Proposals for new General Studies courses are evaluated by the General Studies Committee on a rolling basis, with a final deadline of Oct. 29 (F21) and April 1 (S22). Please submit all materials to the Dean of General Studies (robert.gregg@stockton.edu ), the G-Group Convener (john.ohara@stockton.edu), and your School representative on the General Studies Committee (see below).

Fill out the Course Proposal Form (see instructions below) and create a provisional syllabus, syllabus schedule, assignments, grade values and weights, and additional relevant material. Indicate intentions, if any, to seek subscripts or attributes, or inclusion within an interdisciplinary minor.

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Submit all materials to the Dean of General Studies, G-Group Convener and your School Representative on the General Studies Committee (listed below) before the announced deadline. If you intend your course as a First Year Seminar G course, please also include the FYS Convener.

To apply for a W2 designation for your course, send a W2 application via email to the W2 Convenor: Joe Cirio (GENS), joseph.cirio@stockton.edu. Please submit materials in a single PDF for consideration.

The following annual reports reflect materials that were removed or discontinued as a result of an objection at the school district level, pursuant to Section 1006.28(2), Florida Statutes, and Rule 6A-7.0714, Florida Administrative Code.

There is a wide variety of study materials available to help you prepare for the Illinois Pesticide Applicator/Operator Licensure Exams. These materials may be purchased online or by contacting Illinois Extension Distribution Services at 217-333-2007.

Information for pesticide companies, educators and other professionals conducting research and demonstration studies on pesticides who need certification in the category of demonstration and research. Includes specific rules and regulations, small experimental plot design, calibration of small-plot applicators and diagnosis of pesticide injury.

This handout offers several tips on effective studying. Implementing these tips into your regular study routine will help you to efficiently and effectively learn course material. Experiment with them and find some that work for you.

Think of reading as an important part of pre-studying, but learning information requires actively engaging in the material (Edwards, 2014). Active engagement is the process of constructing meaning from text that involves making connections to lectures, forming examples, and regulating your own learning (Davis, 2007). Active studying does not mean highlighting or underlining text, re-reading, or rote memorization. Though these activities may help to keep you engaged in the task, they are not considered active studying techniques and are weakly related to improved learning (Mackenzie, 1994).

Organization and planning will help you to actively study for your courses. When studying for a test, organize your materials first and then begin your active reviewing by topic (Newport, 2007). Often professors provide subtopics on the syllabi. Use them as a guide to help organize your materials. For example, gather all of the materials for one topic (e.g., PowerPoint notes, text book notes, articles, homework, etc.) and put them together in a pile. Label each pile with the topic and study by topics.

In addition to learning the material more deeply, spacing out your work helps stave off procrastination. Rather than having to face the dreaded project for four hours on Monday, you can face the dreaded project for 30 minutes each day. The shorter, more consistent time to work on a dreaded project is likely to be more acceptable and less likely to be delayed to the last minute. Finally, if you have to memorize material for class (names, dates, formulas), it is best to make flashcards for this material and review periodically throughout the day rather than one long, memorization session (Wissman and Rawson, 2012). See our handout on memorization strategies to learn more.

On the other hand, if you plan to quiz yourself on the course material for 45 minutes and then take a break, you are much more likely to maintain your attention and retain the information. Furthermore, the shorter, more intense sessions will likely put the pressure on that is needed to prevent procrastination.

In order to study smarter, not harder, you will need to eliminate distractions during your study sessions. Social media, web browsing, game playing, texting, etc. will severely affect the intensity of your study sessions if you allow them! Research is clear that multi-tasking (e.g., responding to texts, while studying), increases the amount of time needed to learn material and decreases the quality of the learning (Junco, 2012).

The general MA option prepares students for a variety of careers or advanced work in another PhD program, while the museums and material culture concentration incorporates courses at the Smithsonian Institution.

Students focus on cultural history and the analysis of cultural productions, including visual and textual materials, the social construction of identities and communities, transnational migrations and cultural flows, political and social movements, media and religious beliefs.

This plan of study is designed with full-time students in mind. Part-time students will have to adjust the schedule in consultation with the director of graduate studies to fit their individual program.

The College is dedicated to providing all graduates of its associate degree programs a quality educational experience. All degree students, regardless of program, must complete the College's general education requirements to gain a breadth of experience outside as well as within their academic field and build interdisciplinary skills essential to academic, career, and personal development and success.

Students analyze case studies, creative works, systems of human thought and behavior, material artifacts, and other primary and secondary sources from a range of academic disciplines to discern and respect diverse perspectives and experiences related, but not limited to, race, ethnicity, gender, sexual orientation, ability, culture, region, country, religion, and/or language.

Students who follow the recommended course sequence for their degree programs will see required courses that introduce and develop the Essential Skills. Note: Program faculty select general education courses based on programmatic needs and the requirements of transfer institutions, accrediting bodies, and professional organizations and also select courses that enable students to gain a breadth of experience and skills across academic disciplines.

The College requires students to complete credit courses in the Essential Skills as outlined below:

The requirements listed above apply to all students who began their studies in the Fall 2021 semester or later. Students who began their studies prior to September 2021 should refer to a catalog for the year that they entered the College or should consult an academic advisor or counselor. Students who changed their curriculum on or after September 2021 are required to follow the new general education requirements regardless of when they entered the College. For more information regarding general education requirements, please contact Academic Advising at 215-751-8777 or email Academic Advising.

Before reviewing the courses below, students should consult the catalog page for their programs. The catalog page includes a course sequence that shows the required courses for the program, and that is the best source of information about required courses. 

The lists below are intended as a tool to help programs choose the general education courses that students are required take to fulfill general education requirements. In a few cases, a program may allow students to take any course that meets the general education requirement. In those cases, students may find the lists below useful. Students are encouraged to email or call Academic Advising (215-751-8777) or consult program faculty before choosing courses.

The Conference on Jewish Material Claims Against Germany (Claims Conference), a nonprofit organization with offices in New York, Israel and Germany, secures material compensation for Holocaust survivors around the world.

As an example, reading/writing learners may benefit from creating a more traditional study guide, such as the summary sheet, and repeatedly rewriting the material. Visual learners will benefit more from color-coding and creating concept maps in order to create meaningful connections between key concepts.

Beginning in the 2022-23 academic year and thereafter, students entering associate in arts, associate in science or associate in applied science, or baccalaureate degree programs must complete at least one (1) course from each of the general education subject areas listed in this section prior to the awarding of their degree. Please refer to this catalog's Graduation Requirements section for specific requirements on the General Education Core Courses .

To help candidates prepare for the Financial Risk Manager (FRM) Exam, GARP provides study materials, practice exams, and information on approved, third-party exam preparation providers. The following official resources are available to help candidates prepare for both parts of the FRM Exam.

In addition to the information contained in the books, the FRM Exam covers a selection of material from leading academics and practitioners. These online readings are a required part of the FRM curriculum.

As you prepare, GARP will highlight modules that appear on the FRM Exam to help you pace yourself through the exam material. These modules directly correspond to the FRM Study Guide and to the related readings in the official FRM books.

Some candidates for the FRM Exam may wish to study the exam material with the assistance of an FRM exam preparation provider (EPP). EPPs may offer courses online or in person. As a service GARP provides FRM candidates with a list of providers on its website. Please note that GARP does not endorse, promote, review, or warrant the accuracy of the products or services offered by EPPs of FRM-related information, nor does it endorse any pass rates claimed by the EPP. Further, GARP is not responsible for any fees or costs paid by the user to an FRM EPP. be457b7860

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