Collegiate goals. 5 Essential Goals Every College Student Should Set for Academic and Personal Growth

What are the most important goals for college students. How can students make the most of their college experience. Why is goal-setting crucial for success in higher education. How do extracurricular activities contribute to personal development in college. What life skills should students aim to acquire during their university years. How can students balance academic excellence with personal growth in college. Why is exploring diverse subjects important for a well-rounded education.

Striving for Academic Excellence: The Dean’s List Challenge

Setting academic goals is crucial for college success, and aiming for the dean’s list is an excellent way to maintain high standards. The dean’s list is an academic honor roll that recognizes students who achieve outstanding grades each semester. The specific GPA requirement varies by institution, typically ranging from 3.3 to 3.5.

To stay motivated, consider these strategies:

• Research your school’s dean’s list requirements
• Write the required GPA on a sticky note and place it in a visible location
• Use this daily reminder to prioritize your studies over leisure activities

By setting this goal, you’re not only pushing yourself academically but also building a strong foundation for your future career. Employers often look at college grades, so consistent academic excellence can open doors to better opportunities post-graduation.

Embracing Campus Life: The Extracurricular Engagement Goal

College life extends far beyond the classroom, and participating in extracurricular activities is an integral part of the university experience. Setting a goal to engage in at least one extracurricular activity can greatly enhance your college journey.

Benefits of extracurricular involvement include:

• Making new friends with similar interests
• Developing valuable skills outside of academics
• Creating a sense of belonging within a smaller community
• Building a well-rounded resume for future opportunities

Whether you’re interested in sports, arts, volunteer work, or academic clubs, there’s likely an activity that aligns with your passions. Don’t be afraid to try new things – you might discover hidden talents or unexpected interests along the way.

Finding Your Niche: Exploring Diverse Activities

How can you find the right extracurricular activity for you? Start by attending your college’s club fair or browsing the list of student organizations. Consider these approaches:

1. Reflect on your high school interests and look for similar clubs
2. Explore new activities that you’ve always wanted to try
3. Attend introductory meetings for multiple clubs before committing
4. Talk to upperclassmen about their experiences with various organizations

Remember, it’s okay to try several activities before finding the one that truly resonates with you. The goal is to enrich your college experience and develop skills that complement your academic pursuits.

Mastering Independent Living: The Self-Sufficiency Objective

For many students, college marks the first time living away from home. This transition presents an opportunity to develop crucial life skills. Setting a goal to learn tasks that others previously handled for you is essential for personal growth and independence.

Key areas to focus on include:

• Laundry basics (sorting, washing, drying, and folding)
• Basic cooking and meal planning
• Time management and scheduling
• Budgeting and personal finance
• Basic home maintenance and cleaning

While it’s natural to feel overwhelmed at first, remember that everyone is in the same boat. Don’t hesitate to ask for help or advice from peers, resident advisors, or even family members back home. The key is to approach these challenges as learning opportunities rather than obstacles.

Developing Life Skills: A Summer Preparation Plan

How can you prepare for independent living before arriving on campus? Use the summer months to practice essential skills:

1. Create a weekly meal plan and cook for yourself
2. Learn to do your own laundry, including how to handle different fabrics
3. Practice budgeting by tracking your expenses for a month
4. Learn basic sewing for clothing repairs
5. Familiarize yourself with common cleaning products and techniques

By focusing on these skills before college, you’ll feel more confident and prepared when you arrive on campus. Remember, it’s okay to make mistakes – they’re part of the learning process.

Broadening Horizons: The Academic Exploration Goal

College is a unique time to explore diverse subjects and broaden your intellectual horizons. Setting a goal to take at least one class outside your major can lead to unexpected discoveries and a more well-rounded education.

Benefits of academic exploration include:

• Developing new perspectives and critical thinking skills
• Discovering unexpected interests or talents
• Meeting students from different academic backgrounds
• Enhancing your versatility and adaptability

When choosing a class outside your comfort zone, consider subjects that complement your major or align with your personal interests. For example, a literature major might benefit from a basic economics course, while a computer science student might find value in a creative writing class.

Navigating Academic Diversity: Strategies for Success

How can you succeed in a class that’s completely different from your usual subjects? Try these approaches:

1. Embrace the challenge and maintain an open mind
2. Seek help early if you’re struggling with the material
3. Form study groups with classmates from diverse backgrounds
4. Relate the new subject to your major or personal interests
5. Take advantage of professor office hours for additional support

Remember, the goal isn’t necessarily to excel in this new subject, but rather to expand your knowledge and challenge yourself intellectually. Embrace the learning process and the unique perspective it provides.

Fostering School Spirit: The Sports Engagement Target

Attending college sporting events is about more than just watching a game – it’s an opportunity to connect with your school community and develop a sense of pride in your institution. Setting a goal to attend at least five sporting events can significantly enhance your college experience.

Benefits of engaging with college sports include:

• Building camaraderie with fellow students
• Developing a stronger connection to your school
• Creating lasting memories and traditions
• Experiencing the excitement of collegiate athletics

Even if you’re not typically a sports fan, give it a try. The energy and atmosphere of college games can be infectious, and you might find yourself becoming an enthusiastic supporter of your school’s teams.

Maximizing the Sports Experience: Beyond the Stands

How can you make the most of college sporting events? Consider these suggestions:

1. Learn your school’s fight song and cheers
2. Participate in pre-game tailgating or rallies
3. Wear school colors or branded merchandise to show support
4. Attend games with friends or dormmates to enhance the social experience
5. Explore different sports throughout the year, not just the most popular ones

Remember, the goal is to immerse yourself in the college experience and create connections with your peers. Even if you’re not a die-hard sports fan, the shared experience of cheering for your school can be incredibly rewarding.

Balancing Academics and Personal Growth: The Holistic Development Plan

While setting individual goals for academics, extracurriculars, and personal development is important, it’s equally crucial to maintain a balance between these areas. A holistic approach to your college experience can lead to greater satisfaction and success.

Key aspects of a balanced college life include:

• Time management skills to juggle various commitments
• Stress management techniques for handling academic pressure
• Building and maintaining healthy relationships
• Taking care of your physical and mental health
• Exploring career options and building professional skills

By setting goals that address multiple aspects of your college life, you’re more likely to have a fulfilling and well-rounded experience. Remember that it’s okay to adjust your goals as you progress through your college years – flexibility is key to personal growth.

Creating a Balanced College Experience: Practical Steps

How can you ensure you’re addressing all aspects of your college life? Try these strategies:

1. Use a planner or digital calendar to manage your time effectively
2. Schedule regular check-ins with yourself to assess your progress and well-being
3. Set both short-term and long-term goals for each area of your life
4. Seek support from academic advisors, counselors, or mentors when needed
5. Be open to new experiences and opportunities for growth

By taking a holistic approach to your college goals, you’re setting yourself up for success not just in academics, but in all aspects of your personal and professional development.

Preparing for the Future: The Career Readiness Objective

While college is a time for personal growth and academic exploration, it’s also crucial to keep your future career in mind. Setting goals related to career readiness can help you make the most of your college years and prepare for life after graduation.

Key aspects of career readiness include:

• Exploring potential career paths related to your interests and major
• Building a professional network through internships and networking events
• Developing transferable skills valued by employers
• Creating a strong resume and online professional presence
• Gaining relevant work experience through part-time jobs or internships

By focusing on career readiness throughout your college years, you’ll be better positioned to transition into the workforce or graduate school after earning your degree.

Building Career Readiness: Strategies for Success

How can you enhance your career readiness during college? Consider these approaches:

1. Visit your college’s career center for guidance and resources
2. Attend job fairs and industry-specific events on campus
3. Seek out internship opportunities related to your field of study
4. Join professional organizations or student chapters in your industry
5. Develop a LinkedIn profile and start building your professional network

Remember that career readiness is an ongoing process. By setting goals and taking consistent action throughout your college years, you’ll be well-prepared for the challenges and opportunities that await you after graduation.

Ask a Collegiette: 5 Goals You Should Set for Yourself in College

Whether it’s crushes, classes or coed bathrooms on your mind, chances are you’ve already started stressing about your freshman year of college. But don’t worry! This collegiette has been there and done that, and she’s passing along her hard-earned wisdom to you lucky pre-collegiettes. Whether you’re daunted by your packing list (you do not need a label maker, promise), college-level classes (Wikipedia is your new best friend), making friends (easier than it sounds) or running into a one-night stand (honestly, just run the other way), Sophie’s likely encountered it all. Just sit back, relax and let her share the best advice she’s picked up along the way.

What are some good goals to set for yourself when you enter college? – Gwendolyn

Gwendolyn,

I love that you’re so focused on getting the most out of your college experience! The goals you make should be tailored toward the particular things you’re hoping to get out of the next four years, but there are definitely some more general goals that I think every collegiette should keep in mind when starting college:

1. Push yourself to make the dean’s list each semester.

Regardless of what kind of student you were in high school, college academics are a whole different ball game, and it’s important to do well in your classes (these are the grades that future employers will see!). A dean’s list is basically an honor roll rewarding consistently good grades, but the actual GPA cutoff to make this list is different at every school. At my college, for instance, in order to make the dean’s list, a student must have a semester GPA of 3.30 or higher.

I recommend checking out your schools dean’s list requirements, writing the required GPA on a sticky note and taping it to your desk or your dorm room mirror. A little daily reminder of your academic goals can give you the extra push you need to hold off on watching True Blood until your problem set is finished!

2. Get involved in at least one extracurricular activity.

Now that we have the obligatory “set a goal to get good grades” spiel out of the way, we can move on to the more exciting aspects of college life, extracurriculars being one of them!

If you ran track in high school, sign up for the intramural cross-country team or check out track and field tryouts. Clubs are a great place to make friends, and it’s awesome to feel like you’re a part of a smaller community within your college. On graduation day, you’ll be glad you gave so many activities a shot, even if you did end up spraining your ankle at a particularly embarrassing field hockey tryout (I take no responsibility for any injuries incurred while you are following my advice).  

3. Learn to do all the things that other people used to do for you.

For me, this was an embarrassingly long list, but it included things like doing my own laundry, being able to crush a bug (legitimately my greatest fear), making sure I get enough fruits and veggies, putting together IKEA furniture… the list goes on. If you need something to do this summer in between getting your tan on and binge watching Pretty Little Liars, I suggest brushing up on some basic survival skills.

That being said, there’s no shame – I repeat, no shame – in calling your mom from the laundry room to ask how you should be washing your favorite jeans (turn them inside out and air dry, for the record).

4. Take at least one class that has nothing to do with your major.

As an English major, I pretty much start hyperventilating at the thought of a chemistry lab, and I have an irrational fear of physics, but I made a point of taking a math class my freshman year to prove to myself that I could do it (okay, it was also to fill a distribution requirement).

I was so proud of myself when I finished that class, and it was surprisingly nice to take a break from reading George Bernard Shaw and Virginia Woolf to focus on algebra. Plus, it was nice to meet new people I never would’ve run into in an English class (and now I can calculate the cost of a discounted item in my head, no iPhone calculator required!).

The point is, you’ll spend most of your four years focusing on a specific subject area, so don’t be afraid to mix it up with an unexpected class while you have the chance!

5. Make a point to go to at least five school sporting events.

I’ll never forget the look on my dad’s face when he visited me during my freshman-year spring semester and I told him that I had yet to attend a single sporting event. Whether you go to a huge sports school or a tiny liberal-arts college, checking out a few games tends to bring out the school spirit you never knew you had, and you’ll feel more camaraderie with your fellow students (plus, you’re pretty much guaranteed to get some motivation to hit the gym). 

There will never be enough time to check out everything that’s going on at college, so it’s important to ask yourself what you want to get out of your college experience, whether it’s a 4.0 GPA or making a dent in your bucket list. Of course, a lot will change during the next four years, and it’s totally fine (and normal!) for your goals to change. Just as long as you keep making new goals and honing in on what you want your college experience to be, you’ll be all set. Good luck!

