Curriculum Guidelines for Undergraduate Programs in Data Science

The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program met for the purpose of composing guidelines for undergraduate programs in Data Science. The group consisted of 25 undergraduate faculty from a variety of institutions in the U.S., primarily from the disciplines of mathematics, statistics and computer science. These guidelines are meant to provide some structure for institutions planning for or revising a major in Data Science

Graduate Catalog, 2004-2005

https://scholar.valpo.edu/gradcatalogs/1031/thumbnail.jp

Graduate Catalog, 1980-1981 & 1981-1982

https://scholar.valpo.edu/gradcatalogs/1009/thumbnail.jp

Virginia Commonwealth University Professional Bulletin

Professional programs bulletin for Virginia Commonwealth University for the academic year 2018-2019. It includes information on academic regulations, degree requirements, course offerings, faculty, academic calendar, and tuition and expenses for graduate programs

Graduate Catalog, 2002-2003

https://scholar.valpo.edu/gradcatalogs/1029/thumbnail.jp

Teaching and Assessing Soft Skills

[excerpt from article] It is our job as legal educators to put our law graduates in the best position to succeed as new lawyers.1 And to succeed, law graduates must possess certain qualities or character traits that will enable them to thrive within legal organizations.2 Despite many calls for reform in legal education to include more practice-related skills, including professionalism, many law professors teaching doctrinal courses are reluctant to incorporate teaching professional competencies and behaviors.3 They are unwilling to do so even though they have long decried students’ lack of professional skills.4 Professors complain that students show up late for classes and are unwilling to work hard. They criticize students for failing to persevere when faced with challenges or critiques, respond to professors’ emails, engage in teaching exercises, listen to their classmates, closely read assignments, or follow directions. Professors note that students’ attention spans are too short and they are addicted to their phones. It follows that the same student behaviors we see in the classroom transfer to practice. If these behaviors impair our students’ performance as attorneys, we should take steps to remedy the problem by teaching and assessing the qualities and character traits necessary to succeed throughout the law school curriculum, including in the first-year and other doctrinal classes

Graduate Catalog, 1969-1970

https://scholar.valpo.edu/gradcatalogs/1005/thumbnail.jp

Graduate Catalog, 1983-1984 & 1984-1985

https://scholar.valpo.edu/gradcatalogs/1012/thumbnail.jp

Graduate Catalog, 1978-1979 & 1979-1980

https://scholar.valpo.edu/gradcatalogs/1008/thumbnail.jp