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15
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GBC Talks
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A regular series of community talks on issues of interest or concern within the community.
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Virtual Humanities Center at Great Basin College
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01:33:01
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Scott A. Gavorsky
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GBC Talks: "Religious Liberty in the 21st Century"
Description
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<p>To what extent does religious liberty conflict with federal and state laws on a range of issues, or even personal choices? How should such conflicts be resolved, while protecting the Constitution's rights to religious liberty? This GBC Talks discussed the issues behind some of recent controversies and court cases around religious liberty. Recorded Wednesday, 21 February 2018, at Great Basin College.</p>
<p>Panelists:</p>
<ol>
<li>Zach Gerber, Esq. - Partner, Gerber Law Offices, LLP, and President of the Great Basin Chapter of the J. Reuben Clark Law Society</li>
<li>Dan DuSoleil - Pastor, Christian Center of Elko</li>
<li>Dr. Kevin Hodur - English Instructor, Great Basin College</li>
</ol>
<p>Moderator: Dr. Scott A. Gavorsky</p>
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Great Basin College
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21 February 2018; 2018-02-21; 02/21/2018; 21/02/2018
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Scott A. Gavorsky [VHC]
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English
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religion
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Listening for Information & Note Taking.notebook
March 24, 2017
Study Skills Workshop #2:
Listening for Information & Note Taking
This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s
Employment and Training Administration. The solution was created by the grantee and does not
necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such
information, including any information on linked sites and including, but not limited to, accuracy of the
information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.
Great Basin College (GBC) does not discriminate on the basis of race, religion, color, age, sex, sexual
orientation, military status, disability, national origin, gender identity or expression, or genetic
information. GBC is an equal opportunity employer/program and auxiliary aids and services are
available upon request to individuals with disabilities. For inquiries, call (775) 7388493.
This project was funded $4,009,331 (100% of its total cost), from a grant awarded under the Trade
Adjustment Assistance Community College and Career Training Grants, as implemented by the U.S.
Department of Labor’s Employment and Training Administration.
This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.
Mar 2411:37 AM
Copy and paste the hyperlink below to view
the full video presentation:
http://gbcnv.mediasite.com/mediasite/Play/
a81d05a4742d448191f5b2e7741927a41d
Mar 2411:26 AM
Study Skills Workshop 2:
Listening for Information
& Note Taking
Season Riley, Project Director
Annie Hicks, Pathways Specialist
TAACCCT Grant (Round 3): Great Basin College
This project was funded $4,009,331 (100% of its total cost), from a grant awarded under the Trade Adjustment Assistance Community College and Career Training Grants, as
implemented by the U.S. Department of Labor’s Employment and Training Administration.
Creative Commons ?
Jan 1210:36 AM
1
�Listening for Information & Note Taking.notebook
March 24, 2017
Write down the directions:
Jan 1210:40 AM
Compare what you wrote with the list below to
see how closely your notes match the original:
1. Read chapters 58
2. Complete each review activity for
chapters 58
3. Ignore the final question in the
chapter 7 review activity
4. Post your responses in the
appropriate discussion group before
the deadline
What did you notice?
Jan 1210:40 AM
What might help you to remember directions
more accurately?
Jan 1210:43 AM
2
�Listening for Information & Note Taking.notebook
March 24, 2017
Write key active listening words:
Tip: Use these key active listening words as
a reminder to write down what you are
hearing or need to do!
Jan 1210:44 AM
Write down questions you might ask
instructors to be sure you have accurate
information or directions:
Jan 1210:47 AM
How might you apply these strategies in a
work setting?
How might good listening and note taking
benefit you at work? In life?
Jan 1210:48 AM
3
�Listening for Information & Note Taking.notebook
March 24, 2017
References
Academic Skills Center: Dartmouth College. (2001). Learning by listening.
Retrieved from http://www.dartmouth.edu/~acskills/handouts.html
Education Corner. (2017). Improving your note taking. Retrieved from http://
www.educationcorner.com/notetaking.html
Education Corner. (2017). Listening Skills. Retrieved from http://
www.educationcorner.com/listeningskills.html
Jan 1210:50 AM
4
�
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Toolkit - Using Evidence
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Collection of resources discussing finding, using, and citing evidence in college classes.
Description
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Resources about the use of evidence collected from GBC Faculty.
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GBC Faculty
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GBC VHC
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August 2014
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Scott A. Gavorsky
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GBC
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Study Skills Workshop # 2: Listening for Information and Note-Taking
Description
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<p>TAACCCT Grant developed guide for students on listening for key information and note-taking in class. The MediaSite video is hosted by TAACCCT team members Season Riley and Annie Hicks.</p>
<p><a title="View Listening for Information and Note-Taking Video" href="http://gbcnv.mediasite.com/mediasite/Play/a81d05a4742d448191f5b2e7741927a41d" target="_blank" rel="noopener">Click to view MediaSite Video Presentation: http://gbcnv.mediasite.com/mediasite/Play/a81d05a4742d448191f5b2e7741927a41d</a></p>
<p><a title="View Accompanying Worksheet as pdf" href="/omeka/files/original/e5a3a86e00bc07186b244bc097a96574.pdf" target="_blank" rel="noopener">Presentation Slide Show Accompanying Worksheet [pdf file]</a></p>
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TAACCCT Grant
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http://gbcnv.mediasite.com/mediasite/Play/a81d05a4742d448191f5b2e7741927a41d
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24 March 2017
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Annie Hicks; Season Riley [TAACCCT Grant]; Scott A. Gavorsky [VHC]
* This project was funded $4,009,331 (100% of its total cost), from a grant awarded under the Trade Adjustment Assistance Community College and Career Training Grants, as implemented by the U.S. Department of Labor’s Employment and Training Administration.
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<ul>
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MediaSite file; 10:00 min.
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English
Faculty
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note-taking
student aids
study skills
TAACCCT
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/5aecb929ba37fd5f5f8056831b3d55b9.docx
eee983e80c1e34a6495f7dc61fe8c3d3
https://humanities.gbcnv.edu/omeka/files/original/6cc74b24fbcde9805645cf333b567709.docx
21809c6e9beec554ef17448bdf819828
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Great Basin Indian Archive Holdings
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Non-oral history documents and files from the Great Basin Indian Archives
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A collection of files and documents shared from the Great Basin Indian Archive holdings collections. The collection does not include the <a title="GBIA Western Shoshone Oral Histories" href="/omeka/collections/show/17" target="_blank" rel="noopener">GBIA Western Shoshone Oral Histories, which are a separate collection</a>.
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Great Basin Indian Archives, in partnership with Barrick Gold of North America
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Great Basin Indian Archives
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Great Basin Indian Archives
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Scott A. Gavorsky [VHC]
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Great Basin Indian Archives - <a title="Great Basin Indian Archives website" href="http://www.gbcnv.edu/gbia" target="_blank" rel="noopener">www.gbcnv.edu/gbia</a>
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<a title="GBIA Western Shoshone Oral Histories" href="https://humanities.gbcnv.edu/omeka/exhibits/show/gbia-oral_histories" target="_blank" rel="noopener">GBIA Western Shoshone Oral Histories</a>
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Community Shoshone Language Materials from Fall 2016 Workshop
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<p style="font-size: medium;">During the Fall 2016 Shoshone Community Language Teachers Workshop, instructor Samuel Broncho distributed these documents to help community teachers develop curriculum and lesson plans.</p>
<p style="font-size: medium;">The documents include:</p>
<ul style="font-size: medium;">
<li><a title="Download Shoshone Curriculum Plan" href="/omeka/files/original/6cc74b24fbcde9805645cf333b567709.docx" target="_blank" rel="noopener">Shoshone Language Curriculum</a> for course planning</li>
<li><a title="Download Newe Lesson Plan document" href="/omeka/files/original/5aecb929ba37fd5f5f8056831b3d55b9.docx" target="_blank" rel="noopener">Newe Lesson Plan</a> for daily/weekly lesson planning</li>
<li><a title="Class Sign-In Sheet download" href="/omeka/files/original/eac2e1f6e7e88e6fc7b3a71c895ceedd.docx" target="_blank" rel="noopener">Sign-In Sheet</a> for attendance and participation tracking</li>
</ul>
<p style="font-size: medium;">To use these documents, merely download and add the specific information and materials to be used in the class be taught.</p>
<p style="font-size: medium;">For any questions on using these documents, contact Sam Broncho at <a title="E-mail Sam Broncho" href="mailto:samuel.broncho@gbcnv.edu" target="_blank" rel="noopener">samuel.broncho@gbcnv.edu</a>.</p>
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Samuel Broncho
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Great Basin Indian Archives
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18 November 2016
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Scott A. Gavorsky [VHC]
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Documents are free for use and may be downloaded and modified without restriction
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.docx
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English; Shoshone
Community
Crossroads
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GBIA
instructor resources
language
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Shoshone
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b578688eaed19f5ffd329237c7c72bd7
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Title
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Toolkit - Using Evidence
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Collection of resources discussing finding, using, and citing evidence in college classes.
Description
An account of the resource
Resources about the use of evidence collected from GBC Faculty.
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GBC Faculty
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GBC VHC
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August 2014
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Scott A. Gavorsky
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GBC
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Varies
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Player auto cc for ADA purposes; no prepared transcript available.
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.mp4
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Scott A. Gavorsky
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00:17:47
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Academic Integrity: Avoiding Plagiarism through Citation Practices
Description
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<p>An video introduction to citation and practices such as quoting, paraphrasing, and summarizing prepared by Dr. Scott A. Gavorsky, Professor of History at Great Basin College for use in classes. The video covers the basic purposes of citation, compares four major citation styles (MLA, APA, Chicago, and CSE), and looks at examples of quoting, paraphrasing, and summarizing sources properly.</p>
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Scott A. Gavorsky
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Great Basin College
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Fall 2015
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Permission to post given by Scott A. Gavorsky explicitly to Great Basin College.
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
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streaming video (Kaltura player)
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English
citations
evidence
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how-to
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student aids
Toolkit
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PDF Text
Text
NORTHEASTERN NEVADA HISTORICAL SOCIETY
QUARTERLY
Early Elko - Reminiscences of
George D. Banks
by Edna Patterson
Volume One
Summer 1970
Number One
Dirt Runways - A History of Elko Airpor~
1919-1926
by Howard ffiekson
Volume One
Fall 1970
Number Two
Basque Tree Carvings
by Riehard Lane
Volume One
Winter 1971
Number Three
· The Old Schoolhouses Are Disappearing
by Edith Landon Ba-khelder
Volume One
Spring 1971
Number Four
2001-2
ELKO, NEVADA
.
�64
Northeastern Nevada Historical Society Quarterly
Volume One, Number Three, Winter 1971
Basque Tree Carvings
by Richard Lane
Introduction:
During the past summer I examined numerous aspen groves on the western
slope of the Ruby Mountains between Lamoille Canyon and Mitchell Creek, in the Red
Rock area west of Jiggs, and on the Mountain City and Gold Creek districts of the
Humboldt National Forest. The carvings that were located were always interesting and
sometimes very beautiful. Many persons, including sheepherders, who frequent the
mountains give these carvings only a cursory glance and thereby miss the enjoyme nt
and confrontation by some small evidence of the lives of the strong men who followed
this solitary occupation in the past.
This is a loss to all concerned and especially to those interested in the range
history of the West, for neglecting to consider the actual roles of the sheepherder and
sheepmen distorts our understanding of how the present attitudes and situation came
to be. Aspen carvings are only a small part of the necessary evidence, but a very
enjoyable part.