Actionable Long-Term Goal Examples for College Students

College is a time for growth and change. But, you don’t want to lose sight of your bigger goals in life. Set actionable long-term goals using the SMART method. Use examples of actionable long-term professional and academic goals as inspiration to create your own.

Why Set Long-Term College Goals?

As a high school student, you might have had your life all planned out. But, now that you are in college, it seems that you’ve lost your resolution. Maybe you aren’t even sure what you want to do anymore.

Consider setting long-term goals. These are goals that you want to happen in the future. For example, you may aspire to get your dream job after graduation. Typically, long-term goals will take you more than 12 months to complete.

The Importance of College Goals

Long-term goals are a great way for you to set your path toward the future. Not only will they put in writing what you are working toward, but they can also keep you motivated. Your goal is right in front of you, and it can keep you going.

In college, it is easy to get into a rut and lose focus of what you are trying to achieve. After a hard class or semester, you can look at your long-term goals to remind you of what is important and what you want when you graduate.

Creating Long-Term College Goals

When it comes to creating actionable and inspiring long-term goals, it can be helpful to use the SMART method. These are goals that are specific, measurable, achievable, relevant and time-bound.

• Specific: College goals need to be specific to what you want to accomplish, like graduating cum laude.
• Measurable: You should be able to track your long-term goals using small stepping stones, like getting all A’s this semester.
• Achievable: Make goals that are reasonably within reach. For example, if you’ve been struggling to pass your courses, don’t set a goal of graduating with a 4.0 GPA. This might be unrealistic.
• Relevant: Set goals that are relevant to your college education and future career. For instance, you wouldn’t want to strive toward getting an engineering apprenticeship if you plan to go into medicine.
• Time-Bound: You need to set a specific end date to look forward to, like getting your master’s degree in two years.

Examples of Long-Term Academic Goals

When you’re just starting out in college, it is important to get your goals set. You’ll want to write these out and keep them somewhere you can see them and mark them off as you complete them.

Have a 3.0 GPA Upon Graduation

You can modify this goal as you go along for your academic achievement, but this keeps you working hard in your classes. And, it’s achievable. It is also specific and relevant to being in college. You can also break this into smaller goals to help you reach your desired GPA, like homework and grade goals.

Complete Your Bachelor’s in Four Years

Many times, it takes longer than four years to get a bachelor’s degree. This is pushing you to put forth your maximum potential. You can also customize it to you by adding your specific degree.

Get Accepted into a Graduate Program

A goal to get into graduate school is a perfect one to break down into smaller actionable steps. You might work the steps into getting high GRE scores and getting references from your professors.

Complete General Education Courses First

Many times, the general education courses might seem boring or dreaded. Students might also want to get right into what they are studying. By setting a goal to get these out of the way first, you aren’t putting them off until the end.

Publish an Academic Paper Before Graduation

Not only will publishing an academic paper look good on your resume, but it is also a great long-term goal to set for yourself. It will show your commitment to your field and really push you in your desired degree program.

Learn a New Language Studying Abroad

It is important to experience other cultures and get outside of your bubble while you are in college. Setting studying abroad as a long-term goal can help you look beyond just academics and think about the connections and networks that might help your future. Plus, a second language is a great skill to list on a resume.

Professional Goals for College Students

When setting your goals, you’ll want to think beyond just your academic aspirations and establish your career goals too. A big part of the reason why you’re attending college in the first place is to get into a desired career. Therefore, you need to provide yourself a clear path to the future you want.

Gain a Leadership Position

Leadership experience is important no matter what field you go into. By setting a goal to gain leadership experience within a professional student organization that is important for your career or that you enjoy, you’re going beyond the generic goal of just going to a club and working toward your future.

Get an Internship

Not only can an internship in your desired field help you to network with people around you, but it is also a great way to get your foot in the door at the company you are dreaming of working for someday. Adding the time frame that you want to be interning by, like by the beginning of fourth year, can make it more challenging.

Attain Position in Desired Company

Everyone has a dream company that they would love to work for. Make it a specific long-term goal. Set your sights on a specific company and strive to land a job there before graduation.

This will have you looking into the job requirements and thinking about completing those items while you’re still in school. This way, you’ll be in a good position to apply for a position even before you graduate and hopefully get started in your dream career.

Build Strong Connections in a Mentorship Program

Mentorship programs are a great way to learn from some of the top people in your field. You can also connect with professionals that you may someday be working with, too. This will build not only your technical skills and resume, but also your social network.

Achieving Your Long-Term Goals

You have to be able to see your goals to achieve your long-term goals. That is why it is important to write them down and view them every once in a while. You can also modify them as priorities change in your life. Now that you know your academic and professional goals, explore some personal goals for your life too.

9 Tips for College Students to Help Achieve Their Goals

College requires a major commitment of time and money, and getting the most out of the experience is important. Whether your goal is to earn a necessary degree for a chosen career, to prepare for a postgraduate program, or something else, it’s important to understand how your college education can be best be used as a step toward future success. There are several considerations to worth reviewing, and these can be beneficial whether you already are a college student or a high school student still deciding the next step in your academic career.

1. Set Personal and Professional Goals

While it’s OK to have more general goals as you begin college, it’s still important to begin the process of planning out your studies over the next four or five years and having a sense of what you want to be doing. If you know for certain what your goals are, do something to remind you of them every day. For example, if you want to work a public relations firm when you graduate, keep a whiteboard in your dorm or apartment with this message at the top: “Land a job at a public relations firm.” The constant reminder will help you to keep your focus and stay on track.

Remember to set short-term goals as well. For example, you can create a schedule that shows when you hope to complete certain courses, projects, internships, or more on the way to your degree.

2. Don’t Be Afraid to Say No

Time is one of the most important things you have as a college student. Budgeting that time wisely means avoiding the temptation to join too many clubs or to try and take part in every available social gathering. Participating in clubs and having a social life are important, but learn how to manage them in moderation. Ease yourself slowly into that part of your college life so you know what you can handle, and don’t take on too much at once.

However, saying no to invitations doesn’t always have to be 100 percent definitive. When friends invite you someplace, try getting in the habit of saying that you’ll meet them there in an hour or two after you get some studying out of the way. This helps develop self-discipline while still allowing you to participate.

3. Get to Know Your Professors

This is even more important today than it has been in the past. As electronic communications have grown, it’s become more difficult for professors to put faces to names as many students rely almost entirely on email or other electronic communications when asking questions or otherwise seeking help from their professors. Make a point of visiting every professor during his or her office hours at least once during the first couple of weeks of every semester. Even if you only have a minor question or comment, taking the time to have a face-to-face conversation will help to build a rapport that should help you down the road when you need to ask for a recommendation or maybe are just hoping to get the benefit of the doubt on a borderline grade.

4. Keep an Updated Resume and Cover Letter

You never know when you’ll meet someone who might be able to help move your career forward, get you an internship, or help you get an opportunity. Make sure you always have an updated resume or cover letter handy. When someone asks for a copy, you want to be able to send something quickly. You also want to make sure that it’s always updated with the most recent information.

5. Attend Local Networking Events

As a college student, you’ll be able to get student discounts and often free visits to local networking groups. Even though you might not want to live in the city where you go to college, take the opportunity to practice your networking skills locally. If you go to school in Ann Arbor, Michigan, but want to work in Chicago, there’s a good chance one of the professionals you meet in Ann Arbor will have some connections in Chicago.

Challenge yourself to talk to strangers and network and connect with different people from different industries. As an example of what to attend, if you are an advertising major, you could research local networking groups for professionals in the advertising industry.

6. Conduct Informational Interviews

Contact friends, family, previous employers, or alumni from your college to set up a 20 or 30 informational interview sessions over the phone. If they are nearby, you may ask to meet them for coffee or do a face-to-face interview at their office or organization. Job shadowing is a great way to learn more about a career field of interest by spending time with someone currently working in the field.

7. Find an Internship

One of the secrets educators rarely share with students is that employers, in most instances, care very little about the types of grades you got in college. While they do matter to a certain extent, the first thing employers will look for when reviewing your resume is your actual experience—and for college students, this often means internships. Employers hiring for jobs will almost always consider the 3.0 student with a lot of internship experience over the 4.0 student with little or no internship experience.

8. Volunteer

Find a cause you are passionate about and start volunteering. It’s easier to start in college and continue when you enter the real world. Once you enter the real world and start working, it can be hard to stop everything and find volunteer opportunities. There are numerous volunteer organizations available. You can find one either at your college or in your college community or when you are home during a break or over the summer. Like internships, quality volunteer experience also is viewed favorably by employers. They want to hire people who are active and involved.

9. Get Involved on Campus

Similar to internships and volunteer work, campus involvement shows employers that you were more than just a success in the classroom. It shows that you valued your community and that you were able to make a difference as an active member of that community. Remember the advice about saying no, though. It’s better to have a big impact on one or two campus activities than to have minimal impact on half a dozen.

Goals & Objectives | Whittier College

The guidelines that follow reflect the thinking of the Guidelines Committee and have been approved by the Liberal Education Committee. They are based on the following two premises:

Premise 1: We have approved a curriculum that reflects the ideals and mission of Whittier College.

Statement of Goals

Two practices are central to the Liberal Education Program: critical thinking (the development of the skills and methods necessary for systematic investigation–i.e. the ability to define, analyze, and synthesize using a variety of methods and technologies) and the practical application of knowledge. These practices, together with the objectives underlying the curricular framework, ensure students’ awareness of their own intellectual, physical, moral, and cultural development. Specifically our learning goals are:

I. Students should develop the ability to make connections across disciplines in order to understand the convergence and divergence of different fields of knowledge and to understand the nature of an academic community.

II. Students should develop an understanding of, and competency in, the use of signs and symbols to construct, create, perceive, and communicate meaning.

III. Students should develop the capacity to entertain multiple perspectives and interpretations.

IV. Students should develop an understanding of culture and of the connections between themselves and others in relation to physical, historical, social, and global contexts.

V. Students should develop breadth, defined as familiarity with essential concepts in major fields, and depth, defined as knowledge of at least one field (usually achieved in the major).

Each course identified as fulfilling a liberal education requirement should be structured to enable students to achieve at least part of one of the five goals. We should begin to articulate the goals of a Whittier education as soon as students arrive at the College, and continue to reinforce them over the next four years, so that when students are ready to graduate they can say with assurance that these are some of the most important things they have gained from their Whittier College education.

Premise 2: Whittier College is an academic, collaborative community in which individuals are accountable for their ideas and actions, both to each other and to the world beyond the Whittier College campus.

Careful tracking of the degree to which our educational goals are being attained is one important way faculty can model accountability, while refining and improving our ability to help students attain the education we want them to have. The guidelines committee was intentional in attempting to articulate clearly defined goals that can be systematically measured. Although it is true that this kind of assessment is important to funding organizations and accrediting organizations, it also should be internally important if we value the goals we have approved.

