2
10
28
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General Education Objective: Critical [and Creative] Thinking Humanities Core Skills/ Habits of Mind At the heart of GBC’s Virtual Humanities Center (VHC) is this list of core skills and habits of mind that the humanities encourage and promote. Every aspect of the VHC is centered on these skills. They are not only college learning skills, but life skills, and they are aligned with GBC’s General Education Objectives. ÐÐ the ability to use facts: working from evidence to a conclusion (induction) ÐÐ gathering enough facts to warrant the conclusion ÐÐ making valid inferences based on facts ÐÐ using accurate observation to form a hypothesis and then test it (the scientific method) ÐÐ the ability to use principles: working from principle(s) to a conclusion (deduction) ÐÐ avoiding prejudices, pressure from authority or peers ÐÐ avoiding flaws in thinking: personal attack, overgeneralization ÐÐ the ability to absorb, analyze and interpret complex artifacts or texts ÐÐ the ability to assess the reliability and validity of information, especially on the web ÐÐ the ability to synthesize information from diverse sources ÐÐ the ability to place data into a larger context ÐÐ the ability to make decisions based on evidence ÐÐ the ability to analyze and interpret abstract ideas ÐÐ the ability to recognize and compensate for ambiguity ÐÐ the ability to prioritize ÐÐ the ability to innovate ÐÐ the capacity for curiosity General Education Objective: Communication Skills ÐÐ the capacity to write intelligently, lucidly, and fluently ÐÐ the capacity to speak intelligently, lucidly, and fluently ÐÐ the capacity to communicate through a variety of media: visual, performance, design & composition ÐÐ the ability to participate effectively in deliberative conversation ÐÐ the ability to analyze and interpret visual communication General Education Objective: Technological Understanding ÐÐ the ability to utilize new technologies as they are developed ÐÐ the ability to understand the ethical implications of technological advances ÐÐ the ability to use technology to benefit humanistic inquiry, not to replace it ÐÐ the ability to capitalize on technology as a tool to enhance the experience of the humanities ÐÐ the ability to use technological tools to expand and extend our understanding of what it means to be human General Education Objective: Personal/Cultural Awareness ÐÐ the ability to understand the historical and cultural foundations of ethical behavior, and develop and apply a personal code of ethics based on that understanding ÐÐ the maturity to take responsibility for one’s thinking and actions ÐÐ the capacity to express an opinion that diverges from that of the majority [OR the ability to hold and defend a divergent point of view and to allow others the same right] ÐÐ the capacity to recognize the validity of alternate viewpoints or opinions ÐÐ the capacity to recognize multiple perspectives, from local to global ÐÐ the capacity to accept diversity of people and ideas ÐÐ the capacity for a critical understanding of fine arts expressions ÐÐ an awareness of the past and its application to the present ÐÐ the application of knowledge to real-world problems Visit our website at humanities.gbcnv.edu
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 - Student Aids
Subject
The topic of the resource
Student Aids for Classroom Use
Description
An account of the resource
The collection contains student aids that faculty at GBC have used in their classes to help students.
Creator
An entity primarily responsible for making the resource
GBC Faculty
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
July 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
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.
Text
Any textual data included in the document
pdf file
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
pdf file
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
Humanities Core Skills Flyer
Subject
The topic of the resource
The core skills which humanities-based education can help develop in students.
Description
An account of the resource
A flyer listing the core skills a humanities-based education can deliver. The skills are broken down into the categories used by Great Basin College in the General Education Requirements.
Creator
An entity primarily responsible for making the resource
GBC Humanities Grant Committee of the Whole
Publisher
An entity responsible for making the resource available
GBC
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Rights
Information about rights held in and over the resource
GBC
Format
The file format, physical medium, or dimensions of the resource
pdf file
Language
A language of the resource
English
core skills
humanities education
Symphony
Toolkit
VHC
-
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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 - Using Evidence
Subject
The topic of the resource
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.
Creator
An entity primarily responsible for making the resource
GBC Faculty
Publisher
An entity responsible for making the resource available
GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Rights
Information about rights held in and over the resource
GBC
Format
The file format, physical medium, or dimensions of the resource
Varies
Video
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
.wmv
Duration
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11:14
Compression
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mp4
Producer
Name (or names) of the person who produced the video
Dr. Frank Daniels
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
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Using Tertiary Sources
Subject
The topic of the resource
Use of tertiary sources to find primary and secondary sources.
Description
An account of the resource
Dr. Frank Daniels explains in this video how to use tertiary sources such as textbooks or encyclopedias to identify primary (evidence) and secondary (interpretation) sources for papers.
Creator
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Dr. Frank Daniels
Source
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n/a
Publisher
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Great Basin College
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2014
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
Format
The file format, physical medium, or dimensions of the resource
.mp4 video file
Language
A language of the resource
English
Design 2015-2017
Faculty
paper-writing
sources
tertiary
Toolkit
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CONCLUDING REMARKS
This is the last column in the series on college knowledge. I
truly hope that it has been a help to those considering
college attendance. Taken in their totality, the eight
columns were written to take the mystery out of college
and put the new college student and his or her family and
loved ones at ease with all that is involved in receiving a
college education. I also want to thank the Elko Daily Press
for their willingness to publish this series as a public
service. It has been my honor to be given this forum to
advance college information I believe to be important.
GBC
College
Knowledge
Congratulations to GBC’s 2013 graduating class!
For more information or assistance call Great Basin
College’s Admissions and Records Office at 775.753.2110.
Also, Great Basin College alumni can call 775.753.2246 for
more information about the newly forming GBC Alumni
Association.
8
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
Graduation and
Beyond
(transcripts,
job hunting,
interviewing,
and alumni
associations)
www.gbcnv.edu
�This brochure describes graduation and many related
aspects of life surrounding graduation. This brochure is the
last in a series of eighth that will provide readers
information about many important aspects of college.
For many the goal of a college credential and the benefits it
will provide has been a powerful motivator. Yet even as the
date for graduation is in sight much remains to be done.
This column lays out many of those important details and
provides a bit of advice for those transitioning from school
to work or part time work to a full time position for which
they have been prepared.
GRADUATION
Most think of graduation as that formal ceremony where
graduates don caps and gowns, march in and out and listen
to speeches filled with well-meaning and inspirational
advice; this ceremony recognizing years of hard work and
sacrifice is extremely important. The value of attending the
formal graduation ceremony is not to be underestimated;
attendance here places an exclamation point on one's
achievement and allows all those associated with the
graduate to share in this special occasion. However, there
are things to be done before and after college graduation
that must not be ignored.
Prior to a student's last semester of college, the student
should request a formal graduation audit. This request is
made through the registrar's office. The audit itself is an
official analysis of all courses taken by the student to see if
all requirements for graduation in a particular degree
program have been met. If the audit tells the student they
are on track for graduation, all is well and the student
simply finishes up that semester and takes the necessary
remaining course in their final semester. Provided all
courses are passed with an appropriate passing grade
graduation is assured. On the other hand, if the audit
indicates that a student must take a course or meet a
requirement not previously known to them they will have
that final semester to take care of any deficiencies so they
can graduate on their desired timeline.
As the student identifies the semester in which the plan to
graduate, an application for graduation must be submitted
to the Registrar's office. Some colleges charge a modest
fee for submission of the application for graduation while
others do not. If an audit of course has not been done
previously, this application will trigger one. Other routine
information like the address where the student wants their
diploma mailed, their height and hat size for the cap and
gown, and whether the student will participate in the formal
graduation ceremony. It should be noted that participation in
the graduation ceremony is not required for one to graduate
from college. At the ceremony the graduate will be handed a
diploma cover as their name is called and they cross the
stage. The actual diploma will be mailed to the graduate
approximately six weeks after graduation following the
completion of a final audit of all courses taken. One final
note on diplomas; they are an important symbol of
achievement, but they are not proof of graduation; that proof
and the actual degree resided in the official transcript (more
on that below).
Most colleges have formal alumni associations that publish
newsletters, to keep graduates informed about happenings
at the college and upcoming events that they might be
interest in.
