ESL 533 Topic 3 Clinical Field Experience A GCU
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ESL 533 Topic 3 Clinical Field Experience A GCU
ESL 533 Topic 3 Clinical Field Experience A ELL Classroom Observation Using SIOP Part I
Allocate at least 5 hours in the field to support this field experience.
Spend time observing lessons in your field experience classroom. Focus your observations on Lesson Preparation, Building Background, and Comprehensible Input.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Assess at least one lesson using the SIOP checklist from Appendix A in the textbook.
Submit a copy of one of your completed checklists to your instructor in LoudCloud.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the locations and hours that you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
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ESL 533 Topic 3 Clinical Field Experience A GCU
ESL 533 Topic 3 Clinical Field Experience A ELL Classroom Observation Using SIOP Part I
Allocate at least 5 hours in the field to support this field experience.
Spend time observing lessons in your field experience classroom. Focus your observations on Lesson Preparation, Building Background, and Comprehensible Input.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Assess at least one lesson using the SIOP checklist from Appendix A in the textbook.
Submit a copy of one of your completed checklists to your instructor in LoudCloud.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the locations and hours that you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
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ESL 533 Topic 3 Graphic Organizer GCU
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ESL 533 Topic 3 Graphic Organizer GCU
Create a graphic organizer or use the “Instructional Strategies for ELLs” to identify and describe oral, reading, and writing strategies appropriate for each ELL proficiency label. Include a justification as to why each strategy is applicable to the specific ELL proficiency label, citing references.
While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using the documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
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ESL 533 Topic 3 Graphic Organizer GCU
Create a graphic organizer or use the “Instructional Strategies for ELLs” to identify and describe oral, reading, and writing strategies appropriate for each ELL proficiency label. Include a justification as to why each strategy is applicable to the specific ELL proficiency label, citing references.
While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using the documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
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ESL 533 Topic 4 Clinical Field Experience B GCU
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ESL 533 Topic 4 Clinical Field Experience B GCU
ESL 533 Topic 4 Clinical Field Experience B ELL Classroom Observation Using SIOP Part II
Allocate at least 5 hours in the field to support this field experience.
Spend time observing lessons in your field experience classroom. Focus your observation on Strategies, Interactions, and Practice and Application.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Assess at least one lesson using the SIOP checklist from Appendix A in the textbook.
Submit a copy of one of your completed checklists to your instructor in LoudCloud.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the locations and hours that you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
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ESL 533 Topic 4 Clinical Field Experience B GCU
ESL 533 Topic 4 Clinical Field Experience B ELL Classroom Observation Using SIOP Part II
Allocate at least 5 hours in the field to support this field experience.
Spend time observing lessons in your field experience classroom. Focus your observation on Strategies, Interactions, and Practice and Application.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Assess at least one lesson using the SIOP checklist from Appendix A in the textbook.
Submit a copy of one of your completed checklists to your instructor in LoudCloud.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the locations and hours that you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
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ESL 533 Topic 5 Clinical Field Experience C GCU
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ESL 533 Topic 5 Clinical Field Experience C GCU
ESL 533 Topic 5 Clinical Field Experience C ELL Classroom Observation Using SIOP Part III
Allocate at least 5 hours in the field to support this field experience.
Spend time observing lessons in your field experience classroom. Focus your observation on Lesson Delivery and Review and Assessment.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Assess at least one lesson using the SIOP checklist from Appendix A in the textbook.
Include a 250-word reflection regarding at least one of the lessons that you observed. Address the following questions in your reflection:
1.Were the students aware of the class language and content objectives?
2.How did the teacher instruct the content and language objectives?
3.What types of strategies, interactions, applications, and assessments were implemented?
4.How did the teacher accommodate for different ELP levels?
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ESL 533 Topic 5 Clinical Field Experience C GCU
ESL 533 Topic 5 Clinical Field Experience C ELL Classroom Observation Using SIOP Part III
Allocate at least 5 hours in the field to support this field experience.