General Guidelines

1. Because the Liberal Education Program is central to learning at Whittier College, most courses fulfilling liberal education requirements should be taught by faculty with full time appointments (with a goal of three-quarters of these courses).
2. Critical thinking and the practical application of knowledge are central to the transformative experience that defines a Whittier College education. Faculty teaching courses that fulfill liberal education requirements are encouraged to use active learning through discussions, simulations, small group activities, field trips, and other forms of collaborative learning or praxis wherever appropriate. In order to support such teaching, these courses should be limited to 30 students per course.
3. Courses that meet the guidelines for more than one category may satisfy requirements for each of those categories concurrently. Courses used to satisfy liberal education requirements may also be used to satisfy requirements in other areas such as majors, minors, and credential programs.
4. The Liberal Education Committee will oversee the program. In monitoring the program, if the committee finds that institutional constraints or new visions of the curriculum suggest the need to rethink these guidelines, it will bring these issues to the faculty for its consideration and approval.
5. The Liberal Education Committee, in consultation with the Assessment Committee, will coordinate with faculty the identification of measurements and rubrics appropriate for evaluation of student learning and goal achievement for each requirement. The goal is that all courses satisfying a single liberal education requirement will use a standard instrument(s) for assessment, which may be embedded in course assignments. Such measures could include direct measurements, rubrics, pre- and post tests, snapshots (like those used in the Writing Program), portfolio entries, etc. The identification of assessment instruments and rubrics may be phased in requirement by requirement beginning with the first year, more quickly through stipend-supported workshops, or some combination thereof.
6. Courses approved to satisfy the Liberal Education Program should clearly identify the goals (see I through V above) in the syllabus. The following framework and table provide a basic idea of the requirements that meet the five goals of a Whittier College education. Obviously, some courses will meet more than one goal and fulfill more than one requirement. (See guideline number 3 above.)

Framework and Requirements

The Liberal Education Program consists of the following requirements (which together with elective courses must total at least 120 credits required for graduation):

• Core Framework: Students must complete the requirements contained in the framework, including INTD 100.
• Depth: Students must complete a major.
• Breadth: As part of the 120 credits required for graduation, students must take at least six credits from each division (Natural Science, Social Science and Humanities/Fine Arts). In each division, courses must be taken in least two departments.

The long-term Core Framework, in which many of the learning goals are met, consists of the following core elements:

• Community: 6 credits of coursework that meet goals of building academic community (I), using signs and symbols (II), entertaining multiple perspectives (III), understanding convergence and divergence of knowledge (I) and essential concepts in different fields (V).
• Communication: 9 credits of coursework that meet our goals using signs and symbols (II), and understanding essential concepts in major fields (V).
• Cultural Perspectives: 12 credits of coursework that meet our goals of using signs and symbols (II), entertaining multiple perspectives (III), understanding of self and others in relation to physical, historical, cultural, and global contexts (IV), and understanding essential concepts in major fields (V).
• Connections: 10 credits of coursework that meet our goals of critical thinking (I), entertaining multiple perspectives (II), understanding the convergence and divergence of knowledge (V), and understanding of self and others in relation to physical, historical, cultural, and global contexts (IV).

This core framework will contain the following required coursework

Community (6 credits)

1. First-Year Writing Seminar linked with another course. (Fall, First Year, 6 credits).

Communication (9 credits)

1. Quantitative Literacy (3 credits).
2. Writing Intensive Course (3 credits).
3. Creative and Performing Arts (2 credits).
4. Senior Presentation (1 credit).

Cultural perspectives (12 credits)

One course each from four of the following seven areas:

1. African
2. Asian
3. Latin American
4. North American
5. European
6. Cross-Cultural
7. Foreign Languages

Connections (10 credits)

1. Two Paired courses or a sequence or set of two team-taught courses (6 credits).
2. A course that integrates scientific and mathematical methods and ideas with analysis of cultural or societal issues (4 credits).

Community I. Students should develop the ability to make connections across disciplines in order to understand the convergence and divergence of different fields of knowledge and to understand the nature of an academic community.

Community II. Students should develop the ability to make connections across disciplines in order to understand the convergence and divergence of different fields of knowledge and to understand the nature of an academic community

Students should develop the capacity to entertain multiple perspectives and interpretations.

Communications I-IV. Students should develop an understanding of, and competency in, the use of signs and symbols to construct, create, perceive, and communicate meaning.

Communications IV. Students should develop breadth, defined as familiarity with essential concepts in major fields, and depth, defined as knowledge of at least one field (usually achieved in the major).

Cultural Perspectives. Students should develop the capacity to entertain multiple perspectives and interpretations.

Students should develop an understanding of culture and of the connections between themselves and others in relation to physical, historical, social, and global contexts.

Connections I and II. Students should develop the ability to make connections across disciplines in order to understand the convergence and divergence of different fields of knowledge and to understand the nature of an academic community

Students should develop the capacity to entertain multiple perspectives and interpretations.

Requirement Guidelines

Community (6 credits)

1. Community I (fall linked courses; 6 credits)

Goals:

Students should develop the ability to make connections across disciplines in order to understand the convergence and divergence of different fields of knowledge and to understand the nature of an academic community (I).

Students should develop an understanding of, and competency in, the use of signs and symbols to construct, create, perceive, and communicate meaning (II).

Students should develop the capacity to entertain multiple perspectives and interpretations (III).

Philosophy

Whittier College has been described as a meeting place that brings together people, ideas, traditions, and experiences that have not connected before, resulting in a sense of community. Community among college students fosters social well-being and academic enrichment. Two sets of linked courses taken in the first year serve as important elements in Whittier College’s broader array of community-building strategies. In a linked set of courses, students enrolled in one course are simultaneously enrolled in another associated course, encouraging formation of both intellectual and interpersonal bonds. New insights rise out of this linking: new knowledge, new questions, and new possibilities.

The two linked sets are developmental in nature. In the first semester, the primary purpose of the link is for each student to develop intellectual and social relationships with a defined set of peers through common enrollment in two classes. The spring semester link continues these purposes but intensifies the intellectual dimension. This link consists of two courses with some level of thematic connection designed to promote awareness and understanding of relationships across disciplines. Examining a theme from the standpoint of two different disciplines introduces the intellectually rich notion of multiple perspectives–a concept important to the collaborative community that defines Whittier College.

Social well-being and intellectual engagement and growth are enhanced by giving each student places of belonging within the campus community. Every first-year student should have such a place within the academic and intellectual community that is Whittier College. Linked courses contribute to this purpose.

Objectives

1. To increase student engagement in the community as a whole (academic, student life, co-curricular activities).
2. To improve student ability in using signs and symbols, specifically writing skills.
3. To initiate student ability to make connections across disciplines, demonstrating a beginning understanding of the convergence and divergence of knowledge.

Outcomes

1. Increased retention (fall and spring semesters).
2. Students’ positive report of engagement in the community (fall and spring semesters).
3. Students’ demonstration of improved writing skills (fall semester).
4. Students’ demonstration of initial ability to make connections across disciplines and to understand the convergence and divergence of knowledge (spring semester).

Guidelines

These linked sets of courses are called Community I and consist of two courses of 3 or more credits. All Community courses should be suitable for first-years, typically at the introductory level. The following sets of guidelines specify the parameters within which each link should be formed.

Community I (fall)

Key Objective

To develop community in a cohort of fifteen students through co-enrollment in two classes, while developing the writing skills necessary for success in college.

Guidelines for Community I Link

1. One of the two associated courses will be INTD 100.
2. The second course can be any introductory course suitable for entering first-years.
3. The course with which INTD 100 is linked may include students not in the link.
4. Links may be, but do not have to be, inter-divisional.
5. Links may be, but do not have to be, inter-departmental.
6. Conceivably, both courses in this link could be taught by the same person.
7. In rare instances, students may transfer during the add-drop period from one set of linked courses to another; but they must remain enrolled in a linked set.

Guidelines for INTD 100 Courses

1. While each seminar will require at least three formal essays, the maximum number will be at the discretion of the instructor. The number of assignments is generally less important than developing the habit of thorough and careful revision. The formal essays should be prompted by detailed descriptions of the writing assignment and should include extensive revision.
2. Essays and exercises should be designed to improve critical reading and thinking. Exercises will focus on such skills as summarizing and paraphrasing, documenting sources, and using strategies of analysis, argument, description, and narration.
3. Students will learn to correct surface errors through assigned exercises.
4. Students will learn to think of writing as a process including multiple revisions of writing assignments. Revision depends upon explanatory feed-back from the instructor. Although peer review is valuable, it is not a substitute for detailed written guidelines and feed-back from the instructor.
5. Students will write a final paper of substantial length, approximately six to eight pages, involving analysis, synthesis, and revision.

Communication (9 credits)

Goal

Students should develop an understanding of, and competency in, the use of signs and symbols to construct, create, perceive, and communicate meaning (II).

1. Quantitative Literacy (3 credits)
2. Writing Intensive Course (3 credits)
3. Creative and Performing Arts (2 credits)
4. Senior Presentation (1 credit)

Communication I (Quantitative Literacy)

Philosophy

The Communication I requirement should not be confused with an explicit Mathematics requirement.  According to the National Council on Education, quantitative literacy, also known as numeracy, is

not so much about understanding abstract concepts as about applying elementary tools in sophisticated settings. . . . [N]umeracy and mathematics should be complementary aspects of the school curriculum. . . . Mathematics thrived as a discipline and as a school subject because it was (and still is) the tool par excellence for comprehending ideas of the scientific age.   Numeracy will thrive similarly because it is the natural tool for comprehending information in the computer age.  As variables and equations created the mathematical language of science, so digital data are creating a new language of information technology. Numeracy embodies the capacity to communicate in this new language.[Lynn Arthur Steen, ed.  Mathematics and Democracy: The Case for Quantitative Literacy (National Council on Education and the Disciplines), http://www.maa.org/ql/mathanddemocracy.html.]

The focus of the Communication I requirement is on the application of quantitative skills to diverse fields of inquiry at the college level.  Any course that satisfies this requirement should give the student an opportunity to use numerical tools to (a) analyze problems and/or situations, and (b) communicate the results of that analysis.  Whenever possible, students should have the opportunity to satisfy this requirement by applying their quantitative skills in a course related to their academic interests.

Objectives and Outcomes

According to a report by a Mathematics Association of America committee,

The level of sophistication and maturity of thinking expected of a college student should extend to a capability for quantitative reasoning which is commensurate with the college experience.  College students should be expected to go beyond routine problem solving to handle problem situations of greater complexity and diversity, and to connect ideas and procedures more readily with other topics both within and outside mathematics.[Quantitative Reasoning for College Graduates (Report of an MAA Committee), http://www.maa.org/past/ql/ql toc.html.]

The MAA committee has made a list of desirable quantitative skills for college graduates: a quantitatively literate college graduate should be able to

1. Interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
2. Represent mathematical information symbolically, visually, numerically, and verbally.
3. Use arithmetical, algebraic, geometric and statistical methods to solve problems.
4. Estimate and check answers to mathematical problems in order to determine reasonableness, identify alternatives, and select optimal results.
5. Recognize that mathematical and statistical methods have some limitations.

Guidelines

1. Communication I courses should offer quantitative reasoning skills in one or more disciplinary context.  They should emphasize the importance of the quantitative subject matter to at least one other discipline, and should develop students’ written and oral communication skills in the language of mathematics.
2. A course qualifies as a Communication I course if the quantitative reasoning and mathematical methodologies are integral to the course content, and are offered in a context that is “natural” to the subject throughout the semester.  The integrated part of the course, which contains the math incorporated within the subject matter, must exceed two thirds of the material covered.  A course that is somewhat quantitative cannot become a Communication I course simply by increasing the number of quantitative assignments.
3. The course syllabus for all Communication I courses should outline specific outcomes that students will achieve in quantitative literacy after taking the course.  The course is intended to improve students’ quantitative skills materially, beyond the basic level of mathematical proficiency expected of all high school students.
4. To promote active and interactive student learning and to facilitate the use of computers and other technology in the classroom, the course should enroll no more than thirty students.
5. The course must be a college-level experience in the application of quantitative skills, not a remedial math experience.  This implies that more than mere computation and data crunching will be expected of students.  Students must be required to think about the meaning of numerical results and to draw conclusions from them. They must learn to discern implications inherent in the results.

Implicit in all of the above is the assumption that students already have achieved a certain level of mathematical proficiency (basic arithmetic, algebra, geometry and, perhaps, statistics). Students will demonstrate this proficiency by taking a placement exam at the start of the semester they enter the college.  Students who are not prepared for the level of work expected in Communications I courses will be required to take a preparatory course as a pre-requisite to any Communications I offering.  (Examples of such a course include Math 74, Transition to College Mathematics, and Math 76, College Algebra.)