Alumni associations typically charge their members modest
dues to help defray the cost of the secure three or four
references. This involves directly asking someone if they will
serve as a reference and gaining their permission to do so.
Even though a perfect letter of application and resume with
references has been provided to the potential employer, the
whole process may require the filling out of a company's
unique "application for employment" document. This will
often be a restatement of what has already been provided,
but will have one significant difference, namely: the
applicant's signature at the end of the document attesting to
the truthfulness of all the information contained above.
The resume, letter of application, etc. should have just one
major goal and that is to get an interview. The interview is
where the job will be won or lost.
INTERVIEWING
After submitting materials and applying for a job, some
applicants will receive a call inquiring about the applicant's
continued interest in the job. If the applicant is still
interested and available, a mutually acceptable time for an
interview will be set up. At this point, the applicant should do
a little more homework on the company they will be
interviewing with. Knowledge about the company will
indicate the applicant's seriousness about the job and
hopefully distinguish them from other less diligent
candidates.
Be prompt and arrive just a bit early to the interview. Again,
promptness at the interview is a good indication of future
workplace behaviors and will make a good first impression.
Next, dress appropriately. This means dressing a bit better
than normal everyday workplace dress. Remember going to
an interview is different than going to work. There is a old
saying "it is always better to be overdressed the
underdressed."
As one prepares for the interview, try to anticipate some of
the questions that might be asked so as to not be caught
flat footed without a ready response. Often an interview will
begin with a question like "tell me a little bit about yourself"
or "tell me what you know about our company" or "tell me
why you are interested in this position." Later during the
interview, questions about technical competence and
suitability for the job will undoubtedly come. The applicant
should remember the interviewer does not interview people
all day everyday so they may also be a bit nervous. As such,
the applicant being interviewed must never give one word
answers forcing the interviewer to do all the work of
painfully pulling information out of the interviewee. The
applicant can increase their chances of being hired
immensely if they are personable and conversational during
the interview.
The applicant will need to know several things about the job,
including wages and benefits before they can make an
informed decision about accepting employment when and if
it is offered. However, during the interview, questions about
wages, benefits and retirement should be avoided. If the
company is serious about hiring an individual, they will
volunteer this information near the end of the interview or it
will be explained in detail when the formal offer of
employment is made.
�
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personas de confianza para corregir y criticar el currículum
antes de considerarlo finalizado.
A menudo, las cartas presentes de referencias o nombres y
direcciones de las referencias pueden ser solicitadas como
una parte del paquete de solicitud de empleo. Por lo tanto,
antes de iniciar un serio esfuerzo de búsqueda de empleo, se
debe garantizar tres o cuatro referencias. Se trata de
preguntarle directamente a alguien si le servirá de referencia
y ganar su permiso para hacerlo. A pesar de que una carta
perfecta de solicitud de empleo y un currículum con
referencias han sido previstos al empleador prospectivo,
todo el proceso puede requerir la cumplimentación de una
"aplicación de solicitud de empleo" de una empresa. Esto
suele ser una repetición de lo que ya se ha previsto, sino que
tendrá una diferencia significativa, a saber: la firma del
solicitante en el final del documento que acredite la
veracidad de toda la información que figura arriba.
El currículum, la carta de solicitud de empleo, etc. deben
tener sólo un objetivo principal y es conseguir una
entrevista. La entrevista es donde se gana o se pierde el
trabajo.
LA ENTREVISTA
Después de la presentación de los materiales y la solicitud
de un puesto de trabajo, algunos de los solicitantes recibirán
una llamada preguntando por el interés continuo en el
trabajo. Si el solicitante está todavía interesado y disponible,
una hora para una entrevista se establecerá. Entonces, el
solicitante debe de hacer un poco más de tarea sobre la
empresa para la entrevista. El conocimiento de la empresa
indicará la seriedad del solicitante sobre el trabajo y los
distinguirán de otros candidatos menos diligentes.
Es importante ser puntual y llegar un poco temprano para la
entrevista. Una vez más, la rapidez en la entrevista es una
buena indicación de futuras conductas en el lugar de trabajo
y puede hacer para una buena primera impresión. A
continuación es vestirse apropiadamente. Esto significa
vestirse un poco mejor que el vestimento de trabajo normal
de cada día. Recuerde que ir a una entrevista es diferente
que ir a trabajar. Hay un viejo refrán que dice "Siempre es
mejor estar sobre vestido que mal vestido."
Cuando uno se prepara para una entrevista, trate de
anticipar algunas de las preguntas que puedan ser hechas
para no ser desprevenidos sin una respuesta preparada. A
menudo, una entrevista se iniciará con una pregunta como,
"Cuéntame un poco sobre usted" O "Dígame lo que sabe
acerca de nuestra compañía" O "Dígame por qué está
interesado en esta posición." Más tarde, durante la
entrevista, las preguntas sobre la competencia técnica y si
uno es adecuado para el puesto, sin duda resultarán. El
solicitante debe recordar que el entrevistador no entrevista a
gente durante todo el día, todos los días, por lo que el
entrevistador también puede estar un poco nervioso. Como
tal, el solicitante entrevistado nunca debe dar respuestas de
una sola palabra obligando al entrevistador que haga todo el
trabajo para obtener toda la información de la persona
entrevistada. El solicitante puede aumentar sus
posibilidades de ser contratado inmensamente sea
agradable y converse durante la entrevista.
El solicitante de empleo tendrá que saber varias cosas sobre
el trabajo, incluido los salarios y los beneficios antes de que
puedan tomar una decisión informada acerca de aceptar el
empleo siempre y cuando se les ofrezca. Sin embargo,
durante la entrevista, se deben evitar las preguntas sobre
los salarios, los beneficios y el retiro. Si la empresa toma
en serio la contratación de una persona, esta información se
dará de forma voluntaria casi al final de la entrevista o se
explicará en detalle cuando se haga la oferta formal de
empleo.
OBSERVACIONES FINALES
Para obtener más información o asistencia llame a Great
Basin College y la Oficina de Admisiones y Registros al
775.753.2110.
Además, ex alumnos de Great Basin College pueden llamar
al 775.753.2246 para obtener más información acerca de la
nueva formación de la Asociación de Ex Alumnos de GBC.
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
Translation:
Jose Torres
8
Conocimiento
de la
universidad
GBC
La graduación y
el más allá
(las transcripciones, los
currículos personales,
la búsqueda de empleo,
las entrevistas, y
las asociaciones de
ex alumnos)
www.gbcnv.edu
�Para muchos, el objetivo de un título de la universidad y de
los beneficios que dispone ha sido un gran motivador. Sin
embargo, mientras la fecha de la graduación se acerca,
queda mucho por hacer. Este artículo presenta muchos de
los detalles importantes y ofrece consejos para aquellos en
transición de la universidad al trabajo o de un trabajo de
tiempo parcial a un puesto de tiempo completo por lo que
han sido preparados.
LA GRADUACIÓN
La mayoría de la población piensa que la graduación de la
universidad es un acto protocolario donde los que se van a
graduar se visten con las tapas y los vestuarios. Los
estudiantes marchan dentro y fuera y escuchan discursos
llenos de consejos intencionados para la inspiración, lo que
la ceremonia reconoce son los años de trabajo duro y el
sacrificio, esto es importante de entender. El valor de asistir
a la ceremonia formal de la graduación no debe ser
subestimado; la asistencia a ella pone un signo de énfasis
en el logro de uno y permite a todos los asociados con los
graduados a participar en esta ocasión especial. Sin
embargo, hay cosas que hacer antes y después de la
graduación de la universidad que no deben ser ignoradas.
