: Please pay careful attention to the policy change indicated in the final paragraph of this section, which dictates a specific date of implementation. Throughout a student’s program of study, assessments from select courses will be proctored. Each course for which a student enrolls at Grantham University will have the grading rubric and methodology included in the course syllabus. The weight of all assignments will be identified, including the weight of any proctored assignment that may be required in the course. The course syllabus will also identify if a specific assignment must be proctored. The course syllabus will include complete instructions for taking the proctored assignment. If a student has completed all assignments in a course, including any proctored exam that may be required and fails the course, the student may be required to repeat the course at his/her expense. A student will not be allowed GRANTHAM UNIVERSITY 2018–2019 CATALOG AND STUDENT HANDBOOK | 2686 3 | ADDENDUM ADDENDUM TO 2018-2019 UNIVERSITY CATALOG to retake a final proctored exam or proctored assignment. Students who repeatedly fail to take proctored examinations or whose performance on proctored examinations is drastically different than their typical coursework submissions throughout their program will be subject to the identity verification process and disciplinary action. METHODS OF PROCTORING Our current proctoring system requires Windows Vista or newer or MAC OS X 10.5 or higher. Tablets, Hybrid Devices and Mobile Devices are not supported. External cameras on MACs are not supported. Videos recorded during the exam session contain full-length webcam views, audios and desktop recordings. Videos are stored and available to University administrators for review. The course syllabus will indicate any unique exam rules that may apply, such as the use of a calculator, open/closed book, etc. Videos will be reviewed with these rules in mind and report any violations to University administrators. Students must have an operational webcam/video, computer, high-speed internet connection and allow the third party proctor service to access their webcam and microphone during the proctored assignment. Students are required to identify themselves with a valid government-issued photo ID. Students may only have one internet browser window open while taking their proctored exams, unless otherwise specified. The use of internet-accessible devices, such as smartphones and tablets, are strictly prohibited during the exam. Students may not bring removable media of any type during the proctored exam (e.g., flash drives, etc.). Students may not install software during the proctored exam; however, pre-installed software, such as Maple and MATLAB, is permissible. Students are not allowed to converse with anyone other than their proctor during the proctored assessment. Proctors are prohibited from assisting with the exam with the exception of procedural or administrative issues. No one, at any time, is permitted to assist the student logging in or setting up the proctoring system. This will be flagged as a test violation. Therefore, if a student believes he/she will be unable to operate the system, the student should contact his/her Student Advisor. In order to prepare students for a substantial change in the proctored examination policy, we are announcing that as of September 12, 2018, the following change to the first paragraph of this section will be effective: Throughout a student’s program of study, assessments from select courses will be proctored. Proctored exams are required and serve as an additional identity verification process used by Grantham University to ensure academic integrity and to meet accreditation requirements. Proctored exam information and rules are provided in each course syllabus where a proctored exam is required. Taking proctored exams is mandatory, without exception, and is not subject for appeal. Failure to complete the proctored exam will result in a failing grade (F) for the course. Failure of this course might affect student funding, financial aid and academic status. PAGE 17, 2.13 SATISFACTORY ACADEMIC PROGRESS The following is a revision to this section: Satisfactory Academic Progress (SAP) standards apply to undergraduate and graduate students who wish to establish or maintain eligibility for program enrollment. These standards apply to a student’s entire academic record at Grantham University, including all credit hours applied to the student’s program transferred to Grantham University from another school. Students are required to meet Satisfactory Academic Progress standards to remain eligible for federal student aid. Prior to all federal student aid disbursements, eligible SAP status will be verified. PAGE 18, 2.13 SATISFACTORY ACADEMIC PROGRESS The following is a revision to this section: SATISFACTORY ACADEMIC PROGRESS GENERAL POLICIES INCOMPLETE (I) COURSE If a student does not complete a course within the eight (8)-week (56-day) term due to extenuating circumstances, a request for an Incomplete (I) from the instructor can be made. In order to be eligible for an Incomplete, a student must have completed at least 50 percent of the required work for the course and must submit documentation of the reported extenuating circumstances. Incompletes must be requested