Communication II (Writing Intensive Course)

Goal

Students should develop an understanding of, and competency in, the use of signs and symbols to construct, create, perceive, and communicate meaning (II).

Guidelines

1. Courses satisfying the Communication II requirement must be taken after the successful completion of INTD 100, and should be completed by the end of the first semester of the sophomore year. Therefore, courses meeting this requirement should be lower-division. The Communication II course may be taken within or outside the major, and may simultaneously satisfy other liberal education requirements.
2. In order to accomplish the desired goal of continuing the emphasis on writing instruction through a second semester course, courses satisfying the Communication II requirement must include several papers, at least one of which is rewritten after substantial evaluation by the instructor.
3. In order to continue to emphasize the importance of applying information and interpretations gleaned from research or textual analysis, at least one longer paper should be assigned. Rather than simply cataloguing information, research papers should emphasize using information and interpretations in presenting a case or argument; those emphasizing textual analysis should involve some degree of comparison, analysis, or synthesis of ideas presented in the various sources.
4. To allow the instructor time for careful evaluation and emphasis on structured rewriting of papers, enrollment in courses satisfying the Communication II requirement should not exceed twenty-five students.

Communication III (Creative Arts)

Goal

Students should develop an understanding of, and competency in, the use of signs and symbols to construct, create, perceive, and communicate meaning (II).

Philosophy

The creative arts are fundamental avenues of expression and modes of communication. Music, theater, visual art, and creative writing abound in virtually all cultures–revealing fashion, sensibilities and substantive concerns–and communicate across cultural divides. Artworks reflect the creator’s insights into questions, problems, and ideas. Motivation to create comes from many sources: addressing spatial and structural challenges; telling a story; communicating a social, political or commercial message; revealing perceptions of self, the human condition, or the depths of the psyche.

We believe that creative experience in one or more of the arts offered at Whittier is enriching and essential. This general sector of coursework provides students with challenges and opportunities similar to those encountered in other types of intellectual pursuits: researching and analyzing; composing, revising, refining and presenting; hypothesizing and testing. However, a number of qualities distinguish creative endeavors from most other components of the curriculum:

• They depend significantly upon judgments, sometimes in the absence of rules;
• They foster awareness that all problems can be addressed by many solutions;
• They have flexible aims, allowing us to respond to surprises, which in turn often lead to unexpected destinations;
• Often, as in visual art and music, they allow thinking and expression not confined by the limits imposed by words and numbers; and
• They help people discover the strong emotional dimension to creating; through the creative process and enjoyment of creative work, we discover and reinforce our ability to feel.

The importance of creativity is reflected in Albert Einstein’s comment that “creativity is more important than knowledge.” Communication III develops students’ creative capacities, which can at the same time improve their thinking skills and comprehension of their surroundings–leading to an enriched life. Through creative engagement a student becomes a more complete person, more alive.

Outcomes

1. Skill development–technical accomplishment in some mode of creative work.
2. Artistic application of acquired skills through the successful creation of an artistic product. (Students will have created one or more creative works, whether alone or collaboratively.)
3. Successful communication through creative expression. (Students will have presented work to an audience, which can include classmates, and has received critical feedback on that work.)
4. Enhanced appreciation of the creative process. (If not already well acquainted with creative processes, students will begin to understand that anyone can be creative and that creative activities can be rewarding and enriching to all people.)

Guidelines

1. The Communications III requirement can be fulfilled by taking two one-credit courses or one two-three-credit course from the approved list.
2. Creative writing, studio art, music, and theater courses that focus upon design, composition, or performance can be designated Communications III courses.

Communication IV (Senior Presentation)

Goals

Students should develop an understanding of, and competency in, the use of signs and symbols to construct, create, perceive, and communicate meaning (II).

Students should develop breadth, defined as familiarity with essential concepts in major fields, and depth, defined as knowledge of at least one field–usually achieved in the major (V).

Philosophy

The Senior Presentation is intended as the capstone of the Liberal Education Program, which emphasizes the importance of communication skills, as well as the importance of applying acquired knowledge. It should also showcase the accomplishments of Whittier College graduates on–and in some cases off–campus, while providing an inspiring example for younger students.

Objective

To communicate to the campus community the results of a project or activity that demonstrates the ability to translate skills and knowledge to domains and problems new to the student presenter.

Outcomes

1. Students will demonstrate advanced communication skills, using one or more modes of presentation.
2. Students will demonstrate ability to apply general skills and knowledge to new domains and problems.
3. Students will inspire their younger peers by showcasing their accomplishments.

Guidelines

1. The presentation may take the form of a poster, an oral presentation, a concert, an art exhibit, a dramatic presentation, a reading of poems or short stories, a video, a multi-media web page, or some other form, using English or the target language of a major or minor in another modern language. Contributions by individual students to a group presentation are allowed, but each student’s participation must be substantial.
2. Ideally, the presentation will be related to the student’s Paper in the Major. It may be based on a class, a research project, a creative project, an internship, a service learning project, a study abroad experience, or another educational activity.
3. The sponsor will generally be a professor who is already working with the student on a project or activity. It could be the instructor of a class, the student’s advisor, or another professor approved by the student’s department chair. Any disagreements about the sponsor will be resolved by the Liberal Education Committee.
4. The Senior Presentation may be prepared as part of any of the following:
   a. a senior seminar or other course in which students write their Paper in the Major, in which case the presentation could be worth more than one credit.
   b.  another course offered by the department, which could be a one-credit course designed specifically for preparing the Senior Presentation (CR/NC or for a letter grade).
   c. INTD 499 Senior Presentation, one credit of independent study which could be taken with any faculty member approved by the department chair (CR/NC).
5. Senior Presentations may be made in departmental venues, at professional conferences, at undergraduate research conferences, or during a special presentation period each semester.
   When possible, posters and exhibits will be displayed more than one day, with a designated time when the students are available to answer questions about their work.
   The organization and scheduling of Senior Presentations will be coordinated by the Liberal Education Committee with support from staff appointed by the Dean of Faculty.
6. The audience for Senior Presentations is not just an individual class, but the wider campus community. They will be publicized on campus through flyers, the campus newspaper, press releases to local newspapers, the college website, admissions materials, alumni publications, and other appropriate venues. All students should be encouraged to attend Senior Presentations in order to be empowered and inspired by their senior peers; to become more aware of creative possibilities; and to see the culmination of the Liberal Education program. To this end, attendance might be a required assignment in First-Year Linked courses.
7. So that the expenses will not reduce funding for other needs in the college budget, the Dean of the Faculty and the Advancement Office will seek grants and special endowment funds to support Senior Presentation Days.

Cultural Perspectives (12 credits)

One Course from four of the following seven areas

1. African
2. Asian
3. Latin American
4. North American
5. European
6. Cross-Cultural
7. Foreign Languages

Goals

Students should develop the capacity to entertain multiple perspectives and interpretations (III).

Students should develop an understanding of culture and of the connections between themselves and others in relation to physical, historical, social, and global contexts (IV).

Philosophy

Cultural Perspectives courses introduce students to the complexity and diversity of both contemporary and historical human culture, whether material, social, or intellectual. Material culture might, for example, include the study of physical or visual artifacts. Social culture might be understood through the study of institutions, art, religion, theater, ritual, or language. And intellectual culture might include literary, philosophical, religious, and artistic expressions.

The categories African, Asian, European, Latin American, North American and Cross-Cultural are broadly definable; these terms are synoptic and multivalent rather than discrete and unitary geographic categories. But the Cultural Perspectives requirement should remove students from that which comprises their known world, and should inspire them to explore the terra incognita both of their own culture and that of other cultures, whether the distance is that of time or space or both. The purpose of this journey is to help students define and understand their world through contradistinction.

Objectives/Outcomes

In the aggregate (four courses of the total seven categories), students should:

1. be exposed to a variety of human cultures, whether material, social or intellectual;
2. be exposed to contemporary and/or historical cultures;
3. come to understand that human culture in all of its manifestations is the product of human interaction;
4. become aware that cultures are not discrete units, but have influenced one another;
5. have their own narratives about the world, and about how cultures interact, challenged.

Guidelines

1. Courses classified in a particular geographic region may focus on cultures in that region, influences of other cultures on that region, and/or influences of that region on other regions.
2. Courses that may be classified in more than one region should be listed in the region with the greater focus in the course, or in the cross-cultural category if that seems more appropriate.
3. The cross-cultural category may include courses which explicitly compare two or more cultures, address global issues, or investigate transnational or transcultural currents.
4. Courses may examine historical or contemporary issues, or both. Ideally students will be exposed to varying time periods across the four courses that they take.

Connections (10 credits)

Goals

Students should develop the ability to make connections across disciplines in order to understand the convergence and divergence of different fields of knowledge and to understand the nature of an academic community (I).

Students should develop the capacity to entertain multiple perspectives and interpretations (III).

Connections I (one pair or team-taught course)

Philosophy

Part of Whittier College’s historic commitment to being a collaborative community rests in our emphasis on interdisciplinarity–that is, on the building of connections between disciplines and different fields of knowledge. Many colleges and universities have recently adopted paired and linked courses, a curricular approach that Whittier introduced in the 1980s. The Connections I requirement represents the faculty’s recognition that there is a variety of approaches to the construction of knowledge, which leads to an understanding of similarities and differences between disciplines. The Connections I requirement invites students to explore comparative methods of analysis of a topic or theme, and requires students to demonstrate an understanding of the connections between disciplines through shared or linked assignments or experiences.  Students fulfill this requirement by enrolling in a pair consisting of two concurrent courses taught by faculty members from two different disciplines; or by enrolling in a year-long sequence of team-taught courses, both taught by two faculty members from different disciplines; or by enrolling in any two three-credit, team-taught courses, each taught by faculty in different disciplines.

Outcomes

1. Having begun the process in Community I and II, students will further develop the ability to make connections across disciplines and to understand the convergence and divergence of different fields of knowledge.
2. Having begun the process in Community I and II, students will deepen their understanding of the nature of an academic community.
3. Having begun the process in Community I and II and in Cultural Perspectives courses, students will deepen their capacity to entertain multiple perspectives and interpretations.

Guidelines

1. All faculty in team-taught and paired courses are required to attend all class meetings that fulfill the Connections I requirement.
2. All courses meeting this requirement must have substantial connections between them, including at least one shared assignment or experience that requires students to make cross-disciplinary connections.
3. Faculty teaching pairs should include descriptive language in the course syllabi (perhaps as a cover sheet) that specifies how connections between disciplines will be made palpable.
4. “Two different disciplines” is defined as faculty from different departments, with the exception of departments in which more than one discipline is housed (e.g., SASW, Art and Art History).
5. Ideally, at least one Connections requirement should be completed after the student has completed thirty units of coursework.
6. Faculty teaching Connections I paired courses may require that all students be co-enrolled in both of the courses comprising the pair.
7. Given that these courses may now require considerable additional labor for the purposes of assessing learning outcomes, the Guidelines Committee and Liberal Education Committee recommend that all faculty receive five credits for teaching pairs, and full credit for team-taught courses that fulfill the Connections I requirement.

Connections II (Science and Society)

Philosophy

Since the nineteenth century, academic disciplines have typically been seen as discrete entities unto themselves, with their own theoretical frameworks for organizing, understanding, analyzing, and creating knowledge. As disciplines have matured, however, it has become apparent that our real world is not organized in separate distinct units, but rather is an amalgam of its many parts, and thus that additional gains in our understanding of our world will occur not just within disciplines but at disciplinary boundaries.

From medical and technological advances to the application and acceptance of these advances, the practice of the natural sciences and our social and ethical behaviors impact our world in numerous and important ways. It is essential for a liberally educated person to have some understanding of these complex interactions. The purpose of Connections II is to study the relationship between the natural sciences and society, with respect to the impact each has on the practices of the other.