Antes del último semestre de la universidad, el estudiante
debe solicitar una auditoría formal de graduación. Esta
solicitud se hace a través de la oficina de registro. La
auditoría es un análisis oficial del curso de estudios por el
estudiante para ver si se han cumplido todos los requisitos
para la graduación de un programa en particular. Si la
auditoría le dice al estudiante que está en camino para
graduarse y que todo está bien, el estudiante simplemente
tiene que terminar ese semestre y tomar el curso restante
necesario en su último semestre. Dado que el estudiante
pase todos los cursos con una calificación adecuada, su
graduación será asegurada. Por otro lado, si la auditoría
indica que un estudiante debe tomar un curso o cumplir con
un requisito que el estudiante no tenía en cuenta antemano,
ellos tendrán el último semestre para atender a las
deficiencias para que se puedan graduarse a su línea de
tiempo deseado.
Cuando el estudiante establezca el semestre en el que
él/ella planea graduarse, una aplicación para la graduación
debe ser presentada a la Oficina de Registraciones. Algunas
universidades cobran una cuota por la presentación de la
solicitud de la graduación, mientras que otras no lo hacen.
Si una auditoría, por supuesto, no se ha hecho
anteriormente, esta aplicación activará una. Otros datos de
rutina como: la dirección de correo donde el estudiante
quiere su diploma sea enviado, su altura y tamaño para el
vestuario y el birrete, y si el estudiante participará en la
ceremonia formal de graduación. Debe ser señalado que la
participación en la ceremonia de graduación no se requiere
de uno para graduarse de la universidad. En la ceremonia, a
los graduados se les entregará una cubierta para su diploma
cuando su nombre sea llamado: y ellos cruzarán por el
escenario. El título actual se le enviará por correo al
graduado aproximadamente seis semanas después de su
graduación tras la finalización de una auditoría final de todos
los cursos tomados. Una nota final sobre los diplomas, son
un símbolo importante de los logros, pero no son la prueba
de graduación, la prueba y el título real residió en la
transcripción oficial (más sobre esto más adelante).
La mayoría de las universidades tienen las asociaciones
formales de ex alumnos. Estas asociaciones publican
boletines para mantener informados a los graduados acerca
de los acontecimientos de la universidad y los próximos
eventos que puedan ser de interés para ellos. Las
organizaciones de ex alumnos normalmente les cobran a sus
miembros cuotas para ayudar a cubrir el costo de la revista y
otros eventos de ex alumnos. En la ceremonia de graduación,
un miembro de la Asociación de Ex Alumnos les hablará
brevemente a los graduados y serán felicitados como los
nuevos ex alumnos de la universidad. También les explicará
que los nuevos graduados recibirán un año gratis de
membrecía en la asociación.
LAS TRANSCRIPCIONES
La transcripción de la universidad es un registro permanente
de todos los cursos completos en una universidad. En cada
universidad en que usted asistió, se mantendrá un
expediente académico, es decir, si un estudiante asistió a
dos instituciones diferentes, habrá dos transcripciones
separadas. La transcripción registrará el número y el título
de cada curso completo, el semestre y el año que fue
completado y la calificación que se obtuvo en cada curso y el
promedio general de calificaciones por cada semestre.
Fallas, retiros, incompletos y si el curso se repitió, así como
los cursos pasados serán todo parte de ese registro
permanente. Cuando un estudiante se cambia o se transfiere
a otra universidad o busca empleo se le pedirá la
transcripción de la universidad y será necesaria. Debido a los
demás (es decir, los futuros universidades y empleadores)
que estudiarán la trascripción de un individuo, es importante
para el graduado que sepa lo que está en su expediente para
que puedan estar preparados para responder a preguntas
sobre el contenido.
Una transcripción que no es oficial, también llamada “una
trascripción emitida al estudiante,” se le dará al estudiante al
graduarse o cuando él/ella la solicite. Cuando otros quieren
una copia del expediente académico de un individuo, ellos
están haciendo una solicitud de un certificado oficial. Una
transcripción oficial es una emitida por la universidad
directamente a otra universidad o empleador potencial. La
transcripción oficial será imprimida en un papel con una
marca especial y llevará el sello oficial de la universidad. Las
solicitudes de transcripciones, tanto oficiales como las que
no son oficiales se deben ser realizadas por el estudiante, ya
sea en persona o por cualquier otro medio que se considere
aceptable y verificable por la universidad. A menudo habrá
un cargo por cada transcripción solicitada, mientras que
algunas emitirán la primera gratis.
LA BÚSQUEDA DE EMPLEO Y EL CURRÍCULUM
Aunque el último semestre de la universidad sea muy
ocupado, el estudiante debe de comenzar a pensar y a
prepararse para la vida después de la graduación. Al menos
que uno se mueve directamente a la escuela de posgrado,
esta preparación, como mínimo, implicará la preparación de
un currículo y la búsqueda de empleo. La búsqueda de
empleo debe incluir la observación de los anuncios en el
periódico, la ayuda de la oficina de colocación de la
universidad, hablando con sus profesores, visitando los
sitios web de las empresas de interés y otras redes
importantes con amigos, familiares y otros conocidos. Un
consejo que conduzca a un puesto de trabajo puede venir de
cualquier lugar, así que no se limite la búsqueda a una sola
fuente.
Prácticamente todas las posiciones que requieren una
educación universitaria también requerirán un currículum
para acompañar una carta de solicitud empleo. La carta de
solicitud de empleo debe incluir tres elementos básicos en
párrafos separados: 1) una declaración de intereses y donde
se encontró la información sobre la posición, 2) una breve
declaración explicando los antecedentes del aplicador y la
experiencia y la educación que les califica para el trabajo y
3) una declaración final repitiendo un serio interés en la
posición y las múltiples formas en que uno puede ser
contactado para una entrevista.
Para el nuevo graduado de la universidad sin mucha
experiencia, el currículum debe ser sólo una página,
comenzando con el nombre y la información de contacto,
seguido de la educación formal recibida, seguido por la
experiencia laboral como puestos de interno, cooperativos,
puestos de trabajo a tiempo parcial y concluyendo con
algunas fortalezas personales, incluyendo intereses y
aficiones. Si un graduado es un poco más mayor de edad y
tiene experiencia de trabajo significativa, el currículum
puede ser de dos páginas. Hay docenas de libros sobre el
tema de la escritura del currículum. Sobre todo, el
currículum debe de ser preciso, limpio y 100% libre de
errores ortográficos y gramaticales. Debe de tener varias
�
Dublin Core
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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
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Dr. Mark A. Curtis (author); Laura Gallegos (brochure design); Jose Torres (Spanish translations); Scott A. Gavorsky (VHC)
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Great Basin College © 2015. All rights reserved.
Format
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PDF files (tri-fold brochure layout)
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English, Spanish
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Great Basin College
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Dublin Core
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Title
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Graduation and Beyond (transcripts, job hunting, interviewing, and alumni associations)
Subject
The topic of the resource
GBC College Knowledge - Article 8
Description
An account of the resource
Discussion aimed at first-generation college attendees about navigating the transition from college to the professional world.
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
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
alumni
career training
Faculty
student aids
Symphony
Toolkit
-
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.
�
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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
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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
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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
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
registration
student aids
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/52ff2d828f8582521b358cb66fb7bf03.pdf
710f57b098ff0e8c6f6487bdf217b176
PDF Text
Text
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
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Title
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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
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Great Basin College © 2015. All rights reserved.
Format
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PDF files (tri-fold brochure layout)
Language
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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
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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
-
https://humanities.gbcnv.edu/omeka/files/original/5c64b8377ab676cc2121fd76049d7bde.pdf
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· Alternative Student Loans (Private or Bank
Loans)
Some families and individuals prefer to work with
their local lending agency and independently borrow
the funds necessary to pay for college.
· Credit Cards
With interest rates running from 10%-24% per year,
paying for college with a credit card can be the most
expensive method of financing a college education
unless one has the means to pay the balance due in
full each month. However, the judicious, short term
and occasional use of a credit card (e.g., to buy
books or other necessities) can be convenient while
helping to build credit worthiness.
THE FAFSA
Because approximately 70% of all current college students
receive some sort of federal student aid, individuals are
typically directed to fill out the Free Application for Federal
Student Aid, commonly referred to by its acronym FAFSA
(pronounced Faf-sa) with two syllables as if it were a word).