Spend time observing lessons in your field experience classroom. Focus your observation on Lesson Delivery and Review and Assessment.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Assess at least one lesson using the SIOP checklist from Appendix A in the textbook.
Include a 250-word reflection regarding at least one of the lessons that you observed. Address the following questions in your reflection:
1.Were the students aware of the class language and content objectives?
2.How did the teacher instruct the content and language objectives?
3.What types of strategies, interactions, applications, and assessments were implemented?
4.How did the teacher accommodate for different ELP levels?
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ESL 533 Topic 5 Proficiency Level Analysis GCU
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ESL 533 Topic 5 Proficiency Level Analysis GCU
Analyze the proficiency level data in the “Ms. Jensen’s 7th Grade Class AZELLA Scores” document to place the students into appropriate groups for in-class activities.
In a 500-750 word essay, describe how you would group these students for in-class English language arts activities. Include a rationale for your choices.
Support this assignment with at least three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
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ESL 533 Topic 5 Proficiency Level Analysis GCU
Analyze the proficiency level data in the “Ms. Jensen’s 7th Grade Class AZELLA Scores” document to place the students into appropriate groups for in-class activities.
In a 500-750 word essay, describe how you would group these students for in-class English language arts activities. Include a rationale for your choices.
Support this assignment with at least three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
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ESL 533 Topic 6 Clinical Field Experience Verification Form GCU
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ESL 533 Topic 6 Clinical Field Experience Verification Form GCU
Candidates must complete all programmatic requirements, including practicum/field experiences hours defined in their coursework. Additional information about practicum/field experiences can be found on the Student Success Center.
To earn credit for this assignment, all required course hours must be completed and submitted by the assignment due date.
•Access the Clinical Field Experience Verification Form in the My Documents section in the Student Portal.
•Complete all required fields on the Clinical Field Experience Verification Form.
•Submit by clicking “click to sign.” An email will be sent to the classroom teacher/mentor to complete and verify the practicum/field experiences.
•Communicate with the classroom teacher/mentor to request he or she verify the practicum/field experience. Once verified by the classroom teacher/mentor, an email will be sent to the candidate’s primary email address on file with the final completed document.
•Save a .pdf copy of the completed Clinical Field Experience Verification Form to your computer.
•Submit the Clinical Field Experience Verification Form to LoudCloud.
*The data entered into this document is subject to a verification audit. Candidates who engage in fabricating, falsifying, forging, altering, or inventing information related to practicum/field experiences, internships, clinical practice, and/or any associated documentation may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.
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ESL 533 Topic 6 Clinical Field Experience Verification Form GCU
Candidates must complete all programmatic requirements, including practicum/field experiences hours defined in their coursework. Additional information about practicum/field experiences can be found on the Student Success Center.
To earn credit for this assignment, all required course hours must be completed and submitted by the assignment due date.
•Access the Clinical Field Experience Verification Form in the My Documents section in the Student Portal.
•Complete all required fields on the Clinical Field Experience Verification Form.
•Submit by clicking “click to sign.” An email will be sent to the classroom teacher/mentor to complete and verify the practicum/field experiences.
•Communicate with the classroom teacher/mentor to request he or she verify the practicum/field experience. Once verified by the classroom teacher/mentor, an email will be sent to the candidate’s primary email address on file with the final completed document.
•Save a .pdf copy of the completed Clinical Field Experience Verification Form to your computer.
•Submit the Clinical Field Experience Verification Form to LoudCloud.
*The data entered into this document is subject to a verification audit. Candidates who engage in fabricating, falsifying, forging, altering, or inventing information related to practicum/field experiences, internships, clinical practice, and/or any associated documentation may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.
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ESL 533 Topic 6 Community Resources Brochure GCU
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ESL 533 Topic 6 Community Resources Brochure GCU
Create a brochure for immigrant families in your community that contains at least three community resources that support English acquisition.
For each resource include:
1.The name of the resource or organization.