Several persons have provided valuable assistance in the preparation of this
paper: William Douglass, Luis Garcia, Jess Goicoechea and Richard King.
Basque Tree Carvings
by Richard Lane
Scattered among the aspens in northeastern Nevada are clusters of carvings
etched by sheepherders and camptenders; a legacy for the anthropologist a nd
testimony that thoughts of other people (oftimes females) occupied a good deal of the
lonely herder's time.
The carvings - dating from the turn of the century - provide a glimpse into
those idle moments away from sheep husbandry and camp routines when a man took
knife in hand to leave his successors with evidence of his presence.
Most frequently he simply carved his name and the date. On a few occasions
an artist here and there expressed himself with drawings of women, houses or other
objects. More verbose carvers left complete quotations or cultural stateme nts, evidently
the direct results of frustrations of this often lonely occupation.
The earliest identifiable carvings date from a few years later than the influx of
Basque sheepherders into this area about 1895.
Since there is no tradition of tree carving in the Basque Country, it is likely that
the early herders learned the skill from persons in the United States. To my knowledge ,
no pre-Basque aspen carvings from the nineteenth century are still living. The Basques
and other Iberians were preceded in their occupation by northern Europeans,
predominantlv from the British Isles.
�65
q--oves on the western
ell Creek, in the Red
·eek districts of the
ays interesting and
who frequent the
~iss the enjoyment
---ien who followed
ted in the range
heepherder and
situation came
'lCe, but a very
paration of this
'·ng.
mpse into
man took
'J X
of
ues
Aspen grove with tree carvings.
Museum collection
�66
During the present century Basques and Spaniards have provided most of the
labor on Elko County summer ranges.
The medium which these men have used is a living material that changes in
size, color and texture over the years at the points where incisions were made.
Should the incisions be too wide or too deep, the resulting bark which grows
to heal the wounds will cover so large an area that the intended shape of the carving
may be obscured. There are numerous examples of this error that can be observed.
The appropriate technique for producing clean, narrow lines is a single very light
incision which barely penetrates the surface of the white bark. Though penetration with
the knife into the cambium will doubtless place a stress on the life support system of
the tree, densely carved living aspens exist which surpass seventy years of age. The
surface of a dead tree deteriorates and destroys the carvings.
An overwhelming majority of carvings consist of names and dates (Figure 2):
more rarely, direct statement of Basque ethnic identity and, in the cases of many of
the Spanish Basque herders, farmstead (very rare) or town, province, and country of
origin (Figure 3). The earliest of these which I have located was carved in June , 1903,
and it is just barely discernable (Figure 4). It was spared the depredations of the beaver
that many of its neighbors have suffered.
Jua n L
Muse,.
Jean Arosteguy, 1928 (Fig. 2).
Museum collection
�67
e provided most of the
aterial that changes in
ns were made.
•ing bark which grows
s hape of the carving
liat can be observed.
is a single very light
ugh penetration with
ife support system of
,ty years of age. The
and dates (Figure 2):
lie cases of many of
nee, and country of
rved in June, 1903,
ations of the beaver
Juan Lano, 1921, also shows a province in Spain (Fig. 3).
Museum collection
June, 1903 (Fig. 4).
Museum collection
�68
In a few places herders have made remarkable carvings of human figures
(Figures 5, 6 and 9), animals (Figures 8? And 9?), and buildings (Figure 11) and
geometric shapes (e.g., a star). Some of the women are identified as prostitutes in
either Spanish or Basque. No carvings of sheep have been located.
Occasionally a herder has left a few words of warning on appropriate herding
practices to his successors, exclaimed on the fine conditions of his lambs, or registered
a lament (Figure 12): in Spanish, "el que tiene que estar aqui es par que esta media
loco nose una puta"/ "the guy who has to be here must be half crazy because there
are no prostitutes to be seen." Or on at last preparing to return home to the Basque
country feelings are expressed (Figure 13): in Spanish, "Adios la sierra papa
siempre"/"Good-bye forever, mountain." There is also an instance of an untranslatable
Spanish expletive being directed toward a sheep foreman. The most surprising kind of
item missing from this category is anything referring to conflicts with cattlemen.
Statements occur in either Spanish or Basque, but none in French have been
found. Some Basque speakers inscribe their messages in Spanish.
There are some carvings which often produce a strong, discomforting
emotional reaction in me (Figures 14 and 15) because of odd staring eyes within
unidentifiable shapes.
Carving of human figures {Fig. 5).
M useum collection
�69
of human figures
ngs (Figure 11) and
-fied as prostitutes in
:ed.
a ppropriate herding
lambs, or registered
por que esta media
• crazy because there
home to the Basque
ios la sierra papa
of a n untranslatable
t s urprising kind of
ith cattlemen.
:rang, discomforting
staring eyes within
Carving of human figure (Fig. 6).
Museum collection
Carving of human figure (Fig. 7).
Museum collection
�70
Carving of animal (Fig. 8) .
Museum collection
Carving of an animal? (Fig. 9).
Museum collection
�71
Caroing of a man riding an animal (Fig. 10).
Museum collection
Caroing of a home complete with chimney {Fig. 11).
Museum collection
�72
Notice carved on aspen: "el que tiene que estar aqui es por que esta media
loco nose una puta"/"the guy who has to be here must be half crazy because
there are no prostitutes to be seen. "(Fig 12).
Museum oollection
Carving on tree in regards to returning to the Basque country: "Adios la sierra
para siempre"/"Good-bye forever, mountain" (Fig. 13).
Museum collection
�73
e esta media
Distorted figure (Fig 14).
Museum collection
W
erra
«·
;a
Distorted figure (Fig 15).
Museum collection
-+. --
I
�74
There is, of course, no assurance that all of the items illustrated here and
others upon which my statements are based were actually made by sheepherders or
camptenders. The human and animal figures are difficult to document with certainty
because so few include the apparent signature of the artist. Moreover, to provide but
one example, in one of the aspen groves near Red Rock there are patriotic carvings
in English and of our flag dating from World War I which are intermixed with those
definitely by sheepherders.
The photographs of humans, animals and the house in this article are from
areas which lack any evidence of non-Basque , non-French, and non-Spanish language
carvings. Howeve r, it is possible that there are carvings in Chinese, Japanese,
Portuguese, Italian, one of the Philippine languages, or, perhaps, others, since speakers
of each of these languages did some sheep herding.
The author:
Mr. Lane is a graduate student in the Department of Anthropology at Yale
University. He came to Elko in May, 1969, and has been conducting research o n
sheepherders and the development of the sheep industry in northeastern Nevada fro m
1870. The investigation is being done with the cooperation of the Basque Studies
Program , Desert Research Institute, University of Nevada, Reno. This work will result
in a Ph.D. thesis to be completed in 1971. Prior to coming to Elko he received his
Bachelor of Arts degree from Johns Hopkins University and the degree of Master of
Philosophy in anthropology at Yale.
Northeastern :\"c,
Volume One, :\"um
The Old Sc
by Edith Landon I
Introduction
The Quarter
difficult task of findir
a special interest i
publication.
The museursale as collector's ite
many sets as you wo
In the fo llov..
memories of EDITH
attended.
This is, in nc
northeastern Nevada
and those who would
The Old Sehool
by Edith Landon Bat
Tree caruing of a man's face
Museum co llechon
Ona Sunday.
School being torn dov..
and was probably the
Seeing it being
which have disappear
The ones I kr
attending usually num
Some of the sc.
shuttered windows and
and two rows of hooks.
for the shorter ones.
Several of the
others the stockade type
plank flooring and door<',
teacher's desk and chair .
had built-in inkwells. Th
room. A large woodbox
small bench with a water
nail above. There were
�
https://humanities.gbcnv.edu/omeka/files/original/6835b5c25f598387894723f57bbc622e.jpg
225c8cb68a9c69ca021cd47b27b23e69
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Northeastern Nevada Museum Quarterly
Subject
The topic of the resource
Collection of the Northeastern Nevada Museum Quarterly journal.
Description
An account of the resource
Quarterly journal of the Northeastern Nevada Museum, located in Elko, Nevada.
Creator
An entity primarily responsible for making the resource
Northeastern Nevada Museum
Publisher
An entity responsible for making the resource available
Northeastern Nevada Museum
Date
A point or period of time associated with an event in the lifecycle of the resource
1978-2015
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Rights
Information about rights held in and over the resource
Northeastern Nevada Museum
Format
The file format, physical medium, or dimensions of the resource
.pdf files
Language
A language of the resource
English
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Basque Tree Carvings"
Description
An account of the resource
<p>A summary of Basque tree-carvings in the northeastern Nevada area, based on Richard Lane's investigations in 1969-1970 for his dissertation research. Lane was a graduate student in the Department of Anthropology at Yale University at the time. The article contains a number of photographs of typical types of Basque tree carvings.</p>
<p><a title="Basque Tree Carvings article" href="/omeka/files/original/8eca8cf80d54382b581f8fb7739d4f1e.pdf" target="_blank" rel="noopener">View article as pdf</a></p>
Creator
An entity primarily responsible for making the resource
Richard Lane
Source
A related resource from which the described resource is derived
<p>Original Publication: <em>Northeastern Nevada Historical Society Quarterly</em>, 1.2 (Winter 1971)</p>
<p>Reprint: <em>Northeastern Nevada Historical Society Quarterly</em>, 2001.2 (2001): 64-74.</p>
Publisher
An entity responsible for making the resource available
Northeastern Nevada Museum
Date
A point or period of time associated with an event in the lifecycle of the resource
1971; 2001
Contributor
An entity responsible for making contributions to the resource
Gretchen Skivington [GBC]; Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
VHC Deposit Agreement on file:
http://humanities.gbcnv.edu/omeka/items/show/185
[administrator access only]
Format
The file format, physical medium, or dimensions of the resource
Richard Lane, "The Cultural Ecology of Sheep Nomadism: Northeastern Nevada 1870-1972" (Ph.D. dissertation, Department of Anthropology, Yale University, 1974)
Language
A language of the resource
English
arborglyphs
Basques
Community
Crossroads
Meaning
NNM
-
https://humanities.gbcnv.edu/omeka/files/original/2bcfa27b8ba9578569930d69bf951f6e.pdf
eb6aeecca743ab16aa5328a224e869d2
PDF Text
Text
WHEREAS, many Basques immigrated to the United States in the late 1800s and early
1900S in search of opportunity during the gold rush of Nevada and California, and to pursue the
American promises of liberty and economic opportunity; and
WHEREAS, members of the Basque immigrant community developed a reputation for
possessing a profound work ethic and a propensity for success in business and agricultural endeavors;
and
WHEREAS, the Basque population in Nevada was critical to the exponential growth of the
sheep industry in this state, taking jobs in sheep camps and cultivating a proud tradition of storytelling;
and
WHEREAS, Nevada's Basque community continues to celebrate a proud heritage, notably
through traditional dances and colorful costumes, Basque music, and ethnic cuisine that remains widely
popular across the state to this day; and
WHEREAS, many notable Nevadans who have made invaluable contributions to our state
are descendants of Basque immigrants, including former Nevada Governor and U.s. Senator Paul
Laxalt, and many others who have served as community and business leaders throughout our history;
and
WHEREAS, the William A. Douglass Center for Basque Studies of the University of Nevada,
Reno remains committed to preserving Basque history and heritage in our state for generations to
come; and
1
WHEREAS, beginning June 29, 2016, the Smithsonian Institution will highlight the special
and unique aspects of Basque heritage and culture during the 2016 National Folk Life Festival,
showcasing the history of the Basque community and celebrating their many contributions to our
nation, while also emphasizing the innovative economic development of the modern Basque Country;
and
WHEREAS, the State of Nevada proudly celebrates the role that the Basque community has
played in shaping the growth and success of the Silver State, with recognition of the remarkable place
Basque culture, history, and heritage continues to occupy in the Nevada character;
NOW THEREFORE, I BRIAN SANDOVAL, GOVERNOR OF THE STATE OF NEVADA,
do hereby proclaim June 29,2016 as a day in honor of
BASQUE HERITAGE AND CULTURE IN NEVADA
~
0fI/itn.eM
0fI/~
I have hereunto
set my hand and caused the Great Seal of the State of
Nevada to be affixed at the State Capitol in Carson City,
this
~
Secretary Of State
««:
Deputy
�
https://humanities.gbcnv.edu/omeka/files/original/f027977e95f9cee03d6dd4b94b7ef46a.jpg
84ddfb9e245d27b85d1f7dbe6e3dc8e7
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Intertwined: Basques and Americans Crossing Paths
Subject
The topic of the resource
Series of articles by Vince Juaristi on encounters between the Basques and American travelers. Originally published in the Elko Daily Free Press.