Objectives

1. To study a specific issue, set of issues, or general field in the natural sciences in terms of its connection to society.
2. To explore the theoretical framework for the scientific issue in terms of the sciences and society.
3. To explore how the natural sciences and society impact one another today and/or have impacted one another historically.

Learning Outcomes

1. Students will demonstrate an understanding of the theoretical framework which underlies the scientific issue, issues, or field.
2. Students will demonstrate an understanding of the relationship between the natural sciences and society through the examination of an issue, issues, or field.

Guidelines

1. The course must focus on an issue, a set of issues, or a field that connects the natural sciences to society. The course should contain a significant amount of theory related to the natural sciences, to society, and to the impact they have on one another. At least one third of the course should be based on the natural sciences, and at least one third should be based on societal context.
2. The different parts of the scientific theoretical framework and the specific connections between the natural sciences and society should be outlined in the course syllabus under Learning Goals.
3. Teaching methods may include traditional lectures. However, active learning is highly encouraged. Active learning may involve class discussions, group work, field trips, presentations, lab experiments, and other appropriate assignments. The use of technology also is encouraged. Technology may involve analyzing numerical data and constructing graphs using an appropriate application, such as Excel. It may involve students giving Power Point presentations, or it may involve recording and interpreting data through audio-visual techniques.
4. Ideally, the course will be team-taught by one faculty member from the natural sciences and one from either the social sciences or humanities. An individual faculty member from any discipline may also develop a course that connects the natural sciences to their societal context.

Appendix I

Transfer Students

Transfer students who enter Whittier with 30 or more credits do not need to satisfy the Community I and II requirements.

Transfer students who enter Whittier with fewer than 30 credits complete the Community I and II requirements as follows:

• A student who enters in the fall and who has not completed the writing requirement must complete both Community I and Community II.
• A student who enters in the fall and who has completed the writing requirement must complete Community II.
• A student who enters in the spring must complete the Community II requirement and, if necessary, must complete the writing requirement.

Appendix II

Logistical Notes for Communication IV

Registration

When students submit their Graduation Plan, typically in the spring of their junior year, the Liberal Education form will have a place to designate the course being used for preparation of the Senior Presentation. As noted above, this may either be a departmental course or INTD 499 (independent study). The department chair’s signature on this form will indicate the department’s approval of the course and the faculty member serving as instructor/sponsor. Any disagreements will be resolved by the Liberal Education Committee.

Departmental and College-Wide Support of the Requirement

Departments not offering a senior seminar are encouraged to offer a course to prepare students for both Paper in the Major and the Senior Presentation, or a one-credit course for just the Senior Presentation if that is more appropriate, so that the faculty time is counted in the teaching load. In any case, instruction in how to give senior presentations should be provided in these courses or in other courses offered by the department, such as required methods courses. College-wide workshops or courses might also be offered on how to prepare presentations involving posters or multi-media web pages.

Timing of Courses and Presentations

The course used for preparing the Senior Presentation can be offered in the fall, in January, in the spring, or even over the summer. It will require the student to prepare an abstract of the presentation, but need not require the completion of the Senior Presentation as part of the course requirements.

Senior Presentations prepared in the fall semester may be presented in either the fall or spring. Those prepared in January or spring should be presented in the spring. Students expecting to graduate in the summer should have given their Senior Presentation in the spring. If they have been unable to do so, their diploma will be held until fall, when they must register for one credit of INTD 499 or other course required by the department to prepare for the Senior Presentation. Summer presentations will generally not be allowed, due to the absence of most of the campus community.

Tracking Student Progress

When a student’s Senior Presentation abstract has been prepared, it will be written on a form– similar to an Independent Study form–which will identify the student, the title of the presentation, and its format. The form will also indicate the course in which the abstract has been prepared. If INTD 499, the form will also indicate a grade of CR or NC.

If the student has given his or her Senior Presentation, the form will indicate the date of the presentation, the location (Whittier College or a conference elsewhere), and approval of the presentation (Yes/No) as being of at least C- quality. On the back of the form, the instructor or sponsor will give a snapshot rating of the Senior Presentation for use by the Assessment Committee.

The instructor or sponsor will submit this form to the registrar at the end of the semester in which the course (or INTD 499) is taught. If the student has not yet given his or her Senior Presentation, the Registrar will return a copy of the form to the instructor, who will re-file it once the Presentation is completed.

The registrar also will add a notation to the student’s transcript indicating when the Senior Abstract has been submitted and when the Senior Presentation has been completed.

Goal Setting for Junior and Collegiate Golfers

Goal setting is an important step in the process of becoming the best junior and collegiate golfer you can be. But goal setting and the process of achieving them have been up for a lot of debate over the years, so I wanted to share my thoughts on setting goals and how I’ve learned to approach this process in my own life now in comparison to during my golf career.

We all need goals and dreams that we are striving to accomplish, they are what make us get out of bed every day with a purpose in mind. But the reasons behind the goals are important for when you first start to set goals.

For starters, it starts with setting goals for yourself, not for anyone else. As a young athlete, I do believe your parents, coaches, and other adults are the best resources for advice and support on setting the right goals. Many times they have a better understanding of what success looks like in the future and that the process isn’t always going to be fun and games. They know that what a young adult may WANT to do or NOT WANT to do, doesn’t always get to win the battle if the bigger picture of success is going to be jeopardized. However, at the end of the day, your goals should be ones that you want to achieve for yourself, not for anyone else.

Everyone’s goals are going to be different. Don’t sell yourself short and certainly don’t choose a path just because you are being lazy or don’t want to work hard to achieve your goals but also don’t feel pressured to make your goals be something you don’t want them to be. If it’s something you really want, then start by figuring out why you play golf and what you want to achieve.

Write Down Your

Why

Write down three reasons that you play golf and three reasons why you want to play golf in college or three reasons why you are playing college golf. Think about them before you write them down. And make sure you answer these for your own reasons. There aren’t any wrong answers, but your answers could dictate the path and direction you should focus on so that you can continue to enjoy this awesome game and what it can bring to your life!

Brandi Jackson with Graycn Burgess, 2018 freshman at Clemson University

Long Term, Short Term, and Process Goals

Now that you have identified the “WHY” behind your goals, I want to talk about the difference between long term, short term, and process goals. All three are important but knowing the difference and which ones to focus on can be the difference in achieving them or not.

Goals are normally thought of as future achievements. They are dreams and wishes for something you want to happen in the future. By the time I was 9 years old, I already had my long-term goal (or dream) – to play on the LPGA Tour. That is all I wanted to do. I never made a backup plan, I never thought about another profession or career. Not long after that, I set another shorter, but still, long-term goal, to play at Furman University. Because of the legacy of the Furman Women’s Golf program, I knew it was my best opportunity to follow in the footsteps of Dottie Pepper, Betsy King, and Beth Daniel to play on the LPGA Tour. So by the time I was probably 10 or 11 years old, I already had my “long-term goals” in place for my life. I thought I was all set!

Goals and Dreams are Great but Don’t Forget the Process

UNC Greensboro Spartan, Louisa Tichy in action

Well, the one part of the whole “achieve my dream” process that I forgot about was the process itself. I had all of these long-term goals but I never set goals for the process itself. It never really crossed my mind that the “dream” wasn’t just going to “happen”. I will never forget my college coach Mic Potter sitting me down for our end of the year meetings and asking me what my goals were for the next year. My exact answer was “I don’t know, I don’t really have any, I just want to let things happen.“. If I could pop that 20-year old on the back of the head right now I would.

And not because just setting some goals for the next season would have meant that I would have focused on the process then either, but at least it would have been a better start. It would have given me something to work towards achieving in a shorter term sense so that maybe I would have worked a little hard for something that was closer in time than my long-term goal of playing on the LPGA Tour.

Long-term goals (dreams) are what motivates athletes to work hard every day. While you never, want to dwell on the past, you can also do the opposite and get too consumed with what you want to do in the future. If you are constantly thinking about what you WANT, aren’t you taking away from time and energy that should be put into what you can be doing NOW, in the present?

We all need goals and dreams that we are striving to accomplish, they are what make us get out of bed every day with a purpose in mind. But if we don’t take care of the many, many small steps (the process) that it takes to reach those short and long-term goals (the outcome), then that is all they will ever be.

Setting out your short-term, long-term, and process goals

Write down 2 short-term (within 6 months) and 2 long-term (1 year or more) goals for each category: academics, golf, fitness, and personal. Then for each goal write down 3 steps you can be doing NOW to help you reach those goals. These are your actions, they are controllable and doable. This will serve as a reminder of what you want to accomplish in the future by doing what it takes TODAY

Example Goals for a Current College Golfer

Long-term goal: Be a collegiate All-American

Short term goal: Win a collegiate tournament

Process goals: Ask your coach for extra help, practice 4+ hours additional hours each week outside of your normal practice time, keep track of drills/stats and improvement each week, play a competitive match against a teammate or boys team member each week, workout 1 additional time each week outside of your normal required workouts, meet with mental coach 1 additional time than required each month, play 2-3 tournaments during the offseason (holiday break).

In my next article, I’ll show you how to get specific and realistic with your goals

Brandi

Collegiate 2000+ Premium Breakaway Basketball Rim

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Product Number: 2000+

UPC: 842299106731

Product Description

The celebrated Collegiate series of goals can be found in almost every facility around the world. Superbly constructed, the 2000+ stands up to the rigors of power players, making it the most popular rim in basketball history. Each rim features an effective positive lock mechanism duplicating precision fly-back action dunk after dunk. The best-selling 2000+ offers the ease of net installation with its no-tie net attachment and an adjustable positive lock mechanism complying with NCAA rim elasticity basketball rule. Due to the universal backplate, the collegiate goal series seamlessly fits on any size glass backboard.

• Recommended Play Level: NCAA, NFHS, AAU, NAIA, NIRSA
• Best selling positive lock breakaway rim designed for competition play environments

Product Options

Positive Lock Breakaway

High SchoolCollegiate

No TieTube Tie

Additional Info

From pro arenas to your local YMCA, our premium line of breakaway rims offers high quality engineering to fit every player’s & facility’s need for basketball games. Each of our competition rims share basic features of 5/8″ single ring goal, strengthening full steel wing braces, CPSC tested orange powdercoat, adjustable internal spring, and breakaway mechanism – meeting NBA, NCAA, NFHS basketball rules specifications. Additionally, the hole pattern configurations allow for nearly universal compatibility with all other 42″ x 72″ backboards, regardless of manufacturer. Each rim is shipped with mounting hardware and official anti-whip net within 24 hours of order. While sharing a solid engineered foundation, each rim has sophisticated features to match your facility’s specific needs, such as positive lock pressure settings, net attachment type, and fly back control.

Additional Specifications

Product Storage Dimensions (HxWxL)

8.50″ x 20.50″ x 26.00″

21.59cm x 52.07cm x 66.04cm

Product Color
ORANGE

Product Material
STEEL

Product Finish
POWDERCOAT

Country of Origin
China

Product Certifications
CPSC

Product Play Level
AAU, NAIA, NCAA, NFHS, NIRSA, Recreation, Youth

Shipping Info

Shipping Dimensions (HxWxL)

8.00″ x 20.00″ x ”

20.32cm x 50.80cm x 0.00cm

Shipping Description
SINGLE CARTON

Mission, Goals & Learning Objectives

The Mission Statement of the College for Creative Studies is as follows:

The College for Creative Studies nurtures the creativity that is vital to the enrichment of modern culture.  The College educates visual artists and designers, knowledgeable in varied fields, who will be leaders in creative professions that shape society and advance economic growth.  The College fosters students’ resolve to pursue excellence, act ethically, embrace their responsibilities as citizens of diverse local and global communities, and learn throughout their lives.  The College engages in community service by offering opportunities for artistic enrichment and opening career pathways to talented individuals of all ages.