2.The URL of their website or relevant contact information (if applicable).
3.A brief explanation of how each resource or organization supports English acquisition.
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ESL 533 Topic 6 Community Resources Brochure GCU
Create a brochure for immigrant families in your community that contains at least three community resources that support English acquisition.
For each resource include:
1.The name of the resource or organization.
2.The URL of their website or relevant contact information (if applicable).
3.A brief explanation of how each resource or organization supports English acquisition.
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Research the assessment process for ELL students in your state.
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ESL 533 Topic 5 Discussions GCU
ESL 533 Topic 5 Discussion 1
Research the assessment process for ELL students in your state. What is the process your district goes through to properly identify students for ESL program placement?
ESL 533 Topic 5 Discussion 2
Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction.
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ESL 533 Topic 5 Discussions GCU
ESL 533 Topic 5 Discussion 1
Research the assessment process for ELL students in your state. What is the process your district goes through to properly identify students for ESL program placement?
ESL 533 Topic 5 Discussion 2
Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction.
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According to Jim Cummins, social language (BICS) takes 1-3 years while
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ESL 533 Topic 1 Discussions GCU
ESL 533 Topic 1 Discussion 1
According to Jim Cummins, social language (BICS) takes 1-3 years while academic language (CALPS) is more difficult and takes 5-8 years to develop. How can teachers help English language learners develop academic language? How can teachers reach out to students who are in the Silent Period?
ESL 533 Topic 1 Discussion 2
Based on key legislation pertaining to English language learners (ELLs) in your state, describe the characteristics of the English immersion program in terms of instructional strategies, time spent in the classroom with other ELL students, and time spent in regular classrooms with native speakers. You can find this information on the Department of Education website of your state.
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ESL 533 Topic 1 Discussions GCU
ESL 533 Topic 1 Discussion 1
According to Jim Cummins, social language (BICS) takes 1-3 years while academic language (CALPS) is more difficult and takes 5-8 years to develop. How can teachers help English language learners develop academic language? How can teachers reach out to students who are in the Silent Period?
ESL 533 Topic 1 Discussion 2
Based on key legislation pertaining to English language learners (ELLs) in your state, describe the characteristics of the English immersion program in terms of instructional strategies, time spent in the classroom with other ELL students, and time spent in regular classrooms with native speakers. You can find this information on the Department of Education website of your state.
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Based on your observations, how did the teacher integrate ELL Proficiencya
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ESL 533 Topic 4 Discussions GCU
ESL 533 Topic 4 Discussion 1
Based on your observations, how did the teacher integrate ELL Proficiency Standards in the strategies, interactions, practice, and application of the concepts being taught?
ESL 533 Topic 4 Discussion 2
Based on your observations, how did the teacher integrate ELL Proficiency Standards in the strategies, interactions, practice, and application of the concepts being taught?
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ESL 533 Topic 4 Discussions GCU
ESL 533 Topic 4 Discussion 1
Based on your observations, how did the teacher integrate ELL Proficiency Standards in the strategies, interactions, practice, and application of the concepts being taught?
ESL 533 Topic 4 Discussion 2
Based on your observations, how did the teacher integrate ELL Proficiency Standards in the strategies, interactions, practice, and application of the concepts being taught?
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Choose one strategy from your required reading that you would utilize
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ESL 533 Topic 3 Discussions GCU
ESL 533 Topic 3 Discussion 1
Choose one strategy from your required reading that you would utilize to teach vocabulary. Explain why this strategy would be effective for an English language learner.
ESL 533 Topic 3 Discussion 2
Provide at least one example of an effective SEI strategy utilized in one of the classrooms that you have observed. Why do you think this strategy worked? Were the teaching concepts in the lesson tied to the students’ backgrounds?
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ESL 533 Topic 3 Discussions GCU
ESL 533 Topic 3 Discussion 1
Choose one strategy from your required reading that you would utilize to teach vocabulary. Explain why this strategy would be effective for an English language learner.