Description
An account of the resource
Sprawled between the Washington Monument and the U.S. Capitol, the Smithsonian hosts the National Folklife Festival each year. Hundreds of thousands attend from across America and around the world to study and learn about diverse cultures in the United States. From June 29-July 4 and July 7-10, 2016, this year's festival will showcase the Basque. In the lead up to this important event, we are publishing a series of historical and human interest articles that demonstrate how Americans and the Basque have crossed paths for centuries. An introductory article ran in January. Additional articles will run monthly through June 2016. We call the series, "Intertwined".
Creator
An entity primarily responsible for making the resource
Vince J. Juaristi
Publisher
An entity responsible for making the resource available
Virtual Humanities Center at Great Basin College
Date
A point or period of time associated with an event in the lifecycle of the resource
2016
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky; Frank L. Sawyer [VHC]
Rights
Information about rights held in and over the resource
Copyright © 2016, Vince J. Juaristi. Articles cannot be reprinted or redistributed.
<p>Used by explicit permission of author; VHC Archive Deposit Agreement on file: /omeka/files/original/7be251bbb6b73065a4187dcad994ffbf.pdf [administrator access only]</p>
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Proclamation by the Governor naming 29 June 2016 "Basque Heritage and Culture in Nevada" day
Description
An account of the resource
A Proclamation by the Governor of Nevada, Brian Sandoval, naming 29 June 2016 a day in honor of "Basque Heritage and Culture in Nevada." The proclamation is dated 24 May 2016.
Creator
An entity primarily responsible for making the resource
State of Nevada Executive Department
Publisher
An entity responsible for making the resource available
State of Nevada Executive Department
Date
A point or period of time associated with an event in the lifecycle of the resource
24 May 2016
Contributor
An entity responsible for making contributions to the resource
Vince J. Juaristi; Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Public document
Relation
A related resource
<p><a title="Elko Basque Festival Programs collection" href="/omeka/collections/show/27" target="_blank" rel="noopener">Elko Basque Festival Programs</a>: http://humanities.gbcnv.edu/omeka/collections/show/27</p>
<p><a title="Intertwined: Basques and Americans Crossing Paths collection" href="/omeka/collections/show/26" target="_blank" rel="noopener">Intertwined: Basques and Americans Crossing Paths</a>: http://humanities.gbcnv.edu/omeka/collections/show/26</p>
Format
The file format, physical medium, or dimensions of the resource
pdf; 1 oversized page
Language
A language of the resource
English
Basques
Community
Crossroads
Meaning
proclamation
State Government
-
https://humanities.gbcnv.edu/omeka/files/original/9c1ce42abf2dd49a6031a9d74b909d55.pdf
bf02fad2b816e7b07c96f6ef6fa6283f
PDF Text
Text
What’s New in WebCampus Spring 2016?
& OfficeMIX: A New Way to Interact With PowerPoint
Course Settings
Content Viewing Early
Under course settings, Visibility, Restrict…
ePub Exports: Why? Sometimes our students must be out of internet a range for long
periods of time. This setting allows them to download module material to have off-line in
these particular situation.
ePub Exports is used in conjunction with the ePub Exporting course-level feature option. This
feature is controlled exclusively by the instructor and must be enabled under the lower left
Settings.
Faculty can allow students to download a course as an ePub file. This feature allows
students to view course content when they are offline, such as files, pages, assignment
details, discussion topics, or quiz instructions. Students cannot interact with the course
in ePub material; course materials are displayed in a read-only state and any tasks such
as submitting an assignment must be completed online.
The default ePub organization is by module, meaning only items that students have
access to view in each module will be included in the ePub file. Locked modules list
either their pre-requisites or the unlock date, as well as the items that are contained
within that module (though not the actual content of those items themselves). Instead of
Modules, however, Faculty can set their course organization by content type (e.g.
assignments, quizzes, etc.). This option can be changed by checking the ePub Export
checkbox located in the Course Settings Course Details tab.
�After Epub settings are enabled by the instructor, any user can generate ePub files in
the current user interface by opening their User Settings page and clicking
the Download Course Content button. (In the new WebCampus user interface, click the
Global Navigation Account link to access user settings.)
Any available courses appear in the ePub content page and can be generated as
needed using the Generate ePub link. Once the ePub is completed, the user can
download the file or regenerate the ePub file. If a course includes a file that isn’t
supported in an ePub, the page also includes a link to download associated files, which
downloads the non-supported files in a zip file to be viewed in their native apps.
Downloaded content can be viewed in any ePub reader, such as iBooks (Mac) or Azardi
(Windows and Android). Other ePub applications can be used, but iBooks and Azardi
are recommended as they provide the best support for embedded media. In ePub
content, students cannot interact with course content directly such as completing an
assignment, but they can view the assignment details, availability dates, and point
values.
�Link Validator
Faculty can verify all published and unpublished links throughout a course to ensure
they are valid. This option is available in the left navigation Settings, under Course
Details tab, on the right side.
The course link validator searches through course content and returns invalid or
unresponsive links. If links are found, WebCampus provides the name of the content
item with a link so Faculty can correct the error.
�Instructors can choose to hide unpublished links. Additionally, the Link Validator
provides a warning when links direct to different courses.
In the few days since this tool has been available, we have found a few links reported
as “broken” that actually work. This is due to a problem in the HTML coding. You don’t
need to worry about these if the links are working for you.
Example of bad html causing a returned broken link that is actually working:
Correct html should look like this. However, you can ignore these if they are working
for you.
�Assignments
Moderated Grading
Do you ever want grades to go out to students all together instead of one-by-one as you
grade them? Or have view grades and comments from other graders?
When creating an assignment, Faculty can choose to have multiple graders evaluate a
student’s work and create draft or provisional grades before the grade is marked as final
for the course. This feature can also be used to create a sampling of students for
assignment review to ensure grading is consistent and allows secondary grade reviews.
Students cannot view any comments or grades until the grade is published.
Moderated grading refers to two specific user roles: moderators and reviewers.
Moderators can be any user in the course who has been granted the course-level Moderate
Grades permission (commonly Faculty).
Reviewers can be any user in the course who has been granted the course-level Edit Grades
permission (commonly TAs). Reviewers interact with SpeedGrader as they can with any other
SpeedGrader assignment.
An assignment cannot be changed to moderated grading after a grade exists.
Once grades are “posted” from moderate, they have to be changed in the Gradebook and not the
SpeedGrader.
For each assignment that needs to be moderated, Faculty must select the Allow a
moderator to review multiple independent grades checkbox from within the Assignment Edit
settings. Moderators can be any user in the course who has been granted the courselevel Moderate Grades permission (TA’s or Faculty).
�Once an assignment has been published, moderators will see the Moderate button on
the assignment page. Moderators can select checkboxes next to students whose
assignments should be moderated, then click the Add Reviewer button to add the
students to the moderation set and create quick-access links to SpeedGrader.
Then creating Moderated Grading assignments and assigning students to a moderation
set, the Moderation page only adds a second reviewer column when it is needed.
Although the Moderation page supports provisional grades for two reviewers and one
moderator, not all provisional grades may be needed in the course.
Additionally, if a student who was not previously in the moderation set is added to the
set at a later date, the Moderation page adds a SpeedGrader link to the 1st Reviewer
column. If the student received a grade before being added to the set, the SpeedGrader
link is added to the 2nd Reviewer column and opens directly in the 2nd Reviewer tab.
Moderated grading supports provisional grades for up to two reviewers and one
moderator. As clarification, if a moderator does not want to use the score from the 1st
Reviewer, the moderator can add a second review or a moderator review in
SpeedGrader to use for grading.
�The Moderate page only supports up to two provisional grades and one moderator
grade. The moderator grade can be edited or overwritten by any user with the moderate
grades permission. Several provisional grades can exist for a submission, but a
submission does not need to have more than one reviewer.
Reviewers interact with SpeedGrader as they would with any other WebCampus
assignment, including grading with rubrics and leaving comments. Once a reviewer
grades the assignment, the grade appears in the Moderate page as a provisional grade
in the appropriate reviewer column. Provisional grades are not included in the
Gradebook and are only visible to moderators.
Notes:
Students not in the moderator set can only be assigned one provisional grade.
When a course includes more than one moderator, each institution will need to set their own
policies for which moderator controls official grade posting for the assignment.
�Moderators can also view any previous reviews by opening SpeedGrader. Previous
reviews display the grade and any comments, as well as any rubric results. The
moderator can also use the Add Review link to add a second review (if one does not
already exist), add a moderator review, or copy a previous review as the moderator
review.
Copying a review applies the grade as the final. The copy retains the grade and existing
comments but allows the moderator to make additional comments or edits. When
copying a grade as the final, SpeedGrader will generate a warning and override any
existing grade in the Moderator column.
To assign and post a final grade for the assignment, the moderator can click the radio
button in any reviewer column (or click the Select button in SpeedGrader). Then click
the Post button. The final grade is the grade that will appear in the Gradebook once the
assignment grades are posted.
�Super Important: Once a grade is published, the grade in the moderator page cannot
be changed; all content is considered read-only for historical reference. However,
grades can still be changed in the Gradebook.
SpeedGrader
Anonymous Grading
When grading assignments, the SpeedGrader option to Hide Student Names is now
available for all courses as an option under course Settings, Feature Options.
.When the Anonymous Grading feature option is enabled, the Hide Student Names
checkbox is enabled by default. Turn it back off to be able to select specific
assignments.
If at any time the feature option is changed to allowed or off, the SpeedGrader option
will be retained and must be changed manually.
�Calendar
Calendar now include the description of an assignment, in addition to the title and time
of the event.
Grades
Ungraded Quizzes and Student Grade Totals
When a student submits a quiz that has a manually graded component, the ungraded
quiz does not factor into student’s grades view. Student grades are only updated when
the manually graded question has been graded by the instructor.
New WebCampus UI
The New WebCampus User Interface (UI) is a new feature option coming Summer
2016.
�People
Observers and Active Enrollment State
Users added to a course with the Observer role default to an active state so observers
can participate in a course without having to accept a course invitation. This change
does not change the process of removing an observer from a course; when the
observed student is removed from the course, the observer is also removed from the
course.
SpeedGrader
Firefox Crocodoc Annotations
When an instructor uses Crocodoc annotations for a supported assignment submission
type (primarily Word documents and PDFs), the Firefox browser frequently removes the
last annotation when updating the score field in SpeedGrader. This behavior is a
Crocodoc-specific limitation within Firefox that cannot be resolved by Crocodoc at this
time. To warn about the effects of Firefox and Crocodoc annotations, WebCampus
displays a warning banner that says “Warning: Crocodoc has limitations when used in
Firefox. Comments will not always be saved.” To avoid losing any annotations, Faculty
may choose to use another browser when providing Crocodoc annotated feedback, or
click the screen to retain comments before navigating to another student.