by the student in an email to the instructor and must be made at least 48 hours prior to the course end date. Incompletes may only be awarded for extenuating circumstances that prevent a student from completing a course. If the instructor grants the request for an “I”, the student will be given an additional 14 days of course access beginning the Monday following the term end date. A grade of “I” will be assigned and will remain in the student academic records until the final grade posts or until the end of the 14-day Incomplete period. At the end of the additional 14 days, any remaining Incomplete Course requirements will be awarded a grade of zero and averaged into the final grade. GRANTHAM UNIVERSITY 2018–2019 CATALOG AND STUDENT HANDBOOK | 2686 4 | ADDENDUM ADDENDUM TO 2018-2019 UNIVERSITY CATALOG No additional time can be granted. The final grade will remain on the transcript. Incompletes granted after the course end date by approved appeal will permit students course access 14 calendar days from the date that the Incomplete posts. PAGE 18, 2.13 SATISFACTORY ACADEMIC PROGRESS The following is a revision to this section: Required to relocate SAP WARNING Students are placed on SAP Warning for one (1) 16-week semester (two (2) eight (8)-week terms) if they do not meet the Minimum GPA and/or, for undergraduate students only, the Course Completion Rate requirements. While on SAP Warning, students are eligible to receive federal student aid for that 16-week semester. Notification of the change of academic standing will be emailed to the student’s Grantham University email address. Lack of reception of notification does not exempt students from the policy requirements. O  ther unexpected circumstance(s) beyond the control of the student Supporting documentation (e.g., letters from employers, doctor’s notes, receipts, court summons, military orders, lease documents, birth certificates, obituary notices) must be attached to the appeal form to verify that one or more of the qualifying circumstances above led to the suspension. An appeal may be denied for lack of documentation. Normal life and work circumstances are not grounds for an appeal. Students who are on SAP Warning who do not meet SAP standards at their next SAP check will be academically suspended. Students who choose to appeal their SAP suspension are encouraged to work with their Student Advisor to determine the appropriate academic strategies in developing an academic plan and submitting the completed appeal. For students’ optimal future academic success, appeal decisions may require students to use the Teaching and Learning Center resources before they would be eligible for future enrollments. SAP SUSPENSION Students are placed on SAP Suspension for failing SAP requirements at the conclusion of the student’s 16-week semester (two (2) eight (8)-week terms) on SAP Warning. Students on SAP Suspension are not eligible to receive federal student aid disbursements. Notification of the change of academic standing will be emailed to the student’s Grantham University email address. Lack of reception of notification does not exempt students from the policy requirements. To regain eligibility for enrollment, students must submit a successful academic appeal. APPEALING SAP SUSPENSION Students may appeal an academic suspension by submitting a Suspension Appeal packet consisting of a Suspension Appeal form, an explanation of the qualifying circumstances that led to the student’s failure to meet SAP standards, documentation of the eligible qualifying circumstances mentioned in the appeal and a description of the changes in the student’s situation that will allow the student to meet SAP standards in the future. Qualifying circumstances recognized as documentable reasons for SAP Suspension Appeal are: Injury or serious illness of the student or family member Loss of employment of student or family member Loss of housing Qualifying life event (divorce, birth or death of family member) Natural disaster Military duty Students who are active in courses and earn SAP suspension will have a deadline of seven (7) calendar days from the date of notification to submit an appeal to remain in courses. (The date of notification is considered to be the date on the email communication and constitutes day one (1) of the seven (7) calendar days). Such students may remain enrolled while the appeal is reviewed. To submit an appeal, a student should go to GLife and click on the Submit Academic Appeal link. Once completed, the appeal will go to the appropriate University official for review. Students informed of their suspension when simultaneously registered in active courses may remain enrolled while the appeal is reviewed, understanding that appeals from actively enrolled students must be received no later than seven (7) calendar days from the date of notification. (The Date of Notification is considered to be the date on the email communication and constitutes Day one of the seven days). Students continuing in a course(s) while the appeal is processed who then receive a denial of the appeal or students who do not submit an appeal by the appeal deadline may no longer continue and are administratively dropped from all classes. Students NOT currently enrolled must successfully complete their appeal submission 30 days prior to the next