ESL 533 Topic 3 Discussion 2
Provide at least one example of an effective SEI strategy utilized in one of the classrooms that you have observed. Why do you think this strategy worked? Were the teaching concepts in the lesson tied to the students’ backgrounds?
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Describe the difference between diagnostic, formative, and summative
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ESL 533 Topic 2 Discussions GCU
ESL 533 Topic 2 Discussion 1
Describe the difference between diagnostic, formative, and summative assessments. How can these assessments support the language needs of ELL students? How are assessment results used for placement and accommodation of gifted ELLs and ELLs with special education needs?
ESL 533 Topic 2 Discussion 2
Discuss the role of formal and informal assessments in ESL classrooms. How might feedback be incorporated into these assessments to provide a well-rounded approach to assessment and instruction for ELL students? What should feedback look like?
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ESL 533 Topic 2 Discussions GCU
ESL 533 Topic 2 Discussion 1
Describe the difference between diagnostic, formative, and summative assessments. How can these assessments support the language needs of ELL students? How are assessment results used for placement and accommodation of gifted ELLs and ELLs with special education needs?
ESL 533 Topic 2 Discussion 2
Discuss the role of formal and informal assessments in ESL classrooms. How might feedback be incorporated into these assessments to provide a well-rounded approach to assessment and instruction for ELL students? What should feedback look like?
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ESL 533 Advanced Methodologies of SEI GCU
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ESL 533 Advanced Methodologies of SEI GCU
ESL 533 Full Course Discussions GCU
ESL 533 Topic 1 Discussion 1
According to Jim Cummins, social language (BICS) takes 1-3 years while academic language (CALPS) is more difficult and takes 5-8 years to develop. How can teachers help English language learners develop academic language? How can teachers reach out to students who are in the Silent Period?
ESL 533 Topic 1 Discussion 2
Based on key legislation pertaining to English language learners (ELLs) in your state, describe the characteristics of the English immersion program in terms of instructional strategies, time spent in the classroom with other ELL students, and time spent in regular classrooms with native speakers. You can find this information on the Department of Education website of your state.
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ESL 533 Advanced Methodologies of SEI GCU
ESL 533 Full Course Discussions GCU
ESL 533 Topic 1 Discussion 1
According to Jim Cummins, social language (BICS) takes 1-3 years while academic language (CALPS) is more difficult and takes 5-8 years to develop. How can teachers help English language learners develop academic language? How can teachers reach out to students who are in the Silent Period?
ESL 533 Topic 1 Discussion 2
Based on key legislation pertaining to English language learners (ELLs) in your state, describe the characteristics of the English immersion program in terms of instructional strategies, time spent in the classroom with other ELL students, and time spent in regular classrooms with native speakers. You can find this information on the Department of Education website of your state.
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ESL 533 Full Course Discussions GCU
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ESL 533 Full Course Discussions GCU
ESL 533 Topic 1 Discussion 1
According to Jim Cummins, social language (BICS) takes 1-3 years while academic language (CALPS) is more difficult and takes 5-8 years to develop. How can teachers help English language learners develop academic language? How can teachers reach out to students who are in the Silent Period?
ESL 533 Topic 1 Discussion 2
Based on key legislation pertaining to English language learners (ELLs) in your state, describe the characteristics of the English immersion program in terms of instructional strategies, time spent in the classroom with other ELL students, and time spent in regular classrooms with native speakers. You can find this information on the Department of Education website of your state.
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ESL 533 Full Course Discussions GCU
ESL 533 Topic 1 Discussion 1
According to Jim Cummins, social language (BICS) takes 1-3 years while academic language (CALPS) is more difficult and takes 5-8 years to develop. How can teachers help English language learners develop academic language? How can teachers reach out to students who are in the Silent Period?
ESL 533 Topic 1 Discussion 2
Based on key legislation pertaining to English language learners (ELLs) in your state, describe the characteristics of the English immersion program in terms of instructional strategies, time spent in the classroom with other ELL students, and time spent in regular classrooms with native speakers. You can find this information on the Department of Education website of your state.