In order to be eligible for any federal financial aid and many
need based grants completing the FAFSA is mandatory. In
this context, financial need is defined as “the cost of
attendance minus the estimated family contribution.” There
is a document entitled FUNDING YOUR EDUCATION
2012-2013, The Guide to Federal Student Aid is available
on line at https://studentaid.ed.gov/sites/default/files/
2012-13-funding-your-education.pdf or in hard copy form in
your local college's Financial Aid Office. This document
details all forms of federal student aid and walks an
individual through the FAFSA application process. Recent
changes in the federal financial aids rules and regulations
stipulate that an individual must be a high school graduate
or holder of a GED (General Equivalency Diploma).
SOME CLOSING THOUGHTS
Given that college graduates typically earn several
hundreds of thousands of dollars more in their working
lifetime than do non graduates, borrowing money to go to
college can be a very good investment. However, recent
statistics indicate that only 54% of the twenty million men
and women enrolled at a U.S. college of university will earn
a credential in 150% of the degree's original length (i.e.,
within three years for an Associate Degree and six years for
a Bachelor's Degree). A college degree will typically bring
an individual a variety of psychological and financial rewards
and the idea of a college degree is deeply rooted in the
modern American Dream. Leaving college in debt and
without a credential does no good. So as you consider and
then begin college, do so with a strong commitment to
persist and ultimately succeed. Remember that the college
you choose will help you discover your financial options and
complete the necessary paperwork. Ask questions and
make sure you understand all your choices.
GBC
College
Knowledge
For more information or assistance call Great Basin College,
Student Financial Services/Veterans at
775.753.2399.
4
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.
The Cost of
College
and Paying For It
Articles written by:
Dr. Mark A. Curtis, President
Great Basin College, 2013
(tuition, fees, books,
living expenses and all
forms of financial aid)
www.gbcnv.edu
�This brochure describes the cost of college and many of the
most common ways that college can be paid. This brochure
is the fourth in a series of eight that will provide readers
information about many important aspects of college.
THE COST OF COLLEGE
There are startling differences ranging from $4,500 to
$45,000/year for tuition and fees alone. Books,
transportation and living expenses (often another $10,000
to $15,000) will add to the yearly cost of a college
education. As such, for a full-time student the cost of
attendance can easily range from $15,000 to $60,000 per
year.
As previously explained in College Knowledge Article 2, the
cost of attendance often depends on the type of institution
and where it is located. The least expensive is typically the
community college serving your area. For the most part they
offer one year certificates and two year associate degrees.
Next highest in cost are the state colleges and universities.
These institutions typically offer bachelor's and graduate
degrees (e.g., Masters, and Doctoral degrees). Institutions
of this type receive state support. However, because of the
higher cost of delivery and little or no local financial
support, they charge more in tuition and fees. The most
expensive of all are private colleges. Their price tag is the
highest among postsecondary institutions because the cost
of a student's education is in large part paid for with tuition
and fees. This means that private college tuition and fees
are often five to ten times that charged at public colleges.
PAYING FOR COLLEGE
The high price of a college education is well documented
and of significant concern to most parents with children
approaching college age and all people considering college
regardless of age. Below, the common forms of paying for
college are listed and briefly described.
· Pay As You Go (Working Your Way Through
College)
This method of paying for college is as old as college
itself and allows a person to earn a degree without
incurring any college related debt. There are three
reasons this method of paying for college is in the
minority. First, most people can take only one or two
classes each semester while working. This pace of
course completion typically doubles the length of
time necessary to earn a degree (e.g., 4 years for an
Associate Degree and 8 years for a Bachelor’s
degree). Second, the longer path to a degree delays
the higher earning potential and job satisfaction that
often comes with a degree. Third, some degree
programs will require full time attendance.
· Using Deferred Payment Plans Available
Through Most Colleges
Deferred payment plans have been adopted by many
colleges to allow a semester's worth of tuition to be
paid in several equal installments. Potentially this
could permit an individual or family a form of the pay
as you go model explained above.
· Scholarships
Colleges and universities typically have a wide range
of both merit and need based scholarships ranging in
size from $250 to several thousand dollars. Each
scholarship has its own eligibility criteria and
requirements and typically must be applied for.
Scholarships are established by individuals and
companies that value education and want to help
students they have often never met. Scholarships are
seen as a selfless form of generosity designed to
improve the lives of the students who receive them.
The Millennium Scholarship is a special type of
scholarship available to Nevada high school graduates
who complete a prescribed course of study and
maintain a minimum 3.25 cumulative grade point
average and attend a designated Nevada college or
university. A fact sheet describing the scholarship in
detail is available through the state treasurer’s office
at: https://nevadatreasurer.gov/documents/
millennium/Doc-FactSheet.pdf.
Contact the college you are interested in to find out
what scholarships are available.
· Grants (Both State and Federal)
The primary difference between a grant and a loan is
that money received as a grant does not need to be
paid back; the grant is a gift of sorts. However, the
typical grant does require that the student complete
the majority of the course work for which the grant
was given. If this obligation is not met the student
may have to repay a portion of the grant dollars
received.
· Work Study
Work study is a federal grant program that allocates
dollars to colleges for use in employing students with
financial need at the college. This employment (not to
exceed 19.5 hours per week) is flexible and works
around a student's class schedule. The allocation is
derived by use of a statutory formula that generally
takes into account previous funding levels and the
aggregate need of eligible students in attendance in
the prior year.
· Employer Tuition Reimbursement Programs
Many employers offer their employees a tuition
reimbursement program as part of their fringe
benefits package. In most such programs, an
individual registers for a college course and pays the
tuition themselves up-front. Upon the successful
completion of the course the student-employee
provides the employer with a receipt and grade
report. If everything is in order, the company
reimburses the employee for the cost of the course.
Programs of this type vary from employer to employer
and may be restricted to certain subject areas of
degrees that are of value to the company. Others
have limits on the amount of the reimbursement,
while others scale the reimbursement to the grade
received (e.g., A grade = full reimbursement, a grade
of C = 50% reimbursement). The real catch with
these programs is you have to already be employed
by the company offering the program and that often
takes some college or a degree in the first place.
· Guaranteed Federal Loans
here are several federal loans that a student with
need may qualify for. The loans may be used for
tuition and fees, books and living expenses. Like all
loans, there are interest charges ranging from 5%8.25% depending upon the type of loan. These types
of loans must be repaid after one completes or stops
attending school in ten to twenty five years
depending upon the type of loan. Also, there is a loan
repayment obligation that does not go away
regardless of an individual's employment or financial
situation, including bankruptcy.
�
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· Los Préstamos Federales Garantizados
Hay varios préstamos federales que un estudiante
con necesidad puede calificar. Los préstamos pueden
ser usados para la matrícula, tasas, libros y gastos
de vivir. Al igual que todos los préstamos, hay tasas
de interés que van desde el 5% -8.25% dependiendo
en el tipo del préstamo. Estos tipos de préstamos
deben ser pagados después de que uno termine o
deje de asistir a la escuela en diez hasta veinticinco
años, dependiendo del tipo de préstamo. Además,
hay una obligación de reembolso del préstamo que
no desaparece a pesar del empleo de una persona o
situación financiera, incluyendo la quiebra.
· Los Préstamos Estudiantiles Alternativos
(Prestamos Privados o del Banco)
Algunas familias y individuos prefieren trabajar con
su agencia de crédito local y pedir prestado la forma
de los fondos necesarios para pagar la universidad.
· Las Tarjetas de Crédito
Con las tasas de interés que van desde 10% a 24%
por año, pagar por la universidad con una tarjeta de
crédito puede ser el método más caro de financiar
una educación universitaria, al menos que uno tenga
los medios para pagar la totalidad cada mes. Sin
embargo, el uso juicioso, a corto plazo y ocasional de
una tarjeta de crédito (por ejemplo, para comprar
libros u otras necesidades) puede ser conveniente
mientras que ayuda a construir capacidad crediticia.