New Content Page Formatting Options
Accordion Format
Allow material to be chunked by topic and revealed a bit at a time. Each section is
revealed as students click on the title or tab.
The Accordion template can be added to a course shell. The names of the tabs can
easily be changed. A tiny bit of copy and pasting of HTML code is needed if you create
new pages.
�Tabs Format
Allow material to be chunked by topic and revealed a bit at a time. Each section is
revealed as students click on the title or tab.
The Tabs template can be added to a course shell. The names of the tabs can easily be
changed. A tiny bit of copy and pasting of HTML code is needed if you create new
pages.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Software Resources
Subject
The topic of the resource
Collection of WebCampus-related resources as well as general software guides.
Description
An account of the resource
Collection of WebCampus-related and other software resources for use in the Humanities Toolkit.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky [ VHC]
Contributor
An entity responsible for making contributions to the resource
Lisa Frazier; Carrie Miesner
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
What’s New in WebCampus Spring 2016?
Subject
The topic of the resource
Handout from the Spring 2016 WebCampus In-Service
Description
An account of the resource
The handout distributed during the Spring 2016 WebCampus In-Service, listing the new features and changes to WebCampus available in Spring 2016.
Creator
An entity primarily responsible for making the resource
Lisa Frazier
Publisher
An entity responsible for making the resource available
Great Basin College
Date
A point or period of time associated with an event in the lifecycle of the resource
14 January 2016
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Format
The file format, physical medium, or dimensions of the resource
pdf file
Faculty
how-to
In-Service
Meaning
Toolkit
WebCampus
-
https://humanities.gbcnv.edu/omeka/files/original/430790be43afc2cd16b9df357fe79c58.jpg
8ea129c8e702fa393282733998b74664
Dublin Core
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Title
A name given to the resource
ACE Events 2013-2016
Subject
The topic of the resource
Recordings of selected ACE events for the 2013-2014, 2014-2015, and 2015-2016 academic years.
Description
An account of the resource
Selected events sponsored by ACE (Arts and Cultural Enrichment) Committee at Great Basin College. Included is the 2015 Cowboy Poetry Speakers Series (Teresa Jordan and Gary Nabhan).
Creator
An entity primarily responsible for making the resource
GBC / ACE (Arts and Cultural Enrichment); individual artists and speakers.
Publisher
An entity responsible for making the resource available
GBC
Date
A point or period of time associated with an event in the lifecycle of the resource
2013-2014; 2014-2015; 2015-2016
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Rights
Information about rights held in and over the resource
Great Basin College / Virtual Humanities Center
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
ACE 2013-2015
Hyperlink
A link, or reference, to another resource on the Internet.
URL
<a href="http://kaltura.tmcc.edu/index.php/extwidget/openGraph/wid/0_0duq4gd2" target="_blank" rel="noopener">http://kaltura.tmcc.edu/index.php/extwidget/openGraph/wid/0_0duq4gd2</a>
Dublin Core
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Title
A name given to the resource
Gary Nabhan: <a href="http://kaltura.tmcc.edu/index.php/extwidget/openGraph/wid/0_0duq4gd2" target="_blank" rel="noopener">Collaborative Conservations of Ranchlands, Their Traditions, and Livelihoods</a>
Subject
The topic of the resource
Collaborative efforts to conserve western farm and ranch lands and their traditions.
Description
An account of the resource
Discussion of efforts of ranchers, environmentalists, and other groups to collaboratively work together to preserve family farms and ranchlands throughout the West, as well as their traditions and customs.
Part of the 2015 Cowboy Poetry Speakers Series.
Creator
An entity primarily responsible for making the resource
Gary Nabhan
Source
A related resource from which the described resource is derived
ACE Events 2013-2015
Publisher
An entity responsible for making the resource available
GBC / Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
29 January 2015
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky (GBC Virtual Humanities Center)
Rights
Information about rights held in and over the resource
VHC Digital Collection Deposit and Reproduction Agreement
http://humanities.gbcnv.edu/omeka/admin/items/show/48
Format
The file format, physical medium, or dimensions of the resource
.mp4 video link
Language
A language of the resource
English
ACE
conservation
Cowboy Poetry Gathering
Crossroads
Meaning
ranching
-
https://humanities.gbcnv.edu/omeka/files/original/222b1b3dbcdcb2aa30aff8621ce105f0.pdf
341fd38d40682af54a4e106d21630ace
PDF Text
Text
ACADEMIC PROGRESS AND STANDING
As students begin their first semester of college, they are
typically full of optimism and have plans to do very well.
However, things do not always go as planned: meaning it is
very important for students to do their very best while
monitoring their academic progress in each course. By
paying attention to assignment grades earned, a student
can adjust the amount of effort required to do well in all
courses they are taking. To assist the student in this
monitoring effort, many colleges have an early warning
system that lets them know about any course they are doing
less than C grade or average work in. When a warning is
received the student should talk to the instructor of that
course and assess whether they can turn things around and
pass the course with an acceptable grade. Some degrees
require a C or better in all major courses.
If after serious consideration, a student decides that they
simply cannot pass a course in which they are enrolled,
he/she has the option to formally withdraw from the course.
This formal withdrawal requires the submission of formal
paperwork and will result in a W appearing on their
transcript as the grade for the course. Simply stopping to
attend a course does not constitute a withdrawal and will
result in a failing grade. The W does not factor in the
calculation of the overall grade point average and for many
is a better alternative than taking a failing grade in a course.
Withdrawals, however, are not without some penalty and
should be avoided if possible. With a course withdrawal, the
tuition paid for the course is lost and if the withdrawal is
done too early and a student is receiving financial aid, a
portion of the aid will need to be repaid. If the student waits
too long to withdraw from a course they will miss the
window for withdrawal and have to take a failing grade in
the course. Some students ask for an incomplete or "I" grade
to avoid failing or withdrawing from a course. The
incomplete is reserved for extenuating circumstances like
hospitalization of a student who is otherwise doing very well
in a course; the incomplete cannot be given as a alternative
to failure and requires VP sign off. Paying attention to
various deadlines relative to withdrawing from a course and
understanding the financial aid implications is important for
any student contemplating this course of action. Talk to your
instructor or faculty advisor when in doubt.
Students who have academic difficulty in their first semester
(i.e., earning less than a 2.0 grade point average) will
typically be placed on academic probation. A second
semester of poor academic performance can, in some cases,
lead to dismissal from the college or university and often
require a year-long cooling off period away from school. If
the student then wishes to return to college and try again, a
formal appeal for reinstatement it typically required. If a
student decides to start over at another college, they should
know that only courses with earned grades of C or better
will transfer and that the prior dismissal may affect the
admission status received at the new college.
Students who do very well academically (i.e., earning a 3.50
or better GPA while taking 12 semester hours or more) will
be named to the "Dean's List." The Dean's List is honorary
in nature and is typically published in on-campus
publications and home town newspapers.
The majority of today’s students will spend their college
career somewhere above academic probation and below the
Dean's List. Regardless, all students should know that they
must have a overall GPA of 2.00 or higher to earn a degree.
College grades as recorded on the transcript are permanent
and not to be taken lightly. Hiring decisions and admission
to graduate school, should that be in the future, will be
influenced by the grades found on the transcript.
GBC
College
Knowledge
The more a student knows about the processes governing
the college's academic operations and his/her willingness to
communicate with their instructors and others, the better
their chance for success.
For more information or assistance call Great Basin
College’s Admission, Advising and Career Center at
775.753.2168.
6
Great Basin College (GBC) does not discriminate on the basis of race,
religion, color, age, sex, sexual orientation, military status, disability,
national origin, gender identity or expression, or genetic information. For
inquires, 775.738.8493.
College
Enrollment
Articles written by:
Dr. Mark A. Curtis, President
Great Basin College, 2013
(registration for
classes:
drops, adds,
and withdrawals)
www.gbcnv.edu
�This brochure describes the college enrollment process. The
brochure is the sixth in a series of eight that will provide
readers information about many important aspects of
college.
For most students college finally becomes very real as they
begin the process of selecting and registering for the
courses they will take during their first semester. Getting the
courses needed at the times desired can be easy or one of
the most frustrating experiences in life. Knowing what to
look for and what to expect can lower the stress of that first
registration experience.
REGISTRATION
The registration process begins with a review of the courses
recommended to be taken during the first semester of
college as detailed on the plan of study specified by the
degree program in the college catalog. If no program has
been decided upon, the student needs to make a list of
general studies courses that are required or will count for
credit toward graduation in all degrees they are interested
in. With list in hand, the student can begin to review the
course schedule book for the semester of interest. Today,
the list of available courses will also be listed on the
college’s web site. The courses listed will be identified by
course number, title and will be registered for by “call
number,” which is a coded number assigned to a single
course for purposed of registration only. The times, days and
location of the courses are also listed in the schedule book.
As the student starts to select those classes wanted or
needed, special attention must be paid to the prerequisites
and co-requisites also listed. A prerequisite is a course or
experience that one must have taken or possess prior to
being allowed to register for a given course (e.g., one year
of high school chemistry with a B grade or better or CHEM
090 are prerequisites to College Chemistry). Although it
would seem that all courses offered by a college would be at
the college level, some courses, referred to as
developmental, transitional or remedial are designed to
prepare a student to succeed in true college level courses. If
a student did poorly in high school, did not take a rigorous
set of English, math and science courses or has been out of
school for a number of years, placement testing may
indicate the need for a developmental course in one or more
subject area. Developmental courses are indicated by a
course number below 100 (e.g., 090, 095 or 098) and will
not count toward degree completion and credit hour
requirements, but often figure into the grade point average.
A co-requisite is a course that may be taken at the same
time as another course or before. In addition to prerequisites
and co-requisites listed it may also say “or with instructor
permission.” So, if a student believes he/she can be
successful in a college course without the specified
prerequisite, they can seek signed permission to register for
the course from the instructor. Before getting such
permission, the instructor will want to understand why and
also believe that the student can be successful without the
prerequisite. You may need to schedule an appointment with
the instructor to secure the desired permission.
Next, as additional courses are added to the schedule, day
and time conflicts must be avoided. It should be noted where
the courses are offered; some campuses are large enough to
make getting from one building to another in just 10 or 15
minutes impossible. Registering for two courses that conflict
in time is impossible in some systems, while in others it will
simply be flagged or indicated in some way. Occasionally, if
the time conflict is very small a student may seek
permission from the Vice President of Academic Affairs or
their designees to register for the conflicting courses.
After all the classes desired have been registered for, a
completed class schedule will be produced indicating the
total tuition and fees due. If the student is happy with their
class schedule, aside from paying the bill they are done. For
those who did not get all the courses they wanted or needed
or that have second thoughts about the quality of their
schedule, there is an opportunity to change the schedule
during a three or four day period at the beginning of the
semester. That period is called "drops and adds." During this
period, a student can drop a class they no longer want
and/or add a course they do. This can be done without
financial penalty. The drop and add period is confined to the
first few days of the semester so students who change their
schedule do not get too far behind in any course added.
Many students pay close attention to course availability
during the drop and add period in an effort to add a desired
class that was previously full or unavailable and now comes
open because someone else dropped it.
