Suchergebnisse

The Commission on Colleges of the Southern Association of Colleges and Schools (SACS-COC) serves as the regional accrediting body for postsecondary academic institutions in the southeastern United States. Regionally accredited institutions generally recognize course work, academic programs, and transfer credits from other similarly accredited colleges and universities. Beginning with its inception as the first branch campus of the University of South Florida (USF) in July 1965, the University of South Florida St. Petersburg's academic programs received full recognition under the umbrella of the colleges and academic divisions of the USF Tampa campus. Changes in legislation and a memorandum of delegation between USF and USF St. Petersburg have since provided for increased autonomy in academic, curricular, and fiscal matters. After hiring a substantial number of new faculty and creating distinct colleges and programs of distinction at USF St. Petersburg, members of the campus community compiled and submitted an application to SACS-COC seeking separate accreditation of academic programs. The materials in this collection represent an archival copy of the SACS-COC application that campus administrators sent to the SACS office in Atlanta, Georgia. Since the submission of the 2004 application and 2006 compliance certification, USFSP has received separate accreditation within the USF System.

The Commission on Colleges of the Southern Association of Colleges and Schools (SACS-COC) serves as the regional accrediting body for postsecondary academic institutions in the southeastern United States. Regionally accredited institutions generally recognize course work, academic programs, and transfer credits from other similarly accredited colleges and universities. Beginning with its inception as the first branch campus of the University of South Florida (USF) in July 1965, the University of South Florida St. Petersburg's academic programs received full recognition under the umbrella of the colleges and academic divisions of the USF Tampa campus. Changes in legislation and a memorandum of delegation between USF and USF St. Petersburg have since provided for increased autonomy in academic, curricular, and fiscal matters. After hiring a substantial number of new faculty and creating distinct colleges and programs of distinction at USF St. Petersburg, members of the campus community compiled and submitted an application to SACS-COC seeking separate accreditation of academic programs. The materials in this collection represent an archival copy of the SACS-COC application that campus administrators sent to the SACS office in Atlanta, Georgia. Since the submission of the 2004 application and 2006 compliance certification, USFSP has received separate accreditation within the USF System.

The Commission on Colleges of the Southern Association of Colleges and Schools (SACS-COC) serves as the regional accrediting body for postsecondary academic institutions in the southeastern United States. Regionally accredited institutions generally recognize course work, academic programs, and transfer credits from other similarly accredited colleges and universities. Beginning with its inception as the first branch campus of the University of South Florida (USF) in July 1965, the University of South Florida St. Petersburg's academic programs received full recognition under the umbrella of the colleges and academic divisions of the USF Tampa campus. Changes in legislation and a memorandum of delegation between USF and USF St. Petersburg have since provided for increased autonomy in academic, curricular, and fiscal matters. After hiring a substantial number of new faculty and creating distinct colleges and programs of distinction at USF St. Petersburg, members of the campus community compiled and submitted an application to SACS-COC seeking separate accreditation of academic programs. The materials in this collection represent an archival copy of the SACS-COC application that campus administrators sent to the SACS office in Atlanta, Georgia. Since the submission of the 2004 application and 2006 compliance certification, USFSP has received separate accreditation within the USF System.

Report of the Texas State Auditor's Office related to the Current Funds Balance Sheet, the Statement of Current Funds Expenditures, and related Notes of Angelo State University.

Report of the Texas State Auditor's Office related to the Current Funds Balance Sheet, the Statement of Current Funds Expenditures, and related Notes of Midwestern State University.

Report of the Texas State Auditor's Office related to the Current Funds Balance Sheet, the Statement of Current Funds Expenditures, and related Notes of the University of Houston - Clear Lake.

Report of the Texas State Auditor's Office related to the Current Funds Balance Sheet, the Statement of Current Funds Expenditures, and related Notes of the University of Texas at El Paso.

Statement of Problem There seems to be wide differences of opinion concerning the significance of social changes that are taking place in the public schools of Texas. Many adult citizens are not confident that the values of civilization which they now enjoy can be controlled and kept in existence. It is evident that when school people observe what is happening in the outside world and become cognizant of the obvious fear and confusion among grownups, they must realize that they must do all they can to prepare children to cope with the problems more effectively and with more enlightened leadership than their parents were able to do. The trained school man knows that it is not sufficient merely to explain problems to the children. He must present practical experience along with the problem of explanation. Pupils' organizations appear in a great variety of forms and for a great variety of purposes. Each organization has problems peculiar to itself. This study will be concerned with the analyses and practices in the organization, administration, and supervision of pupil participation in the Negro high schools of Texas that are recognized as "A" class by the Southern Association of Colleges and Secondary Schools. The primary aim of this study is to search for information concerning the following items: Types of organization. 2. Methods of managing pupil participation in school organizations. 3. Bases for the selection of the members of the governing body. 4. Eligibility for election. 5. Powers granted. 6. Disciplinary problems. 7. Time and frequency of meetings. 8. Attitude toward the pupil governing body. 9. Chief objectives or values. 10. Problems and difficulties. 11. Some definite achievements. 12. The size of the governing body. The question greatly concerned in this study is, what attempt is being made among the Negro high schools of Texas, recognized by the Southern Association of Secondary Schools and Colleges, to provide training for citizenship and the development of social responsibility by means of affording pupils an opportunity to participate in the government of the school?