LA FAFSA
Debido a que aproximadamente el 70% de todos los
estudiantes universitarios reciben algún tipo de ayuda
federal, individuos son dirigidos a completar la Solicitud
Gratuita de Ayuda Federal para Estudiantes, conocida
comúnmente por sus siglas FAFSA (pronunciado Faf-sa)
con dos sílabas como si se tratara de una palabra. Con el
fin de ser elegible para cualquier ayuda financiera federal y
subvenciones por el medio de necesidad, llenar la FAFSA es
obligatorio. En este contexto, la necesidad económica se
define como "el costo de asistencia menos la contribución
estimada de la familia." Hay un documento titulado “Como
pagar por su educación 2012-2013”, “La guía de ayuda
federal para estudiantes” está disponible en línea en
https://studentaid. ed.gov/sites/default/files/2012-13-
funding-your-education.pdf o en forma imprimida en la
oficina de ayuda financiera de su universidad local. Este
documento detalla todas las formas de ayuda federal para
estudiantes y camina un individuo a través del proceso de
solicitud de la FAFSA. Los cambios recientes en las
regulaciones y reglamentos de ayudas financieras federales
establecen que una persona debe ser un graduado de la
escuela secundaria o tener un título de un GED (Diploma de
Equivalencia General).
ALGUNAS REFLEXIONES FINALES
Dado a que los graduados universitarios típicamente ganan
cientos de miles de dólares más en su vida de trabajo que
los que no se gradúan de una universidad, pidiendo dinero
prestado para ir a la universidad puede ser una muy buena
inversión. Sin embargo, las estadísticas recientes indican
que sólo el 54% de los veinte millones de hombres y
mujeres matriculados de una universidad de los E.U. van a
obtener un credencial en el 150% de la longitud original de
la medida (es decir, dentro de tres años para un título de
asociado, y seis años para una licenciatura). Un título
universitario suele llevar a una persona a una variedad de
recompensas psicológicas y financieras y la idea de un título
universitario, está profundamente arraigado en el sueño
americano moderno. Dejando la universidad con deuda y sin
credenciales no es la situación preferida. Así como tome en
cuenta comenzar la universidad, hágalo con mucha fuerza
de compromiso de persistir y tener éxito. Recuerde que la
universidad que usted elija le ayudará a descubrir sus
opciones financieras y completar la documentación
necesaria. Haga preguntas y asegúrese de entender todas
sus opciones.
Para más información o asistencia, llame a Great Basin
College, Servicios Financieros de Estudiantes/Veteranos a
775.753.2399.
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
Translation:
Jose Torres
4
Conocimiento
de la
universidad
GBC
El costo de una
educación
universitaria
y como financiarla
(matrícula, tasas, libros, gastos
de manutención y todas las
formas de ayuda financiera)
www.gbcnv.edu
�EL COSTO DE UNA EDUCACIÓN
UNIVERSITARIA
Existen diferencias sorprendentes que se extienden desde
$4,500 a $45,000 al año por la matrícula y otras tasas. Los
gastos de libros, transporte y vivienda (a menudo otros
$10,000 a $15,000) sumaran a los costos anuales de una
educación universitaria. Por lo tanto, para un estudiante que
estudia al tiempo completo, el costo de asistencia a la
universidad pude alcanzar fácilmente desde $15,000 a
$60,000 por año.
Como se ha explicado previamente en el artículo 2
“Conocimiento de la universidad”, los gastos de asistencia a
menudo dependen en el tipo de institución y donde se
encuentra. Las que menos cuestan normalmente son las
universidades comunitarias en su área. Por la mayor parte,
estas universidades ofrecen certificados de un año y títulos
de asociado. Las instituciones que cuestan más que las
universidades comunitarias so las universidades estatales y
otro tipo de universidades. Estas instituciones ofrecen
títulos de licenciatura y de posgrado (por ejemplo, títulos de
licenciado y doctorados). Este tipo de instituciones reciben
apoyo del estado. Sin embargo, debido al mayor costo de
entrega y poco o no apoyo financiero local, cobran más por
la matrícula y cuotas. Las más caras de todas son las
universidades privadas. Los precios de las universidades
privadas son las más altas entre las instituciones de
educación superior debido que el costo de la educación de
un estudiante es en gran parte pagado con la matrícula y
otras tasas. Esto significa que la matrícula y las tasas de las
universidades privadas son a menudo cinco a diez veces
más que las universidades públicas.
FINANCIANDO LA UNIVERSIDAD
El alto precio de una educación universitaria está bien
documentado y es de gran preocupación para la mayoría de
padres con hijos o hijas que se acercan a la edad de ir a la
universidad y todas las otras personas considerando una
educación universitaria sin importar su edad. A
continuación, las formas comunes de como pagar la
universidad serán enumeradas y descritas brevemente:
· Pagando a Media que Avanza (Trabajar para
pagar la universidad durante la asistencia)
College)
Este método de pagar por la universidad es tan
antiguo como la propia universidad y permite a una
persona que obtenga un título sin incurrir ninguna
deuda relacionada con la universidad. Hay tres
razones porque este método de pago de la
universidad está en la minoría: En primer lugar, la
mayoría de las personas pueden tomar una o dos
clases cada semestre mientras trabajan. Este ritmo
de la finalización de la educación normalmente duplica
la cantidad de tiempo necesario para obtener un título
(por ejemplo, 4 años para un grado asociado y 8 años
para una licenciatura.) En segundo lugar, el camino
más largo para un título retrasa el potencial de
ingresos y satisfacción en el trabajo que a menudo
viene con una licenciatura. En tercer lugar, algunos
programas de título requieren que el estudiante asista
al tiempo completo.
· Uso de Planes de Pagos Diferidos
Disponibles a Través de la Mayoría de
Universidades
Planes de pagos deferidos han sido adoptados por
muchas universidades para que el valor de la
matrícula de un semestre sea pagado en varios pagos
iguales. Potencialmente, esto podría permitir que un
individuo o familia tenga una forma de pago según el
modelo explicado anteriormente.
· Las Becas
Unas universidades tienen un amplio alcance de becas
de mérito o necesidad y pueden ser desde $250 a
varios miles de dólares. Cada beca tiene sus propios
criterios y requisitos de elegibilidad y normalmente,
se deben solicitar. Becas están creadas por individuos
y empresas que valoran la educación superior y
quieren ayudar a estudiantes que nunca han
conocido. Becas son vistas como una forma de
generosidad desinteresada y diseñadas para mejorar
las vidas de los estudiantes que las reciben. La Beca
del Milenio es una de los tipos de becas disponibles
para los estudiantes que se gradúen de una escuela
secundaria de Nevada en un curso de estudio
prescrito y mantienen un mínimo de 3.25 de promedio
general de calificaciones y planean a asistir a una
universidad de Nevada. Una hoja informativa que
describe la beca en detalle está disponible en la
oficina del tesorero del estado en:
https://nevadatreasurer.gov/documents/millennium/
Doc-FactSheet.pdf Contáctese con la universidad de
intereso para averiguar cuales becas están
disponibles.
· Las Subvenciones (Estatales y Federales)
La diferencia principal entre una subvención y un
préstamo es que el dinero recibido de una subvención
no se debe de pagar, la subvención es como un
regalo. Sin embargo, la subvención típicamente
requiere que el estudiante complete la mayoría parte
de los cursos que conceden con la subvención. Si
esta obligación no es cumplida, el estudiante puede
tener que pagar una parte del dinero en subvenciones
recibidas.La diferencia principal entre una subvención
y un préstamo es que el dinero recibido de una
subvención no se debe de pagar, la subvención es
como un regalo. Sin embargo, la subvención
típicamente requiere que el estudiante complete la
mayoría parte de los cursos que conceden con la
subvención. Si esta obligación no es cumplida, el
estudiante puede tener que pagar una parte del
dinero en subvenciones recibidas.