COURSE FORMATS
Traditionally, college courses were primarily offered in two
forms, the lecture and the lab (short for laboratory). Today,
courses are offered in a variety of formats; traditional faceto-face, online, interactive video, lecture capture to video,
and several combinations of these called hybrid course
delivery. However, regardless of the delivery format, the old
fashion lecture/lab combination still forms the foundation
what college courses have become. Courses today focus on
student learning outcomes as opposed to how many hours a
student sits in class (i.e., seat time). A student entering
college today will likely experience several different course
delivery formats on their way to earning a degree. The
format type will be indicated in the course schedule book
outlined in the registration section above.
In the traditional lecture format, there will be a college
instructor delivering information to several students seated
in some sort of classroom setting. The students listen, take
notes and occasionally ask or answer questions. In addition
to the lecture, some courses (e.g., chemistry, physics,
biology, metallurgy, electronics etc.) will have a lab session
lasting three hours or so each week where experiments and
other hands-on learning activities take place. These sessions
are typically longer than the lecture sessions because much
of the work associated with the lab takes place on the spot.
For students at a distance and for their convenience, college
courses are also offered in several distance formats, the
earliest of which was the correspondence course. Due to
several technological advances, the correspondence course
has given way to several new and ever evolving formats.
The first was videotaping of a tradition lecture and mailing it
to a student for viewing at their convenience within some
specified time frame. Today, the lecture can be recorded
digitally and transmitted to the student via the internet and
is referred to as “lecture capture.” Next on the scene was
the two-way interactive video delivery format called IAV for
short. With IAV there is a teacher on location, often with
students there, and other students are in remote locations
viewing the lecture in real time. Video display devices in both
locations allow individuals at both locations to see one
another. This type of delivery is called synchronous because
all participants have to be engaged in the course at the
same time. Whereas a correspondence course and some
other forms of distance delivery are termed asynchronous,
which allows the teacher and student to participate in the
course separately and at times convenient to them. On-line
course are delivered through the internet and are the
modern version of the old fashion correspondence course.
Although convenient and wildly popular, the on-line course
requires a motivated and disciplined student to be
successful. Because the student is very much on their own
in an on-line course, procrastination is common and failure or
withdrawal is more common than in courses delivered faceto-face.
There is another category of learning experience that
resembles work more than it does the classroom. In several
health care disciplines, like nursing or physical therapy,
students will receive part of their education through a
supervised clinical experience (clinicals) dealing directly with
patients. Because these clinical experiences are part of the
formal curriculum and are supervised, student will register
for them, pay tuition, and not receive pay while on the job.
Student teaching would be another common form of the
clinical experience embedded in the curriculum. Internships
are another form of on-the-job learning and may be unpaid
as in the clinicals described above or may be a paid
experience that the student must interview for just like any
other job. Internships are often an entire semester or
summer session in length and may or may not earn college
credit or be a required part of degree (i.e., program of
study).
Some degree programs, like engineering, offer students a
Co-op (short for cooperative) option. In a co-op program,
junior and senior level students will attend school full time
and work full time in alternating semesters. The co-op
experience delays the time to graduation, but graduates of
such programs earn good money while working and have two
years of high quality real-world experience in their field when
they complete their degree.
�
https://humanities.gbcnv.edu/omeka/files/original/70d24ba15b9e93aa1eb11bc51377cd80.pdf
12a1adda8cf0a50c5dadca37ee410863
PDF Text
Text
Algunos programas de título, como la ingeniería, les ofrecen
a los estudiantes una opción de Co-op (cooperativa). En un
programa de co-op, los estudiantes de tercer y cuarto año
asistirán a la universidad el tiempo completo y trabajarán a
tiempo completo en los semestres de alterna. La experiencia
cooperativa retrasará el tiempo de la graduación, pero los
graduados de estos programas ganarán buen dinero durante
el trabajo y tendrán dos años de experiencia de alta calidad
en el mundo de su carrera cuando terminen sus estudios.
EL PROGRESO ACADÉMICO Y LA POSICIÓN
Cuando los estudiantes comienzan su primer semestre en la
universidad, por lo general están llenos de optimismo y
tienen planes de obtener buenas calificaciones. Sin
embargo, las cosas no siempre salen según lo planeado. Lo
que significa que es muy importante que los estudiantes
hagan su mejor esfuerzo durante cada curso y monitoricen
su progreso académico. Al prestar atención a las notas
merecidas, un estudiante puede ajustar la cantidad de
esfuerzo que se requiere para tener éxito en todos los
cursos que están tomando. Para ayudar al estudiante en
este esfuerzo de monitoreo, muchas universidades tienen un
sistema de alerta que les permite saber acerca de cualquier
curso que están haciendo menos de una nota C o trabajo
menos del promedio. Cuando se recibe un aviso, el
estudiante debe hablar con el instructor de este curso y
evaluar si se pueden cambiar la situación y pasar el curso
con una nota aceptable. Algunos títulos requieren una C o
mejor en todos los cursos.
Si después de una serie de consideración, un estudiante
decide que simplemente no puede pasar un curso en el que
está matriculado, él/ella tiene la opción de retirarse
formalmente del curso. Esta retirada formal exige la
presentación de la documentación formal y dará lugar a una
“W” que aparecerá en su expediente académico como la
nota de la asignatura. Falta de asistir a un curso no
constituye una retirada y dará lugar a una calificación
reprobatoria. La “W” no será un factor en el cálculo del
promedio general de calificaciones y para muchos, es una
mejor alternativa que aceptar una mala calificación en un
curso. Retiros, sin embargo, no dejan de tener cierta pena y
deben evitarse si es posible. Con una retirada, la matrícula
pagada por el curso se pierde y si el retiro se realiza
demasiado pronto y un estudiante está recibiendo ayuda
financiera, tendrá que pagar una parte de la ayuda
financiera. Si el estudiante espera demasiado tiempo para
retirarse de un curso, se perderá la ventana del retiro y tiene
que tomar una mala calificación en el curso. Algunos
estudiantes piden un incompleto o "I" como su nota para
evitar fallar un curso. El incompleto se reserva para
circunstancias atenuantes, como la hospitalización de un
estudiante que al contrario iba muy bien en un curso; el
incompleto no se puede dar como una alternativa al fracaso
y requiere la firma del vice presidente. Prestar atención a los
distintos plazos en relación con la retirada de un curso y la
comprensión de las implicaciones que tendrá con su ayuda
financiera es importante para cualquier estudiante que
contempla este curso de acción. Hable con su instructor o
consejero de la facultad en caso de dudas.
Los estudiantes que tienen dificultades académicas en el
primer semestre (es decir, que ganan menos de un punto
promedio de 2.0) normalmente serán puestos en probatoria
académica. El segundo semestre de pobre éxito académico
puede, en algunos casos, dar lugar a la expulsión de la
universidad y con frecuencia requieren un año de duración
como un período de reflexión fuera de la universidad. Si el
estudiante desea volver a la universidad y vuelve a
intentarlo, se requiere una apelación formal de reintegro. Si
un estudiante decide empezar de nuevo en otra universidad,
él/ella debe saber que sólo los cursos con las calificaciones
obtenidas de C o mejor se transferirán y que el despido de
anterioridad puede afectar el estado de la entrada recibida
en la nueva universidad.
Los estudiantes que tienen éxito en la universidad (es decir,
ganan un promedio de notas 3.50 o mejor en 12 horas por
semestre o más) se denominarán en la "Lista del Decano."
La Lista del Decano es de carácter honorífico y se publica
habitualmente en publicaciones en el campus y periódicos
de su ciudad. La mayoría de los estudiantes de hoy pasarán
su carrera universitaria en algún lugar entre la probatoria
académica y la Lista del Decano. En cualquier caso, todos
los alumnos deben saber que tienen que mantener un
promedio general de 2.0 o superior para obtener un título.
Las notas de la universidad están grabadas en las
transcripciones y no se deben tomar como una broma. Las
decisiones de contratación y admisión a la universidad para
licenciados, que deben ser en el futuro, se verán influidas
por las notas que aparecen en las transcripciones.
Lo más que un estudiante sepa acerca de los procesos y de
las operaciones académicas de la universidad y la voluntad
de comunicarse con sus instructores y otros, mejorará sus
oportunidades de éxito.
6
Conocimiento
de la
universidad
GBC
Para obtener más información o asistencia llame a la
Oficina de Admisiones y Registros de Great Basin College
al 775 753-2110.
Gran Colegio de la Palangana (GBC) no discrimina por carrera, por la
religión, por el color, por la edad, por el sexo, por orientación sexual, por
estatus militar, por la incapacidad, por origen nacional, por identidad de
género ni expresión, ni por información genética. Para pregunta,
775.738.8493.
Articles written by:
Dr. Mark A. Curtis, President
Great Basin College, 2013
La inscripción
a la Universidad
(inscripción para las
clases, dejar, añadir,
y retirar las clases)
Translation:
Jose Torres
www.gbcnv.edu
�Para la mayoría de los estudiantes universitarios, acerca que
comenzará el proceso de la selección y la inscripción de los
cursos que tomarán durante su primer semestre. La
obtención de los cursos necesarios en los momentos
deseados puede ser fácil o una de las experiencias más
frustrantes de la vida. Saber que buscar y que esperar
puede reducir el estrés de esa primera experiencia de
registro.
EL REGISTRO
El proceso de registro comienza con una revisión de los
cursos recomendados que se deben cursar durante el primer
semestre de la universidad como se detalla en el plan de
estudios. Ésto es especificado por el programa de estudios
en el catálogo universitario. Si ha decidido en un programa,
el estudiante tiene que hacer una lista de los cursos de
estudios generales que se requieren o que contarán como
crédito para la graduación en todos los títulos que le
interese. Con la lista en mano, el estudiante puede
comenzar a revisar el catalogo de cursos para el semestre
de interés. Hoy en día, la lista de los cursos disponibles
también será incluida en el sitio web de la universidad. Los
cursos mencionados serán identificados por el número de
curso, el título y serán registrados por un "número de
identificación", que es un número de código asignado a un
solo curso solamente para el registro. Las horas, los días y la
ubicación de los cursos también se enumeran en el catalogo
de cursos.
Cuando el estudiante empieza a seleccionar las clases que
desea o necesita, debe prestar atención especial a los prerequisitos y co-requisitos que son indicados. Un requisito
previo es un curso o experiencia que uno debe tener antes
de que se le permita inscribirse en un curso determinado
(por ejemplo, un año de química en la escuela secundaria
con una nota de B o mejor o QUI-090 son requisitos previos
para la Universidad de Química). A pesar de que parece que
todos los cursos de la universidad serían del nivel
universitario, algunos cursos, referidos como los de
desarrollo, los de transición o los de recuperación están
diseñados para preparar a los estudiantes a tener éxito en
los verdaderos cursos de nivel universitario. Si un estudiante
saco malas calificaciones en la escuela secundaria, no tomó
un riguroso conjunto de inglés, matemáticas y ciencias, o ha
estado fuera de la escuela por unos números de años, las
pruebas de colocación pueden indicar la necesidad de un
curso de desarrollo en una o más áreas temáticas. Los
cursos de desarrollo se indican con un número de curso bajo
de 100 (por ejemplo, 090, 095 o 098) y no contarán para
completar los requisitos del título y horas de crédito, pero a
menudo se figuran en el promedio de calificaciones totales.
Un co-requisito es un curso que puede ser tomado al mismo
tiempo que otro curso o antes. Además de los requisitos y
co-requisitos, en la lista también pueden ser notados como
"o con el permiso del instructor." Por lo tanto, si un
estudiante cree que él/ella puede tener éxito en un curso
universitario sin el requisito especificado, puede solicitar
permiso firmado para inscribirse en el curso del instructor.
