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.
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.
The Academy provides many opportunities for students who want a challenging education, ranging from performing research under university faculty supervision, to a healthy atmosphere of competition, to an extensive curriculum that incorporates student interests. These opportunities leave it impossible for me to find one reason that I would not want to be a part of the academy. So when I am asked, “why do you want to attend the Gatton Academy,” my immediate response is “why wouldn’t I?” The Gatton Academy offers a program with the rigor I have been preparing myself for since I was just a little girl checking out anatomy books at the library.
Learning can occur by design, through study or instruction, or unintentionally simply through experience (Driscoll, 2015). Capella University graduate programs build from the reflective-practitioner model to the practitioner-scholar methodology of learning. All U.S graduate degree programs are designed by faculty experts in their fields and involve advanced, focused study in a scholarly experience that goes beyond the bachelor’s degree. According to Gullahorn (2004), Students' active involvement in the learning and discovery process is promoted by faculty mentoring and frequent interaction between faculty and students as well as among students in structured and informal settings. Together, the faculty and students form a graduate community of scholars that enhances learning and discovery as well as personal growth and professional socialization (p. 204 – 207).
AP Seminar was my first experience in an environment that was completely dedicated to learning, without the fixation on the letter grades that ‘determine’ success. My peers were my teachers. I discussed, debated, and collaborated with peers that shared various viewpoints on thought provoking issues that challenged my own. I learned to ask the ‘Whys?,’ ‘Hows?,’ and ‘What Ifs?’ and dive deeper into discussion. The environment fostered differences in interests, mindsets, and intellect. My attraction drew me to seek an intellectually diverse learning environment that challenges my preconceived opinions and ideas. Columbia, through the Core system, acknowledges and uniquely accomplishes the same goals of learning as my AP Seminar class. The prospect
The Governor’s School has also taught me what the college atmosphere encompasses. Being one of the five leaders on my floor, and I take this role very seriously as I try to bring everyone together to help one another. The community of friends at the Governor’s School is
Muller, Gilbert H., ed. The McGraw-Hill Reader: Issues Across the Disciplines. New York: McGraw-Hill Higher Education, 2008. Print.
Nathan, Rebekah. My freshman year: what a professor learned by becoming a student. Ithaca: Cornell University Press, 2005. Print.
Nathan, R. (2005). My freshman year: what a professor learned by becoming a student. Ithaca: Cornell University Press.
She explains how these relationships might improve and shape college into becoming an ideal, engaging learning environment for students. Explaining what she thinks university faculty should do to prepare students for their futures, Small tells her readers she “[does] not know yet what making the academy/real world connection fully entails.” Colleges do provide sufficient internship and job opportunities for students, but in a sense, the college experience itself can serve as a preview on what to expect in the “real world.” Once students graduate and get their degrees, they may no longer have to stress about academics, but they will still have several other responsibilities, such as their careers, money, and family to balance. They will experience an even broader form of diversity, continue to make connections and meet people who have different ideas and opinions. If college gave students so many options to pave their path to the “real world,” the “real world” will open even more options for them to plan the rest of their
As a student and future professional, I am determined by an ethical obligation to endeavor for excellence in my educational deeds. I look forward to the challenge of developing my past and future learning experiences in an application-based environment. Throughout my college and work experiences, I have developed the discipline necessary to achieve the requirements of this program.
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.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. & Kleiner, A. (2012). Schools that Learn (pp. 32-69). Boston: Nicholas Brealey Publishing.
We will take an active learning approach, letting the students be the creators of knowledge. Students and myself will be in it together and can take mutual pride in what we accomplish together.