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ESL 533 Topic 1 ELL Proficiency Standards GCU
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ESL 533 Topic 1 ELL Proficiency Standards GCU
Using the English Language Proficiency (ELP) Standards from Arizona or from your state, select the stage for a grade level of your choice. Based on the Common Core Standards’ English Language Arts (ELA) performance objectives or the English Language Arts Standards from your state, create a learning activity that is aligned with a learning objective at the basic proficiency level on the ELP standards for each of the following domains:
1.Listening and Speaking
2.Reading
3.Writing
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ESL 533 Topic 1 ELL Proficiency Standards GCU
Using the English Language Proficiency (ELP) Standards from Arizona or from your state, select the stage for a grade level of your choice. Based on the Common Core Standards’ English Language Arts (ELA) performance objectives or the English Language Arts Standards from your state, create a learning activity that is aligned with a learning objective at the basic proficiency level on the ELP standards for each of the following domains:
1.Listening and Speaking
2.Reading
3.Writing
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Author: CoboCards-User
Main topic: Education
Topic: Education
School / Univ.: devry university
City: UK
Published: 12.02.2020
Tags: INTERNATIONAL STUDY, COMPUTER SCiENCE, ENGINEERING & TECHNOLOGY, Accounting, Business, PSCYCHOLOGY, SOCIAL SCIENCE, POLITICAL Science, Social Science, Project Risk Management, ARTS & HUMANITIES, RELIGIOUS STUDIES SOCIOLOGY
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ACC 691 (9)
ACC 691 TOPIC 1 (1)
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BIO 101 (19)
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DNP 960 Topic 2 (1)
DNP 960 Topic 3 (1)
DNP 960 Topic 6 (1)
DNP 960 Topic 7 (1)
DNP 960 Topic 8 (1)
ECS 501 (15)
ECS 501 TOPIC 1 (3)
ECS 501 TOPIC 2 (2)
ECS 501 TOPIC 3 (2)
ECS 501 TOPIC 4 (1)
ECS 501 TOPIC 5 (2)
ECS 501 TOPIC 6 (2)
ECS 555 (28)
ECS 555 Child (1)
ECS 555 TOPIC 1 (1)
ECS 555 Topic 1 (1)
ECS 555 TOPIC 2 (2)
ECS 555 Topic 2 (2)
ECS 555 TOPIC 3 (2)
ECS 555 Topic 3 (2)
ECS 555 Topic 4 (2)
ECS 555 TOPIC 4 (2)