Antes de obtener este permiso, el instructor querrá
entender el por qué y también creer que el estudiante puede
tener éxito sin el requisito previo. Usted tendrá que hacer
una cita con el instructor para asegurar el permiso deseado.
Cuando cursos adicionales se añadan a la programación de
clases, días y horas de conflictos deben de ser evitados. Se
debe señalar en donde se ofrecen los cursos, algunos
campus son lo suficientemente grandes para caminar de un
edificio a otro en solo 10 o 15 minutos es imposible.
Registrándote para dos cursos que estén en conflicto con el
tiempo es imposible en algunos sistemas, mientras que en
otros serán simplemente marcados o indicados de alguna
manera. De vez en cuando, si el conflicto de tiempo es
mínimo, un estudiante puede solicitar el permiso de la
Vicepresidencia de Asuntos Académicos o sus
representantes para inscribirse en los cursos en conflicto.
Después de que se haya inscripto para todas las clases
deseadas, un horario de clases completo será producido
indicando el total de la matrícula y las tasas. Si el estudiante
está contento con su horario de clases, además de pagar la
cuenta, ya hará terminado con la registración. Para aquellos
que no recibieron todos los cursos que deseaban o
necesitaban, o que tienen dudas acerca de la calidad de su
programación, hay una oportunidad de cambiar el horario
durante un período de tres o cuatro días al principio del
semestre. Este período se llama "dejado y añado." Durante
este período, el estudiante puede dejar una clase que ya no
quieren y añade una que sí. Esto se puede hacer sin
penalización de financia. El periodo de dejado y añado se
limita a los primeros días del semestre para que los
estudiantes que cambian de horario no se atrasen en los
cursos nuevos. Muchos estudiantes deben prestar mucha
atención a la disponibilidad de cursos durante el periodo de
dejado y añado, en un esfuerzo de añadir una clase que
antes estaba llena o no estaba disponible, y ahora se viene
abierta porque alguien la dejó.
LOS FORMATOS DE LOS CURSOS
Tradicionalmente, los cursos de la universidad se ofrecen
principalmente en dos formas: la lectura y el laboratorio.
Hoy en día, los cursos se ofrecen en una variedad de
formatos: cara a cara es lo tradicional, en línea, en video
interactivo, en la lectura capturada en video, y varias
combinaciones de estos formatos, llamada la entrega por un
curso híbrido. Sin embargo, la combinación antigua de
clase/laboratorio aún es la base lo de que los cursos
universitarios son. Los cursos de hoy se centran en los
estudiantes y los resultados de aprendizaje en lugar de la
cantidad de horas que un estudiante está en clase
actualmente. Un estudiante que entra a la universidad hoy
en día probablemente experimentará con varios de los
formatos de entrega de los cursos diferentes en su camino a
ganar un título. El tipo de formato será indicado en el
catalogo de cursos.
En el formato de las clases tradicionales, habrá un instructor
de la universidad que les entrega la información a varios
estudiantes sentados en un salón de clases. Los estudiantes
escuchan la lectura, toman notas y, ocasionalmente, hacen o
contestan a las preguntas. Además de la lectura, algunos
cursos (por ejemplo, la química, la física, la biología, etc)
tendrán una sesión de laboratorio de más o menos tres
horas cada semana en donde los experimentos y otras
actividades prácticas de aprendizaje se harán. Estas
sesiones suelen ser más largas que las sesiones de lectura
porque gran parte del trabajo relacionado con el laboratorio
se lleva a cabo en el lugar de la reunión.
Para los estudiantes a distancia y para su conveniencia,
cursos universitarios también se ofrecen en varios formatos
de distancia: La primera de las cuales es el curso por
correspondencia. Debido a varios avances tecnológicos, el
curso por correspondencia ha dado lugar a varios formatos
nuevos y están constantemente evolucionando. El primero
era grabar una clase tradicional y enviar el video por correo
a un estudiante para ver a su conveniencia dentro de un
tiempo especificado. Hoy en día, la conferencia se puede
grabar digitalmente y se le transmite al estudiante a través
del Internet y se conoce como "captura de lectura." Siguiente
en la escena fue el formato de entrega de vídeo interactivo
bidireccional llamado IAV. Con IAV hay un maestro en el
lugar, a menudo con los estudiantes allí, y otros estudiantes
se encuentran en lugares remotos y ven la conferencia en
tiempo real. Los dispositivos de visualización de vídeo en
ambas localidades permiten a los individuos en ambos
lugares verse unos a otros. Este tipo de entrega se llama
sincrónico ya que todos los participantes tienen que ser
activos en el curso al mismo tiempo. Mientras que un curso
por correspondencia de otras formas de entrega a distancia
se denominan como asincrónicas, lo que permite al profesor
y al estudiante a participar en el curso separado y en
horarios convenientes para ellos. Cursos en línea se
entregan a través del Internet y son la versión moderna del
antiguo curso por correspondencia. Aunque es conveniente y
popular, el curso en línea requiere que un estudiante sea
motivado y disciplinado para tener éxito. Debido a que el
estudiante está por su cuenta en un curso en línea, la
dilación es común y el fracaso o la dejada del curso es más
común que en los cursos que se imparten cara a cara.
Hay otra categoría en la experiencia de aprendizaje que se
asemeja a trabajar más de lo que es la clase. En varias
disciplinas de salud, como la enfermería o la terapia física,
los estudiantes recibirán una parte de su educación a través
de una experiencia clínica que será supervisada (practicas) y
se tratan directamente con los pacientes. Debido a que
estas experiencias clínicas son parte del currículo formal y
están supervisadas, los estudiantes se inscriben en ellas,
pagan la matrícula, y no reciben pago por el trabajo. La
enseñanza del estudiante sería otra forma común de la
experiencia clínica integrada en el plan de estudios de
aprendizaje.
Los puestos de interno son otra forma de aprendizaje y es
una experiencia de trabajo y puede ser una posición de
recompensa o no. El estudiante puede ser entrevistado a al
igual que cualquier otro trabajo. Los puestos de interno
duran a menudo todo un semestre o una sesión de verano de
longitud y ganan o no ganan créditos universitarios o ser una
parte necesaria de un título (es decir, el programa de
estudios).
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
GBC College Knowledge
Subject
The topic of the resource
Guides to first-generation college students written by GBC President Dr. Mark Curtis.
Description
An account of the resource
The collection of articles originally appeared in the <em>Elko Free Press</em> in the Spring of 2013, and have since been printed in brochure form by Great Basin College.
Creator
An entity primarily responsible for making the resource
Dr. Mark A. Curtis
Source
A related resource from which the described resource is derived
"GBC College Knowledge" series in the <em>Elko Free Press</em>
Date
A point or period of time associated with an event in the lifecycle of the resource
Spring 2013
Contributor
An entity responsible for making contributions to the resource
Dr. Mark A. Curtis (author); Laura Gallegos (brochure design); Jose Torres (Spanish translations); Scott A. Gavorsky (VHC)
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Format
The file format, physical medium, or dimensions of the resource
PDF files (tri-fold brochure layout)
Language
A language of the resource
English, Spanish
Publisher
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Great Basin College
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
College Enrollment (registration for classes: drops, adds, and withdrawals)
Subject
The topic of the resource
GBC College Knowledge - Article 6
Description
An account of the resource
Discussion aimed at first-generation college attendees about the enrollment process for college classes, and the concepts of add/drop and withdrawing.
Creator
An entity primarily responsible for making the resource
Dr. Mark A. Curtis
Source
A related resource from which the described resource is derived
"GBC College Knowledge" series in the Elko Free Press
Publisher
An entity responsible for making the resource available
GBC Media Services
Date
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Spring 2013
Contributor
An entity responsible for making contributions to the resource
Dr. Mark A. Curtis (author); Laura Gallegos (brochure design); Jose Torres (Spanish translation); Scott A. Gavorsky (VHC)
Rights
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GBC
Format
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PDF file (tri-fold brochure layout)
Language
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English; Spanish
Faculty
Meaning
registration
student aids
Toolkit
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syllabus will contain some routine information about the
course, meeting times and course description. More
importantly, the syllabus will spell out the number of
assignments and examinations and other specific
requirements and how the instructor plans to achieve the
student learning outcomes specified by the college for that
course. Three other and important items are also
mentioned in most syllabi: 1) office hours, 2) books,
materials and equipment required and 3) a warning about
plagiarism. College faculty are required to post “office
hours.” During these office hours you can expect to find the
faculty member in his or her office and available to answer
student's questions. Books listed on the syllabus can be
purchased new or used in the campus bookstore. Today,
enterprising students often purchase required books at
bargain prices on-line. One caution here relative to the
purchase of used workbooks; used workbooks may already
have been written in which renders them virtually useless
and typically unacceptable for use by the instructor. With
the convenience on the internet and the “cut and paste”
utility, the temptation to pass others work on as your own is
difficult for many to resist. However, today's professors
have sophisticated software at their disposal that will
quickly identify phrases, sentences and paragraphs lifted
from other sources. Using someone else's work or words
without proper citation, quotation or formal
acknowledgment is called plagiarism. The punishment for
plagiarism can run the gamut from a failing assignment
grade, to a failing course grade all the way to dismissal from
college. Finally, a course outline may be a separate
document or embedded in the syllabus and contains a
calendar of sorts for the course specifying lecture and lab
topics, readings, assignment due dates and other important
dates.
ACADEMIC ADVICE AND OTHER ASSISTANCE
At any college there are a great many people who are
interested in helping students achieve their educational
goals. Many students know exactly what they want in a
degree program and ultimately a career. Others, nearly a
third of all college students, are undecided. For this group,
colleges will typically have a career advisement center
staffed with professionals that can help a student explore
various options. Through the interview process and the
administering of various testing instruments (i.e., interest
inventories) these career advisors can help the student
focus in on one or more likely choices. It is important to
explore options early to minimize the cost of a degree and
time to graduation.
Once a major or program has been selected, the student will
be assigned a faculty advisor who teaches in this area. Over
time the student will likely have their faculty advisor for one
or more courses and will come to rely on them for academic
and further career advice. At some large colleges and
universities, in addition to faculty advisors, departments will
have one individual who specializes in academic advice for
all their majors. These department advisors are very
knowledgeable about all aspects of the curriculum and
courses contained therein. This is a valuable resource that
students should take full advantage of.
Most colleges also have Licensed Professional Counselors
available for students who may be suffering with any
number of personal or psychological problems. These
services are free and completely confidential.
ACCREDITATION
With so many postsecondary educational choices and
institutions to chose from. Students will want to make sure
that the institution they select to attend is accredited.
Accreditation is granted to an institution after a rigorous
review of dozens of quality related issues and capabilities
by one to the nation's regional accrediting agencies. These
accrediting agencies and their stamp of approval on an
institution mean that courses offered and degrees granted
by accredited colleges and universities will be recognized
and accepted nationwide. This level of accreditation
authorizes institutions to grant degrees.
For some program areas, colleges seek a second level of
"discipline specific accreditation." Discipline specific
accreditation is often sought by institutions to indicate an
additional level of recognized quality in a specific program.
In some cases where states require a license to practice in
a given discipline (e.g., engineering, pharmacy, or medicine)
students may need to be graduates of discipline specific
accredited programs to be eligible to test for the required
professional license. In short, entry into some professions in
some states require the possession of an accredited degree
from an accredited institution; when in doubt ask about
accreditation and research the requirements in your state.
GBC
College
Knowledge
5
Hopefully the information contained in this column will get
the new college student off to good running start as they
pursue their educational and career goals.