· El Estudio con Trabajo
El estudio con trabajo es un programa de subvención
federal que asigna dólares a las universidades para el
uso de emplear a estudiantes con necesidad
financiera en la universidad. Este trabajo (no más de
19.5 horas a la semana) es flexible y trabajará con el
horario de las clases del estudiante. La asignación se
obtiene mediante el uso de una fórmula legal que
generalmente toma en cuenta los niveles de
financiación anteriores y la necesidad agregada de
los estudiantes elegibles que asisten en el año
anterior.
· Programas de Reembolso de Matrícula por el
Empleador
Muchos empleadores les ofrecen a sus empleados un
programa de reembolso de matrícula como parte de
su paquete de beneficios marginales. En la mayoría
de estos programas, la persona se registra para un
curso de la universidad y paga por la matrícula
adelantada. Tras la finalización con éxito del curso, el
alumno-trabajador le entrega al empleador un recibo
y el informe de calificaciones. Si todo está en orden,
la compañía le reembolsa al empleado por el costo
del curso. Los programas de este tipo varían según el
empleador y pueden ser restringidos a ciertas áreas
de las titulaciones que son de valor para la empresa.
Otros tienen límites en la cantidad del reembolso,
mientras que otros escalan el reembolso con la
calificación recibida (por ejemplo, A = reembolso
íntegro del título, una calificación de C = 50% de
reembolso). El problema real con estos programas es
que hay que estar ya empleado por la compañía que
ofrece el programa y que a menudo ya deben de
tener un título para estar empleados.
�
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
The Cost of College and Paying For It (tuition, fees, books, living expenses and all forms of financial aid)
Subject
The topic of the resource
GBC College Knowledge - Article 4
Description
An account of the resource
Discussion aimed at first-generation college attendees about the expenses involved in obtaining a college education and the resources available for students to pay for 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 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 2014
Contributor
An entity responsible for making contributions to the resource
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
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/3e398543d0d9c290b4910b2692a0a275.pdf
c847793c381825484b02a26417cb8159
PDF Text
Text
education. Today we live in a credential conscious society.
This means that opportunities for employment are often
closed off to those without a college degree or other
specialized postsecondary training. A college degree is a
portable and transferrable credential, meaning that it goes
with the individual. A college credential is also universally
recognized. These facts provide degree holders a measure
of mobility and security in an uncertain labor market.
Employers recognize two important facts about college
graduates, namely they can follow directions and are
persistent enough to work toward a worthwhile goal for an
extended period of time. As such, employers will almost
always favor college educated individuals to interview and
ultimately hire.
To outline and summarize, the benefits of a college
education are:
·
·
·
·
·
·
The titles of all eight brochures are listed below:
1. The Benefits of a College Education
2. Picking the Right College and Getting Admitted
3. Types of Post-secondary Programs and Degrees
(length and purpose of each credential)
4. The Cost of College and Paying For It
(tuition, fees, books, living expenses and all forms
of financial aid)
5. College Course Basics
(semesters, course construction, outlines, syllabi
and definitions)
6. College Enrollment
(registration for classes, drops and adds and
withdrawals)
7. How to Study and The Difference Between High
School and College
1
increased employment potential
increased annual and lifetime earning potential
increased job satisfaction
better fringe benefits
longer average lifespan
career mobility
For more information or assistance call Adriana Mendez,
Recruitment Coordinator on the Elko Campus at
775.753.2201
GBC
College
Knowledge
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
The Benefits
of a
College
Education
www.gbcnv.edu
�This brochure describes the benefits of a college education.
The brochure is the first in a series of eight brochures that
will provide readers information about many important
aspects of college.
For some years now we have been hearing about the
importance of a college education. Because of the changing
nature of jobs in the U.S., their increasing complexity,
globalization, and competition for those jobs, there has been
a nationwide push to increase the number of college
graduates in every state. As of the 2010 census, 28.4% of
Nevada residents and 39.3% of the adult population
nationwide had an Associate Degree (i.e., two years of
college) or more. This leaves a majority of the population
wanting and often needing information to help them make an
informed decision about going to college.
TABLE 1. Education Level and Unemployment
United States Department of Labor Bureau of Labor Statistics
The 2010 Census gathered information on average annual earnings by level of education. That information clearly
shows that more education means significantly more pay (see Table 2).
TABLE 2. Education Level and Earnings
When considering college, two questions that often come to
mind relate to employment. Specifically: Can I get a job
when I am finished and what will it pay? A college degree
increases the likelihood of being employed while providing
better wages on average than those without any college.
Information from the year 2012 shows that the chances of
being unemployed goes down dramatically with more
education (see Table 1).
Level of Education Achieved
Average Annual
Earnings
Hourly Wage (Based on
Lifetime Earnings
2080 hours per year)
(based on a 40 year
work life)
Certainly it is possible to be successful without a postsecondary credential. Bill Gates, consistently among the
richest people in the world, dropped out of college before
completing a degree to start Microsoft. Additionally, one of
the greatest inventors in world history, Thomas Edison, was
mostly home schooled and self-taught. However, the odds
for personal success clearly favor those who go to college
and complete a specified program of study.
It would seem the primary reason for attending college
might be increased pay. However, getting hired in the first
place is often dependent on an individual’s level of
$22,724
$10.93
$908,960
High School Graduate, no college
$34,960
$16.81
$1,398,400
Some College
Often jobs with better pay have better benefits like paid
vacations, holidays, life and medical insurance, training and
other quality of work-life factors. When higher pay is
combined with generous benefits, job satisfaction generally
goes up as well. In a 2008 Harvard Medical School study,
college graduates were found to live an average of seven
years longer than their non-college counterparts. This may
be due in part to better pay and benefits, and also takes into
account job satisfaction, type of work, and lifestyle choices.
Less than High School
$39,915
$19.20
$1,596,600
Associate Degree
$44,025
$21.17
$1,761,000
Bachelor’s Degree
$55,590
$26.73
$2,227,600
Master’s Degree
$70,030
$33.67
$2,800,200
Doctor’s Degree
$89,308
$42.94
$3,572,360
Professional Degree (e.g., Medical
Doctor, Pharmacist, or Lawyer)
$96,020
$46.16
$3,840,800
2010 Census.gov
�
https://humanities.gbcnv.edu/omeka/files/original/fd0e6cb8e848b31555c339b88d437ff6.pdf
a5991ada10d0b0e900e4f9a7339e1759
PDF Text
Text
claramente a las personas que van a la universidad y
completen un programa específico de estudio.
Al parecer, la principal razón para asistir a la universidad
puede ser una recompensa mayor. Sin embargo, conseguir
un empleo en el primer lugar muchas veces es depende en
la educación de la persona. Actualmente, vivimos en una
sociedad consciente de credenciales. Esto significa que las
oportunidades de empleo son a menudo cerradas a los que
no tienen un título universitario o de otro tipo de formación
pos-secundaria especializada. Un título universitario es una
credencial portátil y transferible, es decir que va con la
persona.
Una credencial universitaria también se reconoce
universalmente. Estos hechos proporcionan a los titulados
una medida de la movilidad y la seguridad en un mercado
laboral. Los empleadores reconocen dos hechos
importantes acerca de los graduados universitarios, es
decir, que pueden seguir instrucciones y son lo
suficientemente persistente para trabajar hacia una meta
que vale la pena por un período prolongado de tiempo. Por
lo tanto, los empleadores casi siempre favorecen las
personas con una educación universitaria en la entrevista y
en última instancia contratar.
Para delinear y resumir, los beneficios de una educación
universitaria son:
Ÿ Mayor potencial de empleo
Ÿ Mayor potencial de ganancias anuales y ganancias de
por vida
Ÿ Aumento de la satisfacción en el trabajo
Ÿ Mejores beneficios
Ÿ Mayor promedio de vida útil
Ÿ Movilidad profesional
1
Conocimiento
de la
universidad
GBC
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.
Para obtener más información o si necesita asistencia,
comuníquese con Adriana Méndez, la coordinadora de
reclutamiento en el campus de GBC de Elko al
775.753.2201.