course start date. Students not currently enrolled in active coursework whose GRANTHAM UNIVERSITY 2018–2019 CATALOG AND STUDENT HANDBOOK | 2686 5 | ADDENDUM ADDENDUM TO 2018-2019 UNIVERSITY CATALOG appeals are approved may enroll for a future term(s) provided the registration deadline has NOT passed and are subject to academic probation conditions. Approved students will be placed in an Academic Probation status and granted one 16-week semester (two (2) eight (8)-week terms) to improve their academic standing and meet the required Academic Plan (SAP Standards). While on Academic Probation, students are eligible to receive federal student aid for that 16-week semester. PAGE 20, 2.14 ACADEMIC OVERLOAD The following are revisions to this section. Note the School of Nursing overload policy: FURTHER CONDITIONS: No student will be authorized to enroll in classes creating an academic overload during the time that an issue of academic misconduct is being reviewed. CONDITIONS THAT REQUIRE DEAN OR DESIGNEE APPROVAL No student will be authorized to enroll in classes creating an academic overload for 12 months following a sanction for academic misconduct by any university committee, Dean, or Provost or designee. Students may not enroll in more than 20 credit hours in any given semester (16 week period). Previously attempted courses with a final grade of F (fail) cannot be included in an academic overload term. S  tudents in the College of Arts and Sciences or Mark Skousen School of Business require Dean or Chair approval for more than nine (9) credit hours in one (1) term. S  tudent requests to overload for the RN-BSN Program (over six (6) credits per term) and MSN program (over three (3) credits per term) must be approved by nursing administration. Approval will depend upon CGPA, courses requested to overload and past academic history. S  tudents in the College of Engineering and Computer Science require Dean or Chair approval for more than 12 credit hours in one (1) term. S  tudents who wish to overload by enrolling in any of the following courses, must receive necessary approval: 400-level capstones, AH216, IS216, CS325, CT212, ET212 and ET372. PAGE 39, 4.9 STUDENT GRIEVANCES The following is a revision to the contact information in this section: Grantham University Ethics Helpline Phone: (844) 230-0005 Website: PAGE 83, 8.26 COMPUTER ENGINEERING TECHNOLOGY The following is a revision to this section: STUDENT LEARNING OUTCOMES Select and apply the knowledge, techniques, skills and modern tools of the discipline to broadly defined engineering technology activities. Select and apply a knowledge of mathematics, science, engineering and technology to engineering technology problems that require the application of principles and applied procedures or methodologies. Conduct standard tests and measurements; conduct, analyze, and interpret experiments; apply experimental results to improve processes. Design systems, components or processes for broadly defined engineering technology problems appropriate to program educational objectives. Function effectively as a member or leader on a technical team. GRANTHAM UNIVERSITY 2018–2019 CATALOG AND STUDENT HANDBOOK | 2686 Identify, analyze and solve broadly defined engineering technology problems. A  pply written, oral and graphical communication in both technical and non-technical environments; identify and use appropriate technical literature. Identify the need for and engage in self-directed continuing professional development, including the ability to identify strategies for acquiring competency in unfamiliar subject areas or skills. A  ddress professional and ethical responsibilities, including a respect for diversity. Identify the impact of engineering technology solutions in a societal and global context. D  emonstrate a commitment to quality, timeliness and continuous improvement. 6 | ADDENDUM ADDENDUM TO 2018-2019 UNIVERSITY CATALOG Apply electric circuits, computer programming, associated software applications, analog and digital electronics, microcomputers, operating systems, local area networks and engineering standards to the building, testing, operation and maintenance of computer systems and associated software systems. Apply natural sciences and mathematics at or above the level of algebra and trigonometry to the building, testing, operation, and maintenance of computer systems and associated software systems. A  nalyze, design and implement hardware and software computer systems. A  pply project management techniques to computer systems. U  tilize statistics/probability, transform methods, discrete mathematics or applied differential equations in support of computer systems and networks. PAGE 88, 8.31 ELECTRONICS AND COMPUTER ENGINEERING TECHNOLOGY The following is a revision to this section. Note the omission of Program Educational Objectives: ASSOCIATE OF SCIENCE DEGREE PROGRAM The objective of the Electronics and Computer Engineering Technology degree program is to provide students with the knowledge and skills to enter the workforce as technicians. Required coursework builds a foundation in circuit theory and design, digital and analog electronics, and computer programming. The program satisfies the first two years of the Bachelor of Science in Computer ...
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