Purposes and Goals

The College strives to be a creative institution, consistent with its name and mission.  To that end, it periodically examines itself through a strategic planning process that clarifies its purposes and articulates its goals for the future. The 2012 Strategic Plan identified, and the 2017 Strategic Plan reaffirmed, a vision and four principles that guide the College’s activities.  Following are those vision and goals statements:

Vision Statement

Through relentless creativity, we will educate students to be the best artists and designers in the world.

By expanding our collaborative commitment to quality, innovation, financial soundness, social responsibility and ethical practice, we will enhance the College’s contributions to our students and the community and assure its long-term vitality.

Guiding Principles

Student Experience
We will provide an exceptional supportive experience to all students at every touchpoint, to enable and encourage them to reach their highest potential.

Faculty/Staff
We will create an environment that attracts, supports, develops and inspires a world-class faculty and staff.

Programs
We will develop and sustain innovative academic programs to ensure CCS is always at the forefront of creative education and practice.

Social Responsibility/Community
We will expand upon our culture of engagement with diverse constituencies to enable our students, employees, alumni, partners and community to flourish.

Institutional Learning Outcomes

The faculty of the College have articulated the general objectives of a CCS education in the form of Institutional Learning Outcomes and the criteria of the various majors have been aligned with these Institutional Outcomes. The Institutional Learning Objectives are as follows:

CCS graduates will be able to:

• THINK:  Demonstrate critical thinking characterized by experimentation, inquiry and theoretically informed social, cultural and historical awareness.

• CREATE:  Synthesize knowledge and skills in the conceptualization and realization of creative expression.

• COMMUNICATE:  Articulate ideas and visual concepts in writing, presentations, and professional practice.

• INNOVATE:  Frame visionary responses to evolving social, cultural, and economic needs and opportunities.

• CONNECT:  Engage as responsible and ethical citizens of diverse, local, global and professional communities.

• LEAD:  Demonstrate leadership through appropriate research, methods, design and professional conduct.

Freedom of Expression

The mission of the College for Creative Studies asserts that we embrace excellence, ethical action, and social responsibility in all aspects in the practice of art, design, and scholarship. To adequately support this mission, CCS must preserve freedom of expression in all its forms. Freedom of expression is essential to basic human dignity. It ensures that members of the CCS community (students, faculty, staff and guests invited by the College) are at liberty to develop their creative abilities to the fullest extent.

CCS supports the rights of its community members to research and create using all forms of expression. It supports the right to express one’s views publicly as well as privately at venues and in activities both on and off campus.
The CCS community recognizes that creative expression by its very nature may be provocative. To encourage healthy debate, members of the CCS community and guests must demonstrate respect for the right of others to express views which they find disagreeable or offensive. Likewise members of the CCS community must be sensitive to the various audiences who may encounter their work.

That being said, CCS also notes that this freedom is not absolute. In certain circumstances, the institution may restrict expression, for example, that violates the law, is harassing or defamatory, invades substantial privacy or confidentiality interests, or does not meet curatorial standards. Moreover, the institution may reasonably regulate the time, place, and manner of expression to ensure that it does not disrupt the ordinary activities of the College.

90,000 Collegiate bodies

COLLEGIAL BODIES

• The highest representative body of the labor collective – general meeting of the labor collective (meets at least twice a year)

– approves the development program of the Institution;

– coordinates the working hours of the Institution groups;

– assists in attracting additional funds to ensure the activities and development of the Institution, approves the directions of their spending;

– makes proposals for drawing up a plan for the financial and economic activities of the Institution;

– represents the interests of the Institution within the framework of its powers in state, municipal, public and other organizations;

– considers complaints and applications of participants in the educational process of the Institution;

– coordinates the distribution of payments to employees of the Institution from the incentive fund for the intensity and high results of work, for the quality of work performed;

– hears the report of the Head and individual employees;

– monitors compliance with the conditions of training, education and work in the Institution;

– annually provides the public with information on the state of affairs in the Institution;

– gives recommendations to the Head of the Institution on issues of concluding a collective agreement;

– performs other functions in accordance with the Charter of the preschool educational institution.

• The Workforce Council (STC) is a representative body of the workforce, exercising its powers in the period between general meetings. The STK is elected at a meeting of the labor collective, which sets the size of the Council and its duration. STK is accountable to the meeting of the labor collective.

• Pedagogical Council (PS) – the highest self-government body of the teaching staff, playing a leading role in the collective management of the educational process in the preschool educational institution. PS is headed by the head of the kindergarten. PS includes deputy heads, teachers and narrow specialists. PS is collected as required, but at least once every 2 months. Decisions are made by a majority vote, are binding on all members of the teaching staff and can serve as the basis for the management activities of the administration. Regulations on the pedagogical council.

PS manages the kindergarten on the principles of cooperation, respect for the rights and dignity of pupils and teachers.

PS participates in the development:

– Kindergarten Charter,

– Development Programs,

– forms the main goals and objectives of the activity,

– carries out the choice of plans and educational programs, forms and methods of organizing the educational process,

– analyzes and monitors educational activities,

– determines the directions of the experimental work of the teaching staff,

– approves the organizational structure of the kindergarten

– composition of the methodological council, certification commission,

– considers the issues of recruiting, improving their qualifications,

• Psychology – Pedagogical Council .(PPk) (PPk are held at least 3 times a year according to the schedule prepared in advance by the head.

The purpose of the PPK organization is to create an integral system that provides optimal pedagogical conditions for children with learning difficulties in accordance with their age and individual characteristics, the level of actual development, and the state of somatic health. The position of the psychological and pedagogical council.

The tasks of the council include:

1.Timely identification and comprehensive examination of children of early and preschool age with deviations in physical, intellectual, emotional development, difficulties in adapting and in assimilating the preschool educational program, in order to organize educational and educational activities with them in accordance with their individual capabilities.

2. Examination of preschool children in order to identify their readiness to learn and to determine the content, forms and methods of their education and upbringing in accordance with the characteristics of their physical and mental development.

3. Revealing the level and characteristics of the development of cognitive activity (speech, memory, attention, working capacity and other mental functions), the study of emotional-volitional and personal development.

4. Identification of the child’s reserve capabilities, development of recommendations for the educator to ensure a well-grounded differentiated approach in the process of education and upbringing.

5. With positive dynamics and compensation for deficiencies, the withdrawal of children from correctional groups.

6. Prevention of physical, intellectual and emotional overloads and breakdowns, the organization of medical and recreational activities.

7. Preparation and maintenance of documentation reflecting the current state of the child and the dynamics of the child’s development.

8. Organization of interaction between the pedagogical staff of the preschool educational institution and specialists participating in the activities of the Council.

9. If necessary, the organization of interaction between the Council of the preschool educational institution and the municipal PMPK.

• Governing Council is a form of state and public administration of an educational institution. The collegial self-governing body includes employees and managers of the kindergarten, representatives of the founder, the parental team, and the local community. Regulation on the governing council.

The Governing Board is endowed with management functions and its decisions are binding on the administration of the kindergarten.The powers of the council are enshrined in the Charter of the DOE.

Governing Body:

– Adopts amendments and additions to the kindergarten charter.

– Makes decisions on determining the mode of stay and occupation of pupils.

– Participates in the distribution of incentive payments to teaching staff and makes recommendations on the distribution of incentive payments to non-teaching staff.

– Approves, upon the presentation of the head of the institution: an application for budget financing and an estimate of spending; introduction of new methods of the educational process and educational technologies; changes and additions to the internal rules of the kindergarten.

– Coordinates the decisions of the head of the educational institution and the pedagogical council in terms of: material and technical support and equipment of the educational process, equipment of the premises of the educational institution; choice of benefits; creating the necessary conditions for organizing food, medical care for pupils.

– Coordinates the activities of public organizations in kindergarten.

– Considers other issues related to the competence of the governing council by the charter of a general education institution.

The Governing Council works on a voluntary basis. The body is formed in accordance with the Regulation on the Governing Council. It includes no more than 25 members, who are determined through elections, delegation, co-optation (introduction into the Council without additional elections by the decision of the Council). Participation in elections is voluntary and free. The Governing Council holds regular meetings (once a month), and can also meet in force majeure, extraordinary cases.

• Administrative Council is a permanent management body of the preschool educational institution.It includes employees of the institution performing management functions.

Meetings are held at least twice a month. The work is aimed at the development, coordination and improvement of the pedagogical and labor process.

The Governing Body deals with the following issues:

– coordination of duties of management employees,

– placement of frames,

– recruiting groups,

– administrative and business matters,

– financial matters.

90,000 Collegial management body

Collegiality as a principle of decision-making by a management body

Definition 1

A collegial management body is an element of the public administration system characterized by relative independence and participating in the implementation of the state’s administrative functions within the framework of its powers by making decisions on the implementation of the assigned management tasks by a group of officials.

Modern state legal science has not formed a unified approach to understanding the principles of collegiality and one-man management.At the same time, most of the jurists classifies these categories as organizational principles of management, which can be implemented both separately and in combination.

The choice of a specific tool for making managerial decisions is associated with the following factors that characterize both the sphere of management and the subject of management:

• the nature of the management function performed by the public administration authority;
• specifics of the object to which the management impact is directed;
• goals for the implementation of management impact;
• specifics of issues resolved in the course of functioning of public administration authorities;
• characteristics of the consequences of management impact, etc.

Comment 1

One-man management as a principle of making managerial decisions is a specific organizational and managerial activity, during which managerial decisions are made at the will of one person, for example, the head of a body or a separate subdivision. Collegiality as a form of managerial decision-making requires the participation of a certain group of officials or its representatives in the management activities.

Single-management and collegial forms of managerial decision-making complement each other and are based on the interaction of the manager and the team.So, one-man management as a form of managerial decision-making is realized through the delegation of powers from the highest level of management to the lowest; collegiality, in turn, is realized through the representation of the lower level of management in the higher or direct interaction of the lower level and the higher. Thus, managerial influence combines both one-man management and collegiality, and all subjects of the management process are, to varying degrees, participants in collegial or initial decision-making.

Collegiality as a necessary principle of the activity of management bodies

The collegial form of making managerial decisions has long been known in the history of state and legal development. The emergence and consolidation in the field of public administration of a collegial form of managerial decision-making is associated with the following reasons for state and legal development:

• the need to establish legislative bodies;
• the need for the establishment of the judiciary;
• the need to build a system of checks against arbitrariness of officials implementing the executive function of state power;
• striving to eliminate various mistakes in the process of making managerial decisions by individual branches of government, individual sectoral authorities, etc.;
• the need to coordinate the interests of all subjects of managerial influence on public relations for the purposes of effective development of the state, etc.

In fact, collegiality acts as an instrument of protection against subjectivity in making managerial decisions that have important social significance, which could take place if the decision was made by an individual official.

So, for example, the highest-level normative legal acts of all developed countries governing the most important public relations are adopted through a wide multistage peer review in parliaments.In the judicial system, collegial decision-making is used as an instrument of the system of appeals in the appellate and supervisory instances, where the consideration of complaints received is carried out by the judges collectively. In addition, the top management bodies of the justice system, such as the council of judges, the qualification collegium of judges, also use the principle of collegiality when making decisions.

The principle of collegiality is widely used in the executive authorities. So, the supreme governing bodies of developed countries today are collegial bodies – the government, the cabinet of ministers, the council of ministers, etc.

Collegial governing bodies act at the international level: practically all international organizations that determine the main directions of international cooperation of states act collegially.

The principle of collegiality operates at lower levels, in particular, pedagogical, scientific and technical councils function in the education system, which carry out collegial management of the organization of training and the activities of a particular educational organization.

Government as a collegial governing body

Constitutional and federal legislation characterizes the federal government as the highest collegial executive body. Management decisions are made by the government at a meeting. A managerial decision is considered to be made with the general consent of the members of the country’s government. However, there are exceptions: a member of the government may propose to the chairperson of the meeting to vote on an issue on which no general agreement has been reached or on which a vote has not yet taken place.In this case, the management decision can be made by a majority vote of the number of those members present at the meeting. When a tie is determined in the voting process, the vote of the presiding officer is decisive.