Articles written by:
Dr. Mark A. Curtis, President
Great Basin College, 2013
Translation:
Jose Torres
Los beneficios de
una educación
universitaria
www.gbcnv.edu
�El conocimiento de la universidad GBC: Los
beneficios de una educación universitaria
TABLA 1. Niveles de Educación y Desempleo
Desde hace algunos años nos hemos dado cuenta acerca de
la importancia de una educación universitaria. Debido al
estado cambiante de los puestos de trabajo en los EE.UU.,
el aumento de la complejidad, la globalización y la
competencia por los puestos de trabajo, se ha producido un
impulso a nivel nacional para aumentar el número de
graduados universitarios en todos los estados. En el censo
del 2010, el 28.4% de los residentes de Nevada y el 39.3%
de la población adulta a nivel nacional tuvieron un título de
asociado (es decir, dos años de estudios universitarios) o
más. Esto deja a la mayoría de la población que quiera y
necesite información para ayudarles a tomar una decisión
informada acerca de la inscripción a la universidad.
Menos de “la escuela secundaria”
Nivel de educación alcanzado
2012 Porcentajes de desempleo
Graduado de la escuela sin la universidad
Un poco de universidad o un título de asociado
Un título de licenciatura o más
El Departamento de la Oficina de Estadísticas Laborales de trabajo de los Estados Unidos
El censo del 2010 recogió información sobre los ingresos medios anuales por nivel de educación. Esa información muestra claramente
que más educación significa mucho más salario (ver cuadro 2).
TABLA 2. Nivel educativo y Las ganancias
Cuando se considera la universidad, dos preguntas que
muchas veces vienen a la mente se refieren al empleo.
Específicamente: ¿Se puede conseguir un trabajo cuando
haya terminado la escuela y que es lo que va a pagar? Un
título universitario aumenta la probabilidad de conseguir
empleo, mientras que la prestación de mejores salarios en
promedio que los que no tienen ninguna educación de la
universidad. Según la tabla, la información del año 2012
muestra que las posibilidades de no tener empleo bajan
dramáticamente con más educación (ver Cuadro 1).
Frecuentemente, los trabajos con mejores salarios tienen
mejores beneficios como vacaciones pagadas, días de fiesta,
el seguro social de vida y médico, la formación y otros
factores de calidad de vida laboral y familiar. Cuando salarial
superior se combina con generosos beneficios, la
satisfacción laboral general sube también. En un estudio de
la Escuela de Medicina de Harvard en el 2008, los
graduados universitarios se encontraron a vivir un promedio
de siete años más que sus contrapartes no-universitarios.
Esto puede ser debido en parte a mejores salarios y
beneficios, y también tiene en cuenta la satisfacción laboral,
tipo de trabajo y estilo de vida.
Es cierto que es posible tener éxito sin licencia postsecundaria. Bill Gates, considerado entre las personas más
ricas del mundo, abandonó la universidad antes de
completar un título para iniciar Microsoft. Además, uno de
los más grandes inventores de la historia mundial, Thomas
Edison, fue mayormente educado en el hogar y autodidacta.
Sin embargo, las probabilidades de éxito personal favorecen
Nivel de educación alcanzado
Promedio Anual
Nivel de educación
alcanzado Promedio Anual
Nivel de educación
alcanzado Promedio Anual
Nivel de educación
alcanzado Promedio
Anual
Menos de la escuela secundaria
$22,724
$10.93
$908,960
Graduado de la escuela secundaria, sin
Universidad
$34,960
$16.81
$1,398,400
Poca universidad
$39,915
$19.20
$1,596,600
Título de Asociado
$44,025
$21.17
$1,761,000
La Licenciatura
$55,590
$26.73
$2,227,600
La Maestría
$70,030
$33.67
$2,800,200
Doctorado
$89,308
$42.94
$3,572,360
Título profesional (por ejemplo, de
médico, de farmacéutico, o de abogado)
$96,020
$46.16
$3,840,800
2010 Census.gov
�
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
The Benefits of a College Education
Subject
The topic of the resource
GBC College Knowledge - Article 1
Description
An account of the resource
Discussion aimed at first-generation college attendees about why they should pursue a college education and how it may fit into their career and life plans.
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
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
Contributor
An entity responsible for making contributions to the resource
Laura Gallegos (brochure design); Jose Torres (Spanish translation); Scott A. Gavorsky (VHC)
Faculty
Meaning
student aids
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/1dca8a933a6588f1d8694458f964ae6a.pdf
f8acbaff04b916a52d7590c200db7b0b
PDF Text
Text
RADIOLOGY POSTER RUBRIC
Minimum Standard Requirements
A poster receiving an evaluation of
“unacceptable” in any of these first three areas is
considered unfinished and receives no grade.
(1) The poster uses the conventions of standard
edited English: 's vs. s; lack of comma splices,
run-on sentences, and sentence fragments, and
correct spelling. No grammatical, spelling or
punctuation errors.
(2) Details on the poster cover the important
information about the topic.
The minimum content requirements:
a. Definition of the modality
b. Why and when the modality can be used?
c. Educational Requirements
d. Image of the modality
e. Earning Potential
f. Job availability
Licensing requirements.
Other topics that could be included:
Why is this modality important?
How does this modality complement x-rays?
History of development.
What did you find most interesting about this?
What didn’t you like?
(3) The poster’s sources and the use of those
sources are appropriate for college writing. This
includes the quality and quantity of sources, as
well as the analysis and integration of them into
the essay.
The sources must be listed on the poster in the
bottom right hand corner.
(4)All graphics are related to the topic and make it
easier to understand. Must include two graphics:
a. One picture of the modality
b. Images from the modality.
Good
4 points
Adequate
3 points
Weak
2 points
Unacceptable
1 point
Has all
component
and then
some.
Appealing,
creative
poster.
Content:
Excellent
5 points
Organized,
appealing
poster,
includes
more than
just what is
needed.
Includes bare
minimum-does
not go the extra
mile .
Doesn’t have all
the components
listed.
Doesn’t have all
components.
Is disorganized.
You can tell the
student didn’t
put in much
effort.
�Organization:
(1)Information is very organized with clear titles
and subheadings.
(2)Graphics are used in appropriate places and
enhance the information.
(3)Layout and Design of all information on the
poster is in focus and can be easily viewed from 6
ft. away. Poster is aesthetically pleasing and
contributes to the overall message with
appropriate headings, subheadings, and white
space.
(4)Layout and Design of all information on the
poster flows in a logical progression. One step
leads to the next.
(5)Poster shows originality and creativity.
Poster Presentation:
(1)Poster presentation should be approximately
10 minutes long, not less than 8minutes and not
more than 15 minutes.
(2)The presentation is clear. Defines modality and
intent of poster. Includes all required content
specification. (see content #2)
(3)Speaks in a clear, loud, confident voice.
(4)Presentation references sources used by using
direct quotes, evidence from reading material or
from personnel experience.
(5)Presentation is well-organized, focused, and
unified. Must have an effective beginning, middle
and end.
(6)Presenter looks professional. Presenter looks
prepared and comes across as practiced.
Overall Evaluation
Total points 1-75=
Grade (0-100%)=
Important Notes:
1. Modality presented by student is chosen by a random draw.
2. The poster and presentation is worth 20% of the final grade.
3. Posters are due electronically to the instructor April 30th. Presentation will be during the final week of the
course.
�
https://humanities.gbcnv.edu/omeka/files/original/361a89530734f9127cff85435e28f534.pdf
97b36ccac276a2e0ed584597a3d39998
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Text
Topic: Poster Presentations
Description: The students prepare a poster for a modality in imaging, such as, MRI, Echocardiography.
For the poster the students research a randomly drawn modality to look into the education
requirements, history and development of the imaging modality, career outlook and salary survey. The
students also present their findings to the entire class. The posters are displayed in HSHS building.
Application to all areas: High. This project can be adapted to any area of expertise.
Core skills addressed:
Communicationa. the capacity to write intelligently
b. the capacity to speak intelligently, lucidly and fluently
c. the capacity to communicate through a variety of media, visual, performance, design and
composition
d. the ability to participate effectively in deliberative conversation
e. the ability to analyze and interpret visual communication(poster walk review of previous
posters.)