ECS 555 Topic 5 (2)
ECS 555 TOPIC 5 (2)
ECS 555 Topic 6 (2)
ECS 555 TOPIC 6 (2)
ECS 560 (16)
ECS 560 FULL (1)
ECS 560 TOPIC 1 (3)
ECS 560 TOPIC 2 (2)
ECS 560 TOPIC 3 (2)
ECS 560 TOPIC 4 (2)
ECS 560 TOPIC 5 (2)
ECS 560 TOPIC 6 (2)
ECS 570 (16)
ECS 570 Full (1)
ECS 570 Topic 1 (2)
ECS 570 Topic 2 (2)
ECS 570 Topic 3 (3)
ECS 570 Topic 4 (2)
ECS 570 Topic 5 (2)
ECS 570 Topic 6 (2)
ECS 580 (10)
ECS 580 Topic 1 (1)
ECS 580 Topic 2 (3)
ECS 580 Topic 3 (1)
ECS 580 Topic 4 (1)
ECS 580 Topic 5 (1)
ECS 580 Topic 6 (1)
EDU 330 (21)
EDU 330 Full (1)
EDU 330 Topic 1 (2)
EDU 330 Topic 2 (2)
EDU 330 Topic 3 (2)
EDU 330 TOPIC 4 (1)
EDU 330 Topic 4 (2)
EDU 330 Topic 5 (2)
EDU 330 Topic 6 (2)
EDU 330 Topic 7 (3)
EDU 330 Topic 8 (2)
ELM 305 (17)
ELM 305 FULL (1)
ELM 305 TOPIC 1 (2)
ELM 305 TOPIC 2 (3)
ELM 305 TOPIC 3 (2)
ELM 305 TOPIC 4 (3)
ELM 305 TOPIC 5 (2)
ELM 305 TOPIC 6 (2)
ELM 540 (18)
ELM 540 Topic 1 (2)
ELM 540 Topic 2 (3)
ELM 540 Topic 3 (3)
ELM 540 Topic 4 (2)
ELM 540 Topic 5 (3)
ELM 540 TOPIC 6 (1)
ELM 540 Topic 6 (1)
ESL 533 (15)
ESL 533 Topic 1 (2)
ESL 533 Topic 2 (1)
ESL 533 Topic 3 (3)
ESL 533 Topic 4 (2)
ESL 533 Topic 5 (3)
ESL 533 Topic 6 (2)
future research (1)
HCA 827 (32)
HCA 827 Full (2)
HCA 827 Topic 1 (2)
HCA 827 Topic 2 (4)
HCA 827 Topic 3 (4)
HCA 827 Topic 4 (2)
HCA 827 Topic 5 (4)
HCA 827 Topic 6 (2)
HCA 827 Topic 7 (4)
HCA 827 Topic 8 (4)
HCI 600 (17)
HCI 600 Topic 1 (2)
HCI 600 Topic 2 (1)
HCI 600 Topic 3 (2)
HCI 600 Topic 4 (2)
HCI 600 Topic 5 (2)
HCI 600 Topic 6 (2)
HCI 600 Topic 7 (1)
HCI 600 Topic 8 (2)
IDENTIFY TWO GCU (1)
if at all (1)
LDR 804 (14)
LDR 804 TOPIC 2 (2)
LDR 804 TOPIC 3 (1)
LDR 804 TOPIC 4 (1)
LDR 804 TOPIC 5 (2)
LDR 804 TOPIC 6 (2)
LDR 804 TOPIC 7 (2)
LDR 804 TOPIC 8 (2)
MAT 150 (12)
MAT 150 TOPIC 1 (1)
MAT 150 TOPIC 2 (2)
MAT 150 TOPIC 3 (1)
MAT 150 TOPIC 4 (1)
MAT 150 TOPIC 5 (2)
MAT 150 TOPIC 6 (1)
MAT 150 TOPIC 7 (2)
MGT 410 (38)
MGT 410 Full (3)
MGT 410 Topic 1 (4)
MGT 410 Topic 2 (4)
MGT 410 Topic 3 (4)
MGT 410 Topic 4 (4)
MGT 410 Topic 5 (6)
MGT 410 Topic 6 (4)
MGT 410 Topic 8 (6)
MIN 822 (15)
MIN 822 Topic 1 (1)
MIN 822 Topic 2 (1)
MIN 822 Topic 3 (3)
MIN 822 Topic 4 (1)
MIN 822 Topic 5 (2)
MIN 822 Topic 6 (1)
MIN 822 Topic 7 (2)
MIN 822 Topic 8 (1)
MIS 600 (19)
MIS 600 Full (1)
MIS 600 Topic 1 (2)
MIS 600 Topic 2 (3)