For more information or assistance call Great Basin
College’s Admission, Advising and Career Center at
775.753.2168.
Great Basin College (GBC) does not discriminate on the basis of race,
religion, color, age, sex, sexual orientation, military status, disability,
national origin, gender identity or expression, or genetic information. For
inquires, 775.738.8493.
Articles written by:
Dr. Mark A. Curtis, President
Great Basin College, 2013
College Course
Basics
(Semesters, course
construction, outlines,
syllabi, and
definitions)
www.gbcnv.edu
�This brochure describes the basics of college and several
commonly used words and expressions. This brochure is the
fifth in a series of eight that will provide readers information
about many important aspects of college.
Like many adventures in life, the college experience can at
the same time be both exciting and a bit frightening. One
way to make anything that is new or unfamiliar less
intimidating is to know and understand some of the most
common terms used by those on the inside. Also, some of
the terms that have a given meaning in one field will have a
somewhat different meaning in another. This article will step
through and discuss or define a variety of college terms that
a new college student is likely to encounter.
WHERE TO START
The best place to begin learning about any college is their
“College Catalog.” Often ranging from 150-300 pages in
length, the typical college catalog is a comprehensive
document that will contain the following important
information: history of the college, its mission statement,
admission criteria, rules of conduct, sources of help,
scholarships available, plans of study, individual course
descriptions, and a list of faculty and staff along with their
academic credentials. In the days before the internet, web
sites and digital documents, a bound copy of the college
catalog was seen as essential and invaluable to any college
student. Today, most colleges publish their entire catalog
online. However, the convenience, portability and readability
of a paper catalog is still hard to beat.
Once the catalog is in hand, most students will go directly to
the program they are interested in, for example an Associate
of Applied Science degree in Nursing. There the student will
find a list of all the courses required to earn that specific
degree. Those courses, when thought about as a whole, are
referred to as a curriculum, program, or plan of study. The
courses are then organized into groups of four to six courses
that are recommended to be taken by full time students in a
single semester.
In college, a semester will last 15 or 16 weeks depending on
the institution. Those with 16 week long semesters will often
have the sixteenth week designated as an exam week where
final exams or some other meaningful education activity
takes place. Credits earned in the semester system are
counted in “semester hours.” A semester hour is defined as
a course meeting for one lecture hour per week for 15 weeks
and for each hour of meeting time there will be a minimum of
two hours of outside work. It takes two to three hours of
meeting time per week for 15 weeks when a science
laboratory or activity course like welding is converted to
credit hours. A standard academic year will contain two full
semesters.
Some institutions organize their academic year into quarters
as opposed to semesters. College quarters will run from 10
to 12 weeks depending on the institution and may also
contain an exam week. In this organizational scheme, the
standard academic year contains three quarters. As such,
when converting quarter hours to semester hours, the
quarter hour equals .66 semester hours; when converting
semester hours to quarter hours, the semester hour equals
1.5 quarter hours. Because of the confusion surrounding
these conversions and the difficultly in making direct course
comparisons when transferring between quarter hours and
semester hours, most institutions have moved away from
quarter hours.
NEW STUDENT ORIENTATION
As one begins college he/she will receive several
communications from the institution they have been
accepted to and will be attending. Among those
communications will typically be an invitation to an
orientation session which must be registered for. At the
orientation session, a great deal of important information
will be presented and discussed. Among the general items
covered will be campus rules and regulations, mission,
campus/building tours, parking, important dates, costs,
payment policies, cancellations, academic advising and
placement and what to bring etc. Some colleges require
attendance at their orientation; regardless, it is important to
attend.
In addition to the general new student orientation, there will
often be a program specific orientation that must be
attended. Programs in the health sciences, music,
engineering and many others have degree specific
information that provides information far too detailed for the
general orientation. Be sure to attend this orientation as
well, because in highly competitive entry programs like
nursing, failure to attend orientation may mean giving up
your slot in the program to an alternate.
example a Journeyman Tool and Die Maker) as opposed to
the academic degrees they possess.
A Lecturer is a faculty member at a college or university who
teaches without rank or tenure. This title is also given to
those faculty members who are one rank below that of
Assistant Professor.
The rank and title of Assistant Professor is given to a
beginning faculty member who is on a tenure track (i.e., a
position potentially leading to tenure). College teachers will
remain Assistant Professors for five to six years during an
extensive probationary period as they fulfill the academic,
research, and publishing requirements of the college or
university where they are employed.
The title of Associate Professor is given to those individuals
who have fulfilled all of the requirements for that rank and
are in their sixth or seventh year of full time teaching and
have been given tenure. Tenure is the status given, in this
case, to a college teacher who has successfully worked
through an extended period of probation. Tenure is often
thought of as a guarantee of lifetime employment; it is not.
Tenure does however protect the college teacher from
unwarranted or arbitrary discipline or dismissal and is
designed to protect the academic freedom of professors.
Professor is the title given to senior or distinguished faculty
members and at most colleges and universities, is the
highest rank that a college teacher can earn. The rank
usually indicates that a faculty member is an expert in his or
her field of study. Again, referring back to the college
catalog, all full time faculty, along with their academic rank
and degrees earned, will be listed alphabetically toward the
back of the catalog. All students should make a point to
review the rank and background of the teachers they have.
If a student is plans to live in campus housing or in a
residence hall there will also be an orientation session
devoted to residence life. Still more rules and regulations
will be covered as they relate to living on campus. Here
students will meet the Dean of Students, residence hall
directors and their assistants called resident assistants or
RAs.
Graduate Teaching Assistants or TA's are typically found at
large universities and they are working toward a masters or
doctorate degree in their respective area. To offset the
tuition waiver and other pay and benefits they receive, they
are asked to teach introductory college courses in their area
of expertise. TA's are overseen by senior faculty.
THE COLLEGE TEACHER
To begin with, it is safe to assume that all college teachers
have a command of the subject or subjects they are hired to
teach. But, as the new college student will soon discover,
college teachers come with a variety of experiences,
educations and are teaching for a variety of reasons. Their
titles and how they introduce themselves will provide clues
about them and their backgrounds. Several of the most
common college teacher types are described below.
An Adjunct Instructor is a part time college teacher typically
hired to teach one or two courses per semester in their area
of expertise. For instance, a local Certified Public
Accountant might be hired to teach an accounting class or
an elected official might be asked to teach a political science
class and so on. Most adjuncts have other full time
employment and teach part time because they love the
discipline they are working in and the students they are
helping.
On some level all college teachers are instructors. However,
if a college teacher's title is Instructor, it means that either
they work for an institution that does not have professorial
ranks or they were hired for their specific background (for
COURSE INFORMATION
At the first formal meeting of any college course, the
teacher will make a few introductory remarks, introduce
themselves and then pass out a course syllabus. The
�
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el programa explicará en detalle el número de asignaciones
y exámenes y otros requisitos específicos y la forma en que
el instructor tiene previsto alcanzar los resultados para el
alumno especificados por la universidad de ese curso de
aprendizaje. Y sus principales tres partes también se
mencionan en la mayoría de los planes de estudio: 1) las
horas de oficina, 2) los libros, materiales y equipos
requeridos y 3) una advertencia sobre el plagio. La facultad
de la universidad están obligados a publicar "horas de
oficina". Durante estas horas de oficina usted puede esperar
a encontrar al miembro de la facultad en su oficina
disponible a responder a preguntas de los estudiantes. Los
libros que figuran en el plan de estudios se pueden comprar
nuevos o usados en la librería del campus. Hoy en día, los
estudiantes suelen comprar los libros necesarios a precios
de ganga en línea. Una precaución aquí en relación con la
compra de libros de ejercicios usados. Los libros de
ejercicios usados pueden haber ya sido llenados en que los
hace prácticamente inútiles y por lo general inaceptables
para el uso por el instructor. Con la comodidad de el
Internet y el "cortar y pegar" de servicios públicos, la
tentación de pasar el trabajo de otros como propio es muy
difícil de resistir. Sin embargo, los profesores de hoy en día
tienen un software sofisticado a su disposición que
identificará rápidamente frases, oraciones y párrafos
levantados de otras fuentes. Usar el trabajo o las palabras
de otra persona sin la debida citación o reconocimiento
formal se llama el plagio. El castigo por el plagio puede
ejecutar en no recibir una nota por la asignación, no recibir
una calificación del curso hasta el camino a la expulsión de
la universidad. Por último, un esquema del curso puede ser
un documento separado o integrado en el plan de estudios y
contiene un calendario de las clases para el curso
especificando conferencias y temas de laboratorio, lecturas,
fechas de vencimiento de asignación y otras fechas
importantes.
CONSEJOS ACADÉMICOS Y OTROS TIPOS DE
ASISTENCIA
En cualquier universidad hay un gran número de personas
que están interesadas en ayudar a los estudiantes a
alcanzar sus metas educativas. Muchos estudiantes saben
exactamente lo que quieren en un programa de título y
finalmente en una carrera. Otros, casi un tercio de todos los
estudiantes universitarios, están indecisos. Para este grupo,
las universidades tendrán normalmente un centro de
asesoramiento profesional que cuenta con profesionales
que pueden ayudar a un estudiante a explorar varias
opciones. A través del proceso de la entrevista y de la
administración de los distintos instrumentos de prueba (por
ejemplo, inventarios de intereses) estos consejeros
profesionales pueden ayudar a los estudiantes en el centro
de una o más opciones posibles. Es importante explorar las
opciones antes para minimizar el costo de un título y tiempo
de la graduación.
Una vez que se ha seleccionado un programa de grado, el
estudiante se le asignará un consejero de la facultad que
enseña en esta área. Con el tiempo, el estudiante tendrá
probablemente su consejero de profesor para uno o más
cursos y llegará a confiar en ellos para pedir consejos de
carrera académica y más. En algunas de las grandes
universidades, además de consejeros de la facultad, los
departamentos tendrán una persona que se especializan en
el asesoramiento académico de todos sus comandantes.
Estos consejeros departamentales están muy bien
informados sobre todos los aspectos del plan de estudios y
cursos que figuran en él. Este es un recurso valioso que los
estudiantes deben aprovechar al máximo.
La mayoría de las universidades también tienen consejeros
licenciados profesionales disponibles para los estudiantes
que pueden estar sufriendo con cualquier número de
problemas personales o psicológicos. Estos servicios son
gratuitos y totalmente confidenciales.
LA ACREDITACIÓN
Con tantas opciones y instituciones educativas postsecundarias para elegir, los estudiantes van a querer
asegurarse de que la institución que seleccionen es
acreditada. La acreditación se otorga a una institución
después de una rigurosa revisión de problemas y las
capacidades relacionadas con la calidad de las agencias
regionales de acreditación de la nación. Estas agencias de
acreditación y su sello de aprobación a una institución
significan que los cursos y títulos concedidos por
universidades acreditadas serán reconocidos y aceptados al
nivel nacional, este es nivel de acreditación que autoriza a
las instituciones para conceder títulos.
En algunas áreas, de programas, las universidades buscan
un segundo nivel de "acreditación específica para la
disciplina." La acreditación específica para la disciplina se
busca a menudo por las instituciones para indicar a un nivel
adicional de reconocimiento y calidad en un programa
específico. En algunos casos en que los estados requieren
una licencia para practicar en una disciplina determinada
(por ejemplo, la ingeniería, la farmacia o la medicina), los
estudiantes pueden tener que ser graduados de programas
acreditados en una disciplina específica para tener derecho
a la prueba de la licencia profesional requerida. En resumen,
la entrada a algunas profesiones en algunos estados
requiere la posesión de un título acreditado de una
institución acreditada, en caso de duda pregunte acerca de
la acreditación y la investigación de los requisitos de su
estado.