Critical and Creative Thinkinga. the ability to use facts
b. the ability to synthesize information from diverse sources
c. The ability to assess the reliability and validity of information, especially on the web
d. The capacity for curiosity
Personal/Cultural Awarenessa. the capacity for a critical understanding of fine arts expressions
b. the awareness of the past and its application to the present
c. the application of knowledge to real-world problems
Technological Understandinga. the ability to utilize new technologists as they are developed
b. the ability to use technology to benefit humanistic inquiry, not to replace it
c. The ability to capitalize on technology as a tool to enhance the experience of the humanities
NOTE:
The posters are submitted electronically and sent to the media center for printing. The cost is taken
from the lab fees for radiology students in that course(RAD126).
Attached items:
1. Poster examples
2. Rubric
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https://humanities.gbcnv.edu/omeka/files/original/534263ba66b6eb128ecb8ac0ff0085b5.png
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Dublin Core
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Title
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Toolkit - Projects
Subject
The topic of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Description
An account of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Creator
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GBC Faculty
Publisher
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GBC VHC
Date
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August 2014
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Scott A. Gavorsky
Text
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Title
A name given to the resource
Imaging Modality Posters
Subject
The topic of the resource
Project asking health sciences students to prepare posters describing various modalities of medical imaging.
Description
An account of the resource
Project asking health sciences students to prepare posters describing various modalities of medical imaging. Developed and used by Mary Doucette for a number of years.
Creator
An entity primarily responsible for making the resource
Mary Doucette
Publisher
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GBC VHC
Date
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August 2014
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Scott A. Gavorsky
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PDF files
Language
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English
Communication Skills
Faculty
Nursing
poster
project
Radiology
Symphony
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/37d992e534ae16d4d9770ac4f49a73bc.pdf
699706cc4313abae86565739cb7a2cc5
PDF Text
Text
Combinatory Play
Albert Einstein referred to his thinking process as "combinatory play." Like
the highly intelligent child with a pail of Legos, Einstein constantly combined
and recombined ideas, images, and other various thoughts into millions of
different combinations. This combinatory play was the essential feature in
his creative thinking process. Consider Einstein's equation, E=mc2. Einstein
did not invent the concepts of energy, mass, or speed of light. Rather, he
combined these concepts in a novel way which restructured the way he
looked at the universe.
Think for a moment about hydrogen and oxygen. Blend them together and
you create water, a product with properties quite different from either of the
component gases that make it up. Who could have predicted the emergence
of water from two simple gases? Alone, they have known and obvious
properties. Put them together, and seemingly magical transformations occur.
But, it is not magic; synthesis is the very essence of creativity.
Combinatory play is an extraordinarily easy way to generate ideas. Suppose
you want to invent something new. Select 20 objects at random. You can
select any objects, objects at home, objects at work, or objects you might
find walking down the street. Or you can imagine you are in a
technologically-oriented science museum, walking on a beach, browsing in a
store, or just walking down a street, and then you can make a list of 20
objects that you would likely see.
Make two lists of 10 objects each on the left and right sides of the paper.
Pick one from the left and combine it with one on the right. Play with the
combinations until you find a promising new combination, then refine and
elaborate it into a new invention. Following is an example from a recent
workshop. Two participants went to the front of the room. One listed the
first ten objects that came to her mind for Column A, while the other did the
same for Column B.
Column A
Column B
�The group then randomly combined objects from Column A with objects
from Column B to see how many new products they could invent. The
illustrated combinations yielded the following ideas:
•
Combining bagel with slicer yields a bagel slicer with plastic sides
designed to hold the bagel and prevent rotation when slicing.
•
Bathtub and hammock combines into a baby tub with a simple
hammock in the tub with a headrest to hold the baby's head securely,
leaving the parent's hands free to do the washing.
•
Suntan lotion and insect repellent combines to form a new product —
one lotion that protects against both the sun and insects.
•
Coffee maker and sculpture combines to form a coffee maker with a
top that resembles a sculpture of the top of the volcano Mount
Vesuvius. When the coffee is done, the top glows red.
•
Doormat and vacuum cleaner combines to form a doormat with a built
in suction. When you step on the doormat, the doormat sucks the dirt
and debris from the bottom of your shoes.
•
Cell phone and soda can inspired the idea of utilizing cell phones as
devices that, with sensors, would enable users to dispense soda and
other products from vending machines with the expense charged back
to the vendor via the carrier.
You can also try the inverse heuristic to generate ideas, which states that if
an object performs one function, a new product might be realized by
combining it with an object that performs the opposite function. The claw
hammer is a good example. So is a pencil with an eraser.
Can you create new objects from the list of random objects by combining the
object with something that performs the opposite function? How about a
small cap for tightly sealing a soda can that could be attached to the lever of
the pop-top device?
Adapted from: http://creativethinking.net/DT10_CombinatoryPlay.htm
�
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Title
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Toolkit - Projects
Subject
The topic of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Description
An account of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Creator
An entity primarily responsible for making the resource
GBC Faculty
Publisher
An entity responsible for making the resource available
GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2014
Contributor
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Scott A. Gavorsky
Text
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Original Format
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PDF file
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Title
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Combinatory Play
Subject
The topic of the resource
A class project for developing creativity through a synthesis of ideas.
Description
An account of the resource
Kathy Schwandt's basic description: "Combinatory play is an extraordinarily easy way to generate ideas. Suppose you want to invent something new. Select 20 objects at random. You can select any objects, objects at home, objects at work, or objects you might find walking down the street. Or you can imagine you are in a technologically-oriented science museum, walking on a beach, browsing in a store, or just walking down a street, and then you can make a list of 20 objects that you would likely see.
"Make two lists of 10 objects each on the left and right sides of the paper. Pick one from the left and combine it with one on the right. Play with the combinations until you find a promising new combination, then refine and elaborate it into a new invention."
Creator
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Kathy Schwandt
Publisher
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GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2014
Contributor
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Scott A. Gavorsky
Format
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PDF file
Language
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English
creativity
Critical Thinking
Faculty
Play
project
synthesis
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/d14e60e91abb5a3027908c2623afffdf.pdf
6e62b5b807b27efcfa9029aeced5dc81
PDF Text
Text
The following assignment is one I use when I teach Shakespeare, but it can be adapted in
infinite ways.
I choose a scene from whatever play we’re reading, then I go into YouTube to find two
versions of that scene. I like to find two versions of the scene; when students compare just one
version to the text, it becomes easy for them to assume that the scene is just “how it is.”
Comparing two of them to the text encourages them to ask why.
Since all my classes are in WebCampus, it’s an easy thing to link the videos directly into
the assignment.
Then I invite students to analyze each version, then compare the overall interpretation of
the scene. I usually use specific questions to avoid the more obvious sorts of comparisons (the
first clip starred Claire Dane, and the second one didn’t). The questions are tailored to each
assignment, but here are some I typically ask:
What changes to the scene did each director make? These changes might be dialog added
or omitted, or the inclusion of actions or visual elements not specifically called for in the play, or
other changes. How do the changes affect your interpretation of the scene? What choices in
costuming and staging has each director made, and how have those changes influenced the
interpretation? How is each version staged, and what is implied by the staging?
And so on.
The exercise can be tailored to various disciplines. For instance, I think it would be
interesting and useful to do with two sets of directions for assembly of some product. Directions
make assumptions about the reader: cultural background, level of expertise, and eyesight (as I
notice quite often these days). Training in the humanities can help students identify those
assumptions.
�
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 - Projects
Subject
The topic of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Description
An account of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Creator
An entity primarily responsible for making the resource
GBC Faculty
Publisher
An entity responsible for making the resource available
GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
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Title
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Comparing Shakespeare
Subject
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Assignment asking students to compare two different versions of a scene from Shakespeare.
Creator
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Teresa Howell
Publisher
An entity responsible for making the resource available
GBC VHC
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Faculty
Personal/Cultural Awareness
Play
Shakespeare
theater
Toolkit