Remark 2

So, a public administration body is recognized as collegial in the case when managerial decisions that are within its competence are made through the participation of its members.

Structure and management bodies of the educational organization

The structure and governing bodies of the educational organization

The founder of MBDOU No. 37 “Rodnichok” is:

Municipal entity “Bugulma Municipal District” of the Republic of Tatarstan, whose powers are delegated to the Executive Committee of the Bugulma Municipal District of the Republic of Tatarstan, represented by its head

Galiullina Adel Rustamovich

(Registered by the Interdistrict Inspectorate of the Federal Tax Service No. 17 for the Republic of Tatarstan, OGRN 105168

41 dated 30.12.2005 / INN 1645019735)

Address: 423230 Republic of Tatarstan, Bugulminsky district, Bugulma city, Gafiatullina street, 7

Phone: 8 (85594) 4-36-22 Fax: 8 (85594) 4-36-78

Website: http://bugulma.tatar.ru/rus/13/administer/execute_commitee/director.htm

Email: [email protected]

_______________________________________________

Chamber of Property and Land Relations of the Bugulma Municipal District of the Republic of Tatarstan

Head Khismatullin Marat Anasovich

Contacts:

Address: 423230, Republic of Tatarstan, g.Bugulma, st. Lenin, 12

Phone: +7 (85594) 4-17-82, reception: 4-49-82

Website: http://bugulma.tatar.ru/rus/palata-imushchestvennih-i-zemelnih-otnosheniy-386681.htm

Email: [email protected]

_______________________________________________

Deputy Head of the Executive Committee of the Bugulma Municipal District – Head of the Education Department – Valentina Vasilievna Kulbeda

Address: 423230 Republic of Tatarstan, Bugulminsky district, Bugulma city, street 14-Pavshikh, 39

Phone: +7 (85594) 6-55-90

Website: http: // bugulma.tatar.ru/rus/zamestitel-rukovoditelya-ispolnitelnogo-komiteta.htm

Email: [email protected]

About structure and governing bodies:

Kindergarten No. 37 is managed on the basis of a combination of the principles of one-man management and collegiality.

Collegial governing bodies include:

Ø General meeting of employees of the Institution;

Ø Pedagogical Council of the Institution;

Ø Parents’ Committee of the Institution.

Kindergarten No. 37 has no structural subdivisions.

Information about the heads of the governing bodies:

The sole executive body of the Institution is the head: Gilmutdinova Rizida Ildusovna .

The procedure for the election of self-government bodies and their competence are determined by the Charter of the Institution.

Collective governing bodies:

General meeting of employees of the Institution is a permanent collegial management body of the Institution.

The purpose of the General Meeting of Employees of the Institution is the general management of the organization in accordance with the constituent, program documents and local acts.

The General Meeting of Employees of the Institution includes all employees of the Institution from the moment of the conclusion of the employment contract and until the termination of its validity

Chairman – Salimova Rizida Rafailievna

Regulations on the general meeting of employees of the Institution.pdf

Work plan of the general meeting of employees of the Institution.pdf

Pedagogical Council Institution is a permanent collegial body for managing the pedagogical activities of the Institution.

The purpose of the Pedagogical Council is to unite the efforts of the staff of the Institution to improve the level of the educational process, to use the achievements of pedagogical science and advanced experience in practice.

The Pedagogical Council includes all pedagogical workers who have an employment relationship with the Institution (including those working part-time and on an hourly basis).

Chairman – Rizida Ildusovna Gilmutdinova.

Parents’ Committee of the Institution . The purpose of the activities of the Parents’ Committee of the Institution is to assist the Institution in the implementation of the upbringing and education of children in the Institution.

Chairman – Elena Sharipova

Regulation on the parent committee.pdf

Work plan of the parent committee for 2018-2019.pdf

_______________________________________________________________________________________________________________________________________

Navigator for the “Special section of the preschool educational institution”:

Collegial bodies for the consideration of anti-corruption issues | Zaykov

Abstract

Organization of anti-corruption is an interconnected and interdependent set of measures of legal, social, organizational and other orientation, covering various areas of activity of subjects of anti-corruption relations and with the aim of creating the necessary conditions for effective anti-corruption.The most important in the organization of anti-corruption is assigned to special collegial bodies with exclusive competence in anti-corruption issues: establishing the presence (absence) of a conflict of interest, violation of the requirements for the official (official) position of a state (municipal) employee, making a decision on the possibility of overcoming the restriction on employment labor activity, a person dismissed from the state (municipal) service, etc. The specifics of the legal status of various categories of subjects of anti-corruption relations (state civil servants, municipal employees, employees), as well as the peculiarities of local conditions predetermined the existence of differentiation of such collegial bodies.The author, highlighting the positive aspects of the legal regulation of the activities of collegial bodies to consider anti-corruption issues by analyzing and comparing their powers, comes to the conclusion that there are significant shortcomings in the regulation of these relations, which negatively affect both the effectiveness of anti-corruption measures and objectivity and impartiality. decisions taken by such collegial bodies. The article focuses on the differences in the competence of collegial bodies on anti-corruption issues and their decision-making procedure, due to both the peculiarities of the legal status of the controlled subjects of anti-corruption relations, and the unreasonable distribution of powers between the members of the said collegial body.The ways of improving the anti-corruption legislation are proposed.

Goals and objectives AKORT

The Association of Retail Companies (AKORT) was established in 2001 in the interest of uniting the efforts of its members aimed at creating the necessary conditions for the formation and development of a civilized Russian retail market. At present, twenty-six largest trading companies operating in the Russian Federation are members of the Association.

The Association, being a tool for collective protection of the interests of its members, allows you to conduct a dialogue with government agencies as efficiently as possible.

The Association actively interacts with key federal ministries and departments, the State Duma of the Russian Federation, public associations, unions and associations on a wide range of issues affecting the interests of retail trade.

TARGETS

• representing and protecting the common interests of the members of the Association;
• protection of the collective interests of members of the Association and national retail trade companies;
• counteraction to monopoly and unfair competition in the retail trade;
• assistance to the development of retail trade enterprises, the construction of civilized market relations in the retail trade.

TASKS

• attraction of intellectual, financial, organizational and other resources of the members of the Association for the most effective implementation of their professional interests;
• organization of legal protection of the interests of the members of the Association, contributing to the growth of their competitiveness in the domestic and international markets;
• assistance in the development of federal, regional and local regulatory legal acts, assistance in the formation of business customs in the field of retail trade;
• organization of information, consulting and methodological assistance to members of the Association;
• creation of data banks and information systems to facilitate the effective work of the members of the Association;
• representing the interests of the members of the Association in public authorities and local governments;
• dissemination of information about the activities of the Association and its members among an unlimited number of persons;
• summarizing the experience of trade operators, including foreign ones;
• organization of professional development of retail trade workers and professional trainings;
• development and implementation of measures aimed at maintaining mutual trust, contacts between managers and specialists of the Association members, to increase reliability and integrity, as well as to strengthen business partnerships;
• development of international cooperation with commercial and non-commercial organizations, business ties for the successful implementation of the statutory goals of the Association;
• organization of statistical and analytical information processing, marketing research.

Articles of Association, including amendments

Page 1 of 12

1.1. Municipal budgetary educational institution “Nizhnesortymsk secondary school” (hereinafter referred to as the Educational organization), was created by changing the type of the existing municipal educational institution “Nizhnesortymsk secondary school” on the basis of the resolution of the administration of the Surgut region of 05.08.2011 № 2791 “On the creation of municipal budgetary educational institutions by changing the type of existing municipal educational institutions of the Surgut region.”

Nizhnesortymsk incomplete secondary school was established on the basis of the decree of the head of the Surgut district administration dated 20.05.1992 No. 43 “On the approval of the network of schools, classes-sets, extended-day groups, students and inmates of children’s institutions and a training plan for working youth.”

Nizhnesortymsk incomplete secondary school was renamed into the municipal educational institution Nizhnesortymsk secondary school No. 1 on the basis of the order of the head of the administration of the Surgut region dated 02.02.1995 No. 71 “On registration of organizations and individual labor activity.”

Municipal educational institution Nizhnesortymsk secondary school No. 1 was renamed into the municipal educational institution Nizhnesortymsk secondary school with a national sanatorium boarding school on the basis of the order of the Surgut district administration dated 30.06.2000 No. 392r “On the registration of entrepreneurial structures.”

Municipal educational institution Nizhnesortymsk secondary school with a national sanatorium boarding school was renamed into a municipal educational institution Nizhnesortymsk secondary school with a national sanatorium boarding school on the basis of the order of the head of the Surgut region dated April 30, 2002 No. 634r “On amendments to the names of municipal educational institutions.”

Municipal educational institution Nizhnesortymsk secondary comprehensive school with a national sanatorium boarding school was renamed into the municipal educational institution “Nizhnesortymsk secondary comprehensive school” on the basis of the order of the Education Department of the Surgut District Administration dated 05.12.2002 No. 540 “On Approving the Charters of Educational Institutions”.

1.2. An educational organization is a non-profit organization created to perform work, provide services in order to ensure the implementation of the powers of local self-government bodies of the municipal formation of the Surgut District in the field of education provided for by the legislation of the Russian Federation.

1.3. The founder of the Educational Organization is the municipality of Surgut District.

1.4. The functions and powers of the founder in relation to the Educational organization created by the municipality of the Surgut region are carried out by the administration of the Surgut region, unless otherwise provided by federal laws, regulatory legal acts of the President of the Russian Federation or the Government of the Russian Federation.

1.5. The Administration of the Surgut region exercises the functions and powers of the Founder of the Educational Organization by making appropriate decisions and (or) adopting municipal legal acts of the Surgut region (hereinafter referred to as municipal legal acts), or by endowing the functions and powers of the Founder of the corresponding sectoral (functional) body of the district administration ( hereinafter referred to as the district administration body) in accordance with the municipal legal acts of the Surgut district.

1.6. The Department of Education of the Administration of the Surgut Region exercises the functions and powers of the Founder of the Educational Organization in accordance with the municipal legal acts of the Surgut Region and this Charter.

1.7. Name of Educational Organization:

– complete – municipal budgetary educational institution “Nizhnesortymskaya secondary school”;

– abbreviated – MBOU “Nizhnesortymskaya secondary school”.

1.8. Location of the Educational Organization: Surgut district, rural settlement Nizhnesortymskiy, settlement Nizhnesortymskiy.

1.9. The postal address of the Educational Organization: 628447, Russian Federation, Tyumen region, Khanty-Mansiysk Autonomous Okrug – Yugra, Surgut region, rural settlement Nizhnesortymskiy, settlement Nizhnesortymskiy, st. Severnaya, 34.

1.10. The educational organization has the following branches: “Kayukovskaya primary school”, “Trom-Agan primary school – kindergarten”.

1.11. Location of the branch “Kayukovskaya primary school”: Surgut district, village Kayukova.

1.12. Location of the branch “Trom-Agan primary school – kindergarten”: Surgut region, Trom-Agan settlement.

1.13. The postal address of the branch “Kayukovskaya primary school”: 628458, Russian Federation, Tyumen region, Khanty-Mansiysk Autonomous Okrug – Yugra, Surgut region, rural settlement Ugut, village Kayukova, st. School, d.2.

1.14. The postal address of the branch “Trom-Agan primary school – kindergarten”: 628430, Russian Federation, Tyumen region, Khanty-Mansiysk Autonomous Okrug – Yugra, Surgut region, rural settlement Ult-Yagun, settlement Trom – Agan, st. Centralnaya, 2.