Para obtener más información o asistencia llame a la oficina
de Admisión, Asesoría y Centro de Carreras de Great Basin
College a 775.753.2168.
Gran Colegio de la Palangana (GBC) no discrimina por carrera, por la
religión, por el color, por la edad, por el sexo, por orientación sexual, por
estatus militar, por la incapacidad, por origen nacional, por identidad de
género ni expresión, ni por información genética. Para pregunta,
775.738.8493.
5
Conocimiento
de la
universidad
GBC
Cursos básicos
de la universidad
(semestres, construcción de
cursos, esquemas, planes
de estudio y definiciones)
Articles written by:
Dr. Mark A. Curtis, President
Great Basin College, 2013
Translation:
Jose Torres
www.gbcnv.edu
�Como muchas aventuras de la vida, la experiencia
universitaria puede al mismo tiempo ser emocionante y un
poco aterradora. Una manera de hacer todo lo que sea
nuevo o poco menos intimidante es conocer y entender
algunos de los términos más comunes utilizados por
personas que tienen experiencia. Además, algunos de los
términos que tienen un significado determinado en un campo
tendrán un significado diferente en otro. En este artículo,
explicaremos paso a paso y valoraremos o definiremos una
variedad de términos universitarios que un estudiante nuevo
de la universidad que se encuentre.
COMO EMPEZAR
El mejor lugar para empezar a aprender acerca de cualquiera
universidad es el "Catálogo Universitario." A menudo,
oscilando desde 150 hasta 300 páginas, el catálogo
universitario típicamente es un documento exhaustivo que
contendrá la siguiente información importante: la historia de
la universidad, la declaración de misión, los criterios de
admisión, las normas de conducta, las fuentes de ayuda, las
becas disponibles, los planes de estudio, las descripciones
individuales de los cursos, y una lista de profesores y
facultad, junto con sus credenciales académicos. En los días
antes del Internet, los sitios web y documentos digitales,
una copia encuadernada del catálogo universitario era algo
esencial y valioso para cualquier estudiante universitario.
Hoy en día, la mayoría de los colegios publican su catálogo
en su sitio web. Sin embargo, la comodidad, portabilidad y
facilidad de lectura de un catálogo imprimido sigue siendo
difícil de superar.
Una vez que el catálogo está en mano, la mayoría de los
estudiantes van directamente al programa que les interesa,
por ejemplo un Asociado en Ciencias Aplicadas en
Enfermería. Allí, el estudiante encontrará una lista de todos
los cursos requeridos para obtener el título específico. Estos
cursos conocen como un plan de estudios para el programa.
Los cursos estarán a continuación, organizados en grupos de
cuatro a seis ciclos que se recomiendan para ser cursados
por los estudiantes de que asistan el tiempo completo por
semestre.
En la universidad, un semestre tiene una duración de 15 a 16
semanas, dependiendo de la institución. Las que tienen 16
semanas por semestre de largo, a menudo tienen la
decimosexta semana designada como una semana de
exámenes finales o alguna otra actividad de educación
significativa. Los créditos obtenidos en el sistema semestral
se cuentan en "horas por semestre." Una hora de semestre
se define como una reunión del curso durante una hora de
lección por semana durante 15 semanas y por cada hora de
las reuniones, habrá un mínimo de dos horas de trabajo
fuera de la clase. Se necesitan dos o tres horas de tiempo
de la semana de reuniones para 15 semanas en un
laboratorio de ciencias o un curso de actividad como la
soldadura que se convierten en horas de crédito. Un año
académico estándar contendrá de dos semestres completos.
Algunas instituciones organizan su año académico en
cuartos en lugar de semestres. Los cuartos universitarios se
ejecutarán de 10 a 12 semanas, dependiendo de la
institución y también pueden contener una semana de
exámenes. En este esquema de organización, el curso
estándar consta de tres trimestres. Como tal, al convertir
cuartos de hora a hora de semestre, el cuarto de hora es
igual a .66 horas de semestre, al convertir horas de
semestre en cuartos, la hora de semestre será igual a 1.5
horas de cuarto. Debido a la confusión que rodea a estas
conversiones y la dificultad para hacer comparaciones
directas de los cursos cuando se transfieren entre cuartos
de horas y horas de semestre, la mayoría de las
instituciones se han alejado de horas de cuarto.
LA ORIENTACIÓN PARA LOS ESTUDIANTES
NUEVOS
Cuando uno comienza la universidad, él/ella va a recibir
varias comunicaciones de la institución a la que han sido
aceptados y asistirán. Entre esas comunicaciones,
normalmente habrá una invitación a una sesión de
orientación a lo cual se debe estar registrado para asistir. En
la sesión de orientación, la gran cantidad de información
importante será presentada y discutida. Entre los temas
generales cubiertos, las reglas de la escuela y las
regulaciones, la misión, tours del campus, el
estacionamiento, las fechas importantes, políticas de pago,
cancelaciones, asesoramiento académico y qué cosas llevar
etc. Algunas universidades requieren la asistencia a su
orientación, es importante asistir.
Además de la orientación general para estudiantes nuevos,
a menudo habrá una orientación específica para cada
programa que se debe atender. Los programas de ciencias
de la salud, la música, la ingeniería y muchos otros tienen
información específica de los títulos que se ofrece
información demasiada detallada para ser ofrecida en la
orientación general. Asegúrese de asistir a esta orientación,
ya que en los programas de entrada son altamente
competitivos como la enfermería, si no asiste a la
orientación, puede significar renuncia al programa y podría
perder su lugar a otro estudiante.
Si un estudiante planea vivir en las residencias de la
universidad, también habrá una sesión de orientación
dedicada a la vida de la residencia. Aún más reglas y
reglamentos serán cubiertas en lo que respecta a la vida en
el campus. Aquí los estudiantes conocerán el Decano de
Estudiantes, directores de las residencias y sus ayudantes
llamados asistentes de residencia o RAs.
EL PROFESOR UNIVERSITARIO
Para empezar, es seguro asumir que todos los profesores
universitarios tienen un dominio sobre el tema o temas que
son contratados para enseñar. Pero, como el nuevo
estudiante de la universidad pronto descubrirá, los
profesores universitarios vienen con una variedad de
experiencias, enseñanzas y están enseñando por una
variedad de razones. Sus títulos y la forma en que se
presenten proporcionarán pistas sobre ellos y sus orígenes.
Algunos de los tipos más comunes de los maestros
universitarios se describen a continuación.
En algún nivel todos los profesores universitarios son
instructores. Sin embargo, si el título de profesor
universitario es como un instructor, significa que trabaja
para una institución que no tiene filas profesorales o fue
contratado por su campo académico en oposición a los
títulos académicos que tienen.
Un profesor es un miembro de la facultad profesor cual en
una universidad que enseña sin rango o cargo. Este título
también se proporciona a los miembros de la facultad que
tienen un rango inferior al de un profesor asistente.
El rango y título de profesor asistente se le da a un miembro
de la facultad que está empezando en una pista de tenencia
(es decir, una situación que podría dar lugar a la tenencia).
Los profesores universitarios permanecerán como
profesores asistentes de cinco a seis años, durante un
extenso período de prueba y cuando cumplan con las
necesidades académicas y los requisitos de publicación de
la universidad en las que trabajan.
El título de profesor asociado se les da a las personas que
hayan cumplido con todos los requisitos para ese rango y se
encuentran en su sexto o séptimo año de enseñanza a
tiempo completo y se les ha dado la tenencia. La tenencia
es la situación dada, en este caso, a un profesor
universitario que ha trabajado con éxito a través de un largo
período de libertad condicional. La tenencia es a menudo
considerada como una garantía de empleo por vida, no lo es.
La tenencia sin embargo, no protege al profesor
universitario de la disciplina o del despido injustificado o
arbitrario y está diseñada para proteger la libertad
académica de los profesores.
El profesor es el título dado a los miembros superiores o
distinguidos de la facultad y en la mayoría de universidades,
es el rango más alto que un profesor universitario puede
ganar. El rango suele indicar que un miembro de la facultad
es experto en su campo de estudio. Una vez más,
refiriéndose al catálogo universitario, todos los profesores
de tiempo completo, junto con su rango académico y títulos
obtenidos, se listarán alfabéticamente hacia el final del
catálogo. Todos los estudiantes al menudo deben hacer un
punto para revisar el rango y los antecedentes de los
profesores que tienen.
Los asistentes de posgrado se encuentran típicamente en
las grandes universidades y están trabajando hacia una
maestría o doctorado en su área respectiva. Para compensar
la compleción de matrícula y otros pagos y beneficios que
reciben, se les pide que enseñen cursos universitarios
introductorios en su área de especialización. Ellos están
supervisados por profesores de alto nivel.
Un instructor adjunto es un profesor universitario que nada
más trabaja la mitad del tiempo, normalmente empleado
para enseñar una o dos cursos por semestre en su área de
especialización. Por ejemplo, un contador público local
podría ser contratado para enseñar una clase de
contabilidad o un funcionario electo se le podría enseñar una
clase de ciencias políticas, etc. La mayoría de los adjuntos
tienen otro empleo de tiempo completo y enseñan parte del
tiempo porque les gusta la disciplina en que están
trabajando y los estudiantes que los cuales están ayudando.
LA INFORMACIÓN DE CURSOS
En la primera reunión formal de cualquier curso de la
universidad, el profesor hará algunas observaciones
introductorias, se presentará y luego pasará a un programa
de estudios. El programa contendrá la información rutinaria
sobre el curso, horarios y descripción. Más importante aún,
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
GBC College Knowledge
Subject
The topic of the resource
Guides to first-generation college students written by GBC President Dr. Mark Curtis.
Description
An account of the resource
The collection of articles originally appeared in the <em>Elko Free Press</em> in the Spring of 2013, and have since been printed in brochure form by Great Basin College.
Creator
An entity primarily responsible for making the resource
Dr. Mark A. Curtis
Source
A related resource from which the described resource is derived
"GBC College Knowledge" series in the <em>Elko Free Press</em>
Date
A point or period of time associated with an event in the lifecycle of the resource
Spring 2013
Contributor
An entity responsible for making contributions to the resource
Dr. Mark A. Curtis (author); Laura Gallegos (brochure design); Jose Torres (Spanish translations); Scott A. Gavorsky (VHC)
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Format
The file format, physical medium, or dimensions of the resource
PDF files (tri-fold brochure layout)
Language
A language of the resource
English, Spanish
Publisher
An entity responsible for making the resource available
Great Basin College
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
College Course Basics (Semesters, course construction, outlines, syllabi, and definitions)
Subject
The topic of the resource
GBC College Knowledge - Article 5
Description
An account of the resource
Discussion aimed at first-generation college attendees about the basics of college courses, how they are organized, and the specialized vocabulary used in the courses.
Creator
An entity primarily responsible for making the resource
Dr. Mark A. Curtis
Source
A related resource from which the described resource is derived
"GBC College Knowledge" series in the Elko Free Press
Publisher
An entity responsible for making the resource available
GBC Media Services
Date
A point or period of time associated with an event in the lifecycle of the resource
Spring 2013
Contributor
An entity responsible for making contributions to the resource
Dr. Mark A. Curtis (author); Laura Gallegos (brochure design); Jose Torres (Spanish translation); Scott A. Gavorsky (VHC)
Rights
Information about rights held in and over the resource
GBC
Format
The file format, physical medium, or dimensions of the resource
PDF file (tri-fold brochure layout)
Language
A language of the resource
English; Spanish
Faculty
Meaning
student aids
syllabus
Toolkit