MIS 600 Topic 3 (1)
MIS 600 Topic 4 (2)
MIS 600 Topic 5 (2)
MIS 600 Topic 6 (3)
MIS 600 Topic 7 (2)
MIS 600 Topic 8 (1)
MIS 660 (19)
MIS 660 Topic 1 (2)
MIS 660 Topic 2 (2)
MIS 660 Topic 3 (2)
MIS 660 Topic 4 (2)
MIS 660 Topic 5 (2)
MIS 660 Topic 6 (2)
MIS 660 Topic 7 (2)
MIS 660 Topic 8 (2)
MIS 690 (20)
MIS 690 All Week (1)
MIS 690 Topic 1 (3)
MIS 690 Topic 2 (1)
MIS 690 Topic 3 (2)
MIS 690 Topic 4 (2)
MIS 690 Topic 5 (2)
MIS 690 Topic 6 (2)
MIS 690 Topic 7 (2)
MIS 690 Topic 8 (3)
NRS 493 (34)
NRS 493 Topic 1 (4)
NRS 493 Topic 10 (6)
NRS 493 Topic 2 (2)
NRS 493 Topic 3 (3)
NRS 493 Topic 4 (3)
NRS 493 Topic 5 (5)
NRS 493 Topic 6 (2)
NRS 493 Topic 7 (2)
NRS 493 Topic 8 (2)
NRS 493 Topic 9 (2)
NUR 647E (14)
NUR 647E Week 1 (1)
NUR 647E Week 2 (2)
NUR 647E Week 3 (1)
NUR 647E Week 4 (2)
NUR 647E Week 5 (1)
NUR 647E Week 6 (2)
NUR 647E Week 7 (2)
NUR 647E Week 8 (2)
RES 885 (18)
RES 885 Topic 1 (2)
RES 885 Topic 2 (1)
RES 885 Topic 3 (2)
RES 885 Topic 4 (2)
RES 885 Topic 5 (2)
RES 885 Topic 6 (2)
RES 885 Topic 7 (2)
RES 885 Topic 8 (2)
solid academic (1)
SPD 300 (21)
SPD 300 Topic 1 (2)
SPD 300 Topic 2 (2)
SPD 300 TOPIC 3 (1)
SPD 300 Topic 3 (2)
SPD 300 Topic 4 (2)
SPD 300 Topic 5 (3)
SPD 300 Topic 6 (2)
SPD 300 Topic 7 (2)
SPD 300 Topic 8 (3)
SPD 320 (22)
SPD 320 Topic 1 (2)
SPD 320 Topic 2 (3)
SPD 320 Topic 3 (3)
SPD 320 Topic 4 (2)
SPD 320 Topic 5 (2)
SPD 320 Topic 6 (3)
SPD 320 Topic 7 (1)
SPD 320 Topic 8 (3)
STRAYER ACC 556 (12)
STRAYER BUS 309 (1)
STRAYER BUS 322 (2)
STRAYER BUS 377 (1)
STRAYER BUS 430 (9)
STRAYER BUS 520 (14)
SUBMIT A SUMMARY (1)
TCH 539 (16)
TCH 539 Full (1)
TCH 539 Week 1 (2)
TCH 539 Week 2 (2)
TCH 539 Week 3 (2)
TCH 539 Week 4 (2)
TCH 539 Week 5 (2)
TCH 539 Week 6 (2)
To what extent (1)
TSL 550 (15)
TSL 550 FULL (1)
TSL 550 TOPIC 1 (2)
TSL 550 TOPIC 2 (2)
TSL 550 TOPIC 3 (2)
TSL 550 TOPIC 4 (2)
TSL 550 TOPIC 5 (2)
TSL 550 TOPIC 6 (2)
TSL 552 (14)
TSL 552 TOPIC 1 (2)
TSL 552 TOPIC 2 (2)
TSL 552 TOPIC 3 (2)
TSL 552 TOPIC 4 (2)
TSL 552 TOPIC 5 (2)
TSL 552 TOPIC 6 (2)
TSL 558 (9)
TSL 558 TOPIC 1 (1)
TSL 558 Topic 2 (1)
TSL 558 Topic 3 (1)
TSL 558 TOPIC 3 (1)
TSL 558 TOPIC 4 (2)
TSL 558 TOPIC 5 (2)
TSL 558 TOPIC 6 (1)
TSL 565 (11)
TSL 565 Topic 1 (2)
TSL 565 Topic 2 (1)
TSL 565 TOPIC 2 (1)
TSL 565 Topic 4 (2)
TSL 565 Topic 5 (1)
TSL 565 Topic 6 (1)
