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The course you upload also has to be in the Moodle format, obviously, but for some reason, normally bright people I have spoken to have wondered why they have to recreate courses they created in the now defunct WebCT just to get it into Moodle. (Some time ago now, but...strange none-the-less.)

Hi all! So a little bit of background about the way our system works: Our courses are populated into Canvas by our SIS, but they are all dumped into our main account. Before the beginning of each semester, I manually run a CSV upload to separate those courses into their proper sub-accounts.

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My school has recently decided that they want templates made for each program. I love it, super happy to do it, but how will this work for the way our courses are made in the system? My understanding of course templates is that they are only applied when the course is actually made. If I have to move the courses into their sub-accounts manually after they're made, and each sub-account will have it's own template, will the courses adopt the template when they are moved into the sub-account? Or will I have to apply the templates manually? If I do have to apply them manually, anyone have any suggestions on the best workflow for that?

In he scenario you're describing, where courses are all created in one account (I'll say Account A) and then you move them to different accounts later (Account B, C, D, etc), the only template that would get applied automatically to the courses would be the template set up for Account A. If Account B, C, D have their own templates, you'd have to basically do an import of that template course into each course manually (you could perhaps use some scripting/APIs to try to reduce workload if you're familiar with programming). I don't really know any other alternative methods for doing this...

While scripting this would be possible, I think it's going to get pretty complex. I know you'd use the content migrations API to set up the actual import of a template course, but I've never used that particular API myself and it looks like one of the more involved ones to call. Aside from that, you'd need to get a list of courses it iterate through and do thew above import, and that's pretty easy (depending whether you want to do it by term, by subaccount, etc). The other thing you'd need to do is make sure you don't import your template more than once... You could try to keep track of something locally with your script, or perhaps list the content migrations that have already been done...

Darn, that's what I feared! Oh well, it is what it is. I do have a little bit of experience with the API, but I've never done anything as complicated as apply a template to all the courses in a specific term and sub account. Any helpful pointers/scripts for that?

The planned audit can also help you determine what courses you should register in for the upcoming year. It allows you to add hypothetical courses to your audit to see where courses should fit into your degree requirements prior to registration.

REMEMBER: Adding a hypothetical course is not the same as registering in a class. To actually register in a course, click on Add/Drop courses section on Carleton Central and be sure to check for required pre-requisites before registering in your classes.

Please note course offerings are subject to change from year to year; ensure you check the courses in your plan to see if they are actually offered in the year and/or term that you plan on taking them.

Most DPT programs require applicants to earn a bachelor's degree prior to admission. Other programs offer a 3+3 curricular format in which three years of specific preprofessional (undergraduate/pre-PT) courses must be taken before the student can advance into a three-year professional DPT program.

A few programs offer freshman entry, recruiting students directly from high school into a guaranteed admissions program. High school students accepted into these programs can automatically advance into the professional phase of the DPT program, pending the completion of specific undergraduate courses and any other stated contingencies, e.g., minimum GPA.

Although graduate school programs are distinct from undergraduate degree programs, graduate instruction (in the US, Australia, and other countries) is often offered by some of the same senior academic staff and departments who teach undergraduate courses. Unlike in undergraduate programs, however, it is less common for graduate students to take coursework outside their specific field of study at graduate or graduate entry level. At the doctorate programs, though, it is quite common for students to take courses from a wider range of study, for which some fixed portion of coursework, sometimes known as a residency, is typically required to be taken from outside the department and university of the degree-seeking candidate to broaden the research abilities of the student. In East Asia, students pursuing graduate programs are called "research students" ().

Master's degrees. These are sometimes placed in a further hierarchy, starting with degrees such as the Master of Arts (from Latin Magister artium; M.A.) and Master of Science (from Latin Magister scientiae; M.Sc.) degrees, then the Master of Philosophy degree (from Latin Magister philosophiae; M.Phil.), and finally the Master of Letters degree (from Latin Magister litterarum; M.Litt.) (all formerly known in France as DEA or DESS before 2005, and nowadays Masters too). In the UK, master's degrees may be taught or by research: taught master's degrees include the Master of Science and Master of Arts degrees which last one year and are worth 180 CATS credits (equivalent to 90 ECTS European credits[9]), whereas the master's degrees by research include the Master of Research degree (M.Res.) which also lasts one year and is worth 180 CATS or 90 ECTS credits (the difference compared to the Master of Science and Master of Arts degrees being that the research is much more extensive) and the Master of Philosophy degree which lasts two years. In Scottish Universities, the Master of Philosophy degree tends to be by research or higher master's degree and the Master of Letters degree tends to be the taught or lower master's degree. In many fields such as clinical social work, or library science in North America, a master's is the terminal degree. Professional degrees such as the Master of Architecture degree (M.Arch.) can last to three and a half years to satisfy professional requirements to be an architect. Professional degrees such as the Master of Business Administration degree (M.B.A.) can last up to two years to satisfy the requirement to become a knowledgeable business leader.[10]

There has also been some confusion over the conversion of the different marking schemes between British, US, and Australian systems for the purpose of assessment for entry to graduate programmes. The Australian grades are divided into four categories: High Distinction, Distinction, Credit, and Pass (though many institutions have idiosyncratic grading systems). Assessment and evaluation based on the Australian system is not equivalent to British or US schemes because of the "low-marking" scheme used by Australian universities. For example, a British student who achieves 70+ will receive an A grade, whereas an Australian student with 70+ will receive a Distinction which is not the highest grade in the marking scheme.

Admission to a master's (course-based, also called "non-thesis") program generally requires a bachelor's degree in a related field, with sufficiently high grades usually ranging from B+ and higher (different schools have different letter grade conventions, and this requirement may be significantly higher in some faculties), and recommendations from professors. Admission to a high-quality thesis-type master's program generally requires an honours bachelor or Canadian bachelor with honours, samples of the student's writing as well as a research thesis proposal. Some programs require Graduate Record Exams (GRE) in both the general examination and the examination for its specific discipline, with minimum scores for admittance. At English-speaking universities, applicants from countries where English is not the primary language are required to submit scores from the Test of English as a Foreign Language (TOEFL). Nevertheless, some French speaking universities, like HEC Montreal, also require candidates to submit TOEFL score or to pass their own English test.

Master's and doctoral programs may also be completed on a part-time basis. Part-time graduate programs will usually require that students take one to two courses per semester, and the part-time graduate programs may be offered in online formats, evening formats, or a combination of both. 2351a5e196