1.15. The educational organization in its activities is guided by the UN Convention on the Rights of the Child, the Constitution of the Russian Federation, the Civil Code of the Russian Federation, the Budget Code of the Russian Federation, Federal Law of 12.01.1996 No. 7-FZ “On Non-Profit Organizations”, Federal Law of July 24, 1998 No. 124-FZ “On Basic Guarantees of the Rights of the Child in the Russian Federation”, Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, other federal laws, Decrees and orders of the President of the Russian Federation, regulations of the Government of the Russian Federation, orders of the Chief State Sanitary Doctor of the Russian Federation, other laws and regulations of the Khanty-Mansiysk Autonomous Okrug – Yugra, the Charter of the Surgut region, municipal legal acts of the Surgut region, this Charter …

1.16. An educational organization is a legal entity, a non-profit organization, a municipal budgetary educational institution, has an independent balance sheet, personal accounts opened in the bodies that open and maintain personal accounts.

1.17. The rights of a legal entity for an Educational Organization arise from the moment of its state registration in the manner prescribed by law.

1.18. An educational organization on its own behalf can acquire and exercise property and personal non-property rights, bear obligations, be a plaintiff and a defendant in court.

1.19. The educational organization provides access to information about its activities in the manner prescribed by the legislation of the Russian Federation and municipal legal acts of the Surgut region.

1.20. The educational organization fulfills the municipal task established by the Founder in accordance with the main activity provided for by this Charter.

An educational organization has no right to refuse to fulfill a municipal assignment.

1.21. The educational organization is responsible for its obligations to all the property that is in it on the right of operational management of property, both the property owner assigned to the Educational Organization and the property acquired through income received from income-generating activities, with the exception of especially valuable movable property assigned to the Educational Organization by the owner of this property. property or acquired by the Educational Organization at the expense of funds allocated by the owner of the property of the Educational Organization, as well as real estate.

1.22. The Municipal Formation Surgut District and the Administration of the Surgut District is not responsible for the obligations of the Educational Organization.

1.23. The educational organization is not responsible for the obligations of the administration of the Surgut region and the municipality of the Surgut region.

1.24. The owner of the property of the Educational Organization is the municipality of Surgut District.

1.25. On behalf of the municipality of Surgut region, the powers of the owner of the property of the Educational organization are exercised by the administration of the Surgut region.

1.26. An educational organization may have in its structure various structural divisions that ensure the implementation of educational activities, taking into account the level, type and focus of educational programs being implemented, the form of training and the mode of stay of students (branches, representative offices and other structural divisions provided for by the local regulations of the Institution).

1.27. The structural unit of the Educational Organization is created and liquidated in the manner prescribed by civil law, taking into account the specifics provided for by the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”.

1.28. The Department of Property and Land Relations of the Administration of the Surgut Region (hereinafter referred to as DIiZO) ensures the execution of the powers of the Administration of the Surgut Region to exercise the owner’s rights to the property of the Educational Organization.

1.29. The right to conduct educational activities and the benefits established by the current legislation of the Russian Federation arise from the Educational Organization from the moment it is issued a license.

1.30. Re-issuance of a license is carried out in the case and in the manner established by the current legislation of the Russian Federation.

1.31. An educational organization undergoes state accreditation in the manner prescribed by the current legislation of the Russian Federation.

1.32. An educational organization has autonomy, which means independence in the implementation of educational, scientific, administrative, financial and economic activities, the development and adoption of local regulations in accordance with the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, other regulatory legal acts of the Russian Federation and this Charter.

1.33. In the Educational Organization, the creation and activities of political parties, religious organizations (associations) are not allowed.

90,000 Collegiate bodies

03 April 2014

April 03, 2014 in the conference hall of the regional government building, chaired by the Governor of the Jewish Autonomous Region, Chairman of the Coordination Council for Combating Forest Fire and Illegal Trafficking of Forest Products A.A. Vinnikov hosted a joint meeting of the Coordination Council of the Jewish Autonomous Region for combating forest fires and illegal trafficking in forest products, the Commission for the Prevention and Elimination of Emergencies and Ensuring Fire Safety of the Government of the Jewish Autonomous Region

Meeting Agenda

Issues covered:

one.On the state of readiness of forest fire units of the Jewish Autonomous Region, municipalities, economic and defense facilities for the 2014 fire season.

2. On measures taken to prevent illegal logging and turnover of timber in the territory of the Jewish Autonomous Region in 2014.

Meeting Objectives

1. Real assessment of the state of readiness of forest fire units of the region, municipalities, economic and defense facilities for the 2014 fire season.

2. Ensuring the interaction of state authorities and local self-government bodies in the prevention of natural (forest) fires and their extinguishing, suppression of violations of forest legislation on the territory of the Jewish Autonomous Region.

The audience was addressed by:

• A.A. Vinnikov – Governor of the Jewish Autonomous Region, Chairman of the Coordination Council for Combating Forest Fires and Illegal Trafficking of Forest Products;
• D.V. Ilyinov – Head of the Main Directorate of the EMERCOM of Russia in the Jewish Autonomous Region, Deputy Chairman of the Committee for Emergency Situations and Safety of the Regional Government;
• M.G. Sirotkin – head of the forestry department of the regional government;
• A.Yu. Kalinin – head of the federal budgetary institution “State Reserve” Bastak.

Agenda (download file, 34 kb)

Meeting minutes (download file, 3.4 mb)

Governor’s report (download file, 108 kb)

Head of department’s report (download file, 203 kb)

September 19, 2013

On September 19, 2013, in the conference hall of the regional government building, chaired by the Governor of the Jewish Autonomous Region, Chairman of the Coordination Council for Combating Forest Fire and Illegal Trafficking of Forest Products A.A. Vinnikov held a joint meeting of the Coordination Council of the Jewish Autonomous Region on combating forest fires and illegal circulation of forest products, the Commission for the Prevention and Elimination of Emergencies and Ensuring Fire Safety of the Government of the Jewish Autonomous Region

Meeting Agenda

Issues covered:

1. The results of the passage of the spring fire-hazardous period, the implementation of preventive fire-fighting measures.

2. On the state of readiness of forest fire units of the Jewish Autonomous Region and municipalities, economic and defense facilities for the autumn fire hazardous period.

Meeting Objectives

1. Assessment of interaction in the work on combating natural (forest) fires between forest fire units and municipalities of the region.

2. Ensuring the implementation of fire prevention measures throughout the region, the readiness of forest fire units of the Jewish Autonomous Region and municipalities, economic and defense facilities for the autumn fire-hazardous period.

The audience was addressed by:

• A.A. Vinnikov – Governor of the Jewish Autonomous Region, Chairman of the Coordination Council for Combating Forest Fires and Illegal Trafficking of Forest Products;
• M.G. Sirotkin – head of the forestry department of the regional government;
• D.V. Ilyinov – Head of the Main Directorate of the EMERCOM of Russia in the Jewish Autonomous Region, Deputy Chairman of the Committee for Emergency Situations and Safety of the Regional Government.

Agenda (download file, 33 kb)

Meeting minutes (download file, 2.1 mb)

Head of department’s report (download file, 162 kb)

March 28, 2013

On March 28, 2013, in the conference hall of the regional government building, chaired by the First Deputy Chairman of the Government of the Jewish Autonomous Region, Chairman of the Commission for the Prevention and Elimination of Emergencies and Ensuring Fire Safety of the Government of the Jewish Autonomous Region D.D. Prokhodtsev, a joint meeting of the Coordination Council of the Jewish Autonomous Region for combating forest fires and illegal circulation of forest products, the Commission for the Prevention and Elimination of Emergencies and Ensuring Fire Safety of the Government of the Jewish Autonomous Region was held

Meeting Agenda

Question at issue:

On the state of readiness of forest fire units of the Jewish Autonomous Region, municipalities, economic and defense facilities for the 2013 fire season.

Meeting Objectives

1. Assessment of the state of readiness of forest fire units of the region, municipalities, economic and defense facilities for the 2013 fire season.

2. Ensuring interaction between state authorities and local self-government bodies to prevent natural (forest) fires and extinguish them.

The audience was addressed by:

• D.D. Prokhodtsev – Chairman of the Commission for the Prevention and Elimination of Emergencies and Ensuring Fire Safety of the Government of the Jewish Autonomous Region, Deputy Chairman of the Coordination Council;
• M.G. Sirotkin – head of the forestry department of the regional government;
• M.A. Tashmatov – Head of the Main Directorate of the EMERCOM of Russia in the Jewish Autonomous Region, Deputy Chairman of the Committee for Emergency Situations and Safety of the Regional Government;
• V.V. Gorobeyko – Deputy Head of the Department of Rosprirodnadzor for the Jewish Autonomous Region;
• D.S. Filipenko – First Deputy Head of the Administration of the Obluchensky Municipal District Municipal Formation.

Agenda (download file, 37 kb)

Meeting minutes (download file, 63 kb)

Head of department’s report (download file, 180 kb)

28 November 2012

On November 22, 2012, in the conference hall of the regional government building, chaired by the Deputy Chairman of the Government of the Jewish Autonomous Region V.I. Oshchanovsky hosted a meeting of the forest management of the government of the Jewish Autonomous Region with the tenants of forest plots.

Meeting Agenda

Question at issue:

Summing up the results of work for 11 months of 2012, highlighting the issues of the procedure for submitting a forest declaration for the next year, ensuring the work of school forestries, developing the Birobidzhan nursery.

Meeting Objectives

one.Ensuring that the tenants of forest plots fulfill their contractual obligations in the part:

• fire-fighting measures;
• works envisaged by the projects of forest development for reforestation and protection of forests;
• repayment of rent arrears.

2. Regulation of the issue of filing a forest declaration.

The audience was addressed by:

• AT.I. Oshchanovsky – Deputy Chairman of the Government of the Jewish Autonomous Region;
• M.G. Sirotkin – head of the forestry department of the regional government;
• Forest management specialists.

The meeting was held in an atmosphere of deep understanding and mutual respect. The set goals of the meeting have been achieved.

During the meeting, the following decisions were made:

• forest management of the regional government to conclude agreements with tenants of forest plots on cooperation in the field of forest relations in the following areas: reforestation, solution of the issue of shortage and cost of planting material, organization of school forestries on the territory of the region;
• take measures to bring to the responsibility established by the Russian legislation in relation to the lessees of forest plots for improper fulfillment of contractual obligations.

Agenda (download file, 47 kb)

Meeting minutes (download file, 48 kb)

Specialists’ reports (download file, 82 kb)

09 April 2012

Information on the Coordination Council of the Jewish Autonomous Region for combating forest fires and illegal trade in forest products

In accordance with the decree of the regional government dated November 26, 2002, No. 175-pp “On priority measures to protect the forests of the Jewish Autonomous Region from fires, illegal logging and other violations of environmental legislation” in order to strengthen the coordination of actions of territorial executive bodies, executive bodies Of the Jewish Autonomous Region and other interested bodies, by the decree of the Governor of the Jewish Autonomous Region, a Coordination Council of the Jewish Autonomous Region was established to combat forest fires and illegal trade in forest products.

On March 28, 2012, a regular joint meeting of the Council and the Commission for the Prevention and Elimination of Emergencies and Ensuring Fire Safety of the Government of the Jewish Autonomous Region was held under the chairmanship of the Governor of the region. Agenda: “On the state of readiness of forest fire units of the Jewish Autonomous Region, municipalities, economic and defense facilities for the 2012 fire hazardous season.”

Minutes of the joint meeting of the Coordination Council of the Jewish Autonomous Region for combating forest fires and illegal circulation of forest products and the Commission for the Prevention and Elimination of Emergencies and Ensuring Fire Safety of the Government of the Jewish Autonomous Region dated 28.03.2012 (download rar-archive, 1.5 mb)

Council minutes (download file, 1.3 mb)

Minutes of the joint meeting of the Coordination Council dated 05.04.2011 (download file, 1.3 mb)

Minutes of the joint meeting of the Coordination Council dated 02.