At Argosy University, we're glad to bolster one of the biggest groups of graduate understudies in the country and also a dynamic, flourishing undergrad group. As an understudy, you'll appreciate a collegial, strong scholarly environment that stresses instructing and functional preparing over the zones of training, business, wellbeing sciences and brain science. Each of our projects is intended to ingrain the information, moral qualities, and interpersonal aptitudes of expert practice and to cultivate estimations of social obligation in a strong, learner-focused environment of common appreciation and scholarly incredibleness.
Explanation of Mission
At Argosy University, our enthusiasm is instructing and learning. We create proficient capability, give chance to self-improvement, and foster interpersonal viability. Understudies succeed in light of the fact that our college group draws in and underpins them.
Values
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The college serves these people by offering doctoral, aces, post-graduate authentication and undergrad programs in expert and vocation fields and in addition proceeding with training and expert advancement administrations. Argosy University commits itself to offering its projects and administrations in ways that are open and receptive to the necessities of its understudies. By concentrating on the advancement of key instructive and expert skills, the college can serve adequately its understudy body and the requirements of the callings served by its projects. The Argosy University group in this way grasps the accompanying institutional convictions and
Baldridge, J.V., Curtis, D.V., Ecker, G.P., & Riley, G.L. (1977). Alternative models of governance in higher education. In G.L. Riley and J.V. Baldridge. Governing academic organization. Berkeley, CA: McCutchan Publishing.
Recently, DeSales University hosted the NCAA Division III Mideast Regional Cross Country Championships. DeSales University was one of the eight regional sites for the 2016 championships. My role for the event was to sell merchandise the day before the race as many of the participants arrived early. Asa a member of the DeSales cross country time and as a runner in high school, I have experienced some larger meets but this meet was at the next level of competition and working at it proved to be a very interesting experience. As I performed my duties, many of the topics that we discussed in class became apparent to me.
The Respondent, Edward Schempp, a unitarian, filed a law suit against the Abington School District for a state law that required students to read at least 10 bible verses and recite the Lord’s Prayer at the beginning of school as part of their public education.
I genuinely believe that peer interaction is a vital component in the development of academics as well as character in which I have the skill set and experience to do so. Growing up in a diverse and culturally rich community exposed me to various personalities and constructed me to undergo everything with an open mind. My unique background will expand the boundaries of the Honors Program with the incorporation of my personal experiences. With my strong work ethic and my willingness to explore a vast scope of courses, I can be an integral influencer in peer-to-peer learning environments. My preparation for every course beforehand assures my ability to participate and contribute during each class. I am always on top of my workload which proves that I would be an active student in classroom discussions and have thorough development in my research opportunities. I will be the thermostat in this program by setting the emotional and personal climate and setting examples for other students with a vision that we will all strive for the extra mile inside and out of the classroom. My passion to learn and the dedication I hold to my studies exemplify the type of student needed in this program. I hold the ambition that is needed to be successful in the Honors Program at the University of Georgia.
Nathan, R. (2006). Welcome to "AnyU". My freshman year: what a professor learned by becoming a
Tagg, John. “Why Learn? What We May Really Be Teaching Students.” About Campus (2004) Print.
Nathan, R. (2005). My freshman year: what a professor learned by becoming a student. Ithaca: Cornell University Press.
My undergraduate degree at DTU has laid the groundwork for me through a well-designed curriculum that has helped me develop...
Each year, as a new group of students enter my classroom, I will encourage them to be expressive of their imaginations in their favorite subjects, whether it will be art, literature, math or music. We all have rules and regulations to follow, and each student will know that there is no exception in the school or the classroom. Another goal in my classroom will be to keep the students excited about learning, not to treat school as a game or a social event, but to encourage a unique and fun atmosphere to learn.
Nathan, R. (2005). My freshman year: What a professor learned by becoming a student. Ithaca: Cornell University Press.
As a young undergraduate, I attempted to prove myself as a hardworking student by attending my courses focused and well prepared, and conducting my assignments as required. Through my undergraduate studies, I was fortunate to participate in several student and voluntary activities. Furthermore, determinant to acquire relevant practical experience, I trained and worked at several establishments applying my theoretical ed...
...alance is between teaching content and developing skills and attitudes of my students. How many different ability levels and modalities of learning can I accommodate in a single classroom? These and many more questions linger as I conclude the practicum experience.
Throughout one’s life, there are many driving forces. Some of them are based upon one’s background; others are based upon one’s desires. In the realm of Higher Education, one does not enter lightly into a position, for, if one does, it can result in a burnout. It behoves individuals to play to their strengths and fill out their weaknesses so as to be a well rounded individual who is able to deal with a variety of situations, both positive and negative, as they arise.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. & Kleiner, A. (2012). Schools that Learn (pp. 32-69). Boston: Nicholas Brealey Publishing.
At the start of my undergraduate education, I was taken aback by what I had ahead of me. Now finally out of high school, a bevy of opportunities suddenly sprang themselves upon me. I was faced with the questions of what classes to take, what to study, what to participate in, how to fend for myself, how to accomplish my goals, and countless others. After struggling with these monumental questions, I realized that, in fact, nothing had changed. I was still the same person I had always been, only now presented with much more opportunity and room to grow. Thus, rather than continuing to flounder in grandiose thought, I began to experience what only a university can offer, by embracing the infinite potential presented to me.