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  • Grant Approval Process : Saint Anselm College
    Faculty and Staff Faculty Resources Sponsored Programs and Research Grant Approval Process Main Content Grant Approval Process The Grant Proposal Guidelines have been recently updated to require that all grant proposals be approved by the Grant Proposal Review Committee before being submitted to a funding agency see Faculty Handbook in the Portal When faculty and staff members consider applying to sources outside Saint Anselm College for grants or other forms of financial support they should complete a Grant Review Form PDF 27KB and submit it to the director of sponsored programs and research This brief form provides the committee with basic information about the proposal and the extent to which it will involve the college in any form of fiscal obligation including funds in kind contributions or released time In most cases the committee will approve the proposal within one week of receiving the form For your convenience the college s grant review form may be downloaded below and saved to your computer Completed forms should be sent via email as an attachment to wploog anselm edu If you have questions about the grant proposal process please contact Sponsored Programs and Research at 603 641 7174 Saint Anselm College A

    Original URL path: http://www.anselm.edu/Faculty-and-Staff/Faculty-Resources/Sponsored-Programs-and-Research/Grant-Approval-Process.htm (2016-02-01)
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  • Compliance : Saint Anselm College
    Saint Anselm College Home Page Faculty and Staff Faculty Resources Sponsored Programs and Research Compliance Main Content Compliance Sponsored Programs Policies This page lists the major policies and procedures of the College relevant to externally sponsored grant funded projects Human Subjects in Research Mandatory Research Integrity training Principal Investigators of Sponsored Projects Faculty and Staff Compensation from Sponsored Projects Financial Conflict of Interest includes disclosure forms Charging and Distribution of Indirect Costs Authority to Submit Proposals Non Discrimination Intellectual Property Research Misconduct PDF 269KB Please note that Saint Anselm College considers instances of non compliance with institutional policies including those pertaining to sponsored projects and research to be serious events which could result in loss of funding or other consequences as appropriate to the case Please note that the following definitions apply to these policies A grant represents a contractual arrangement with a federal state private or other non college agency under which funds are made available and are administered by the College for a specified project or program This excludes contracts to individual faculty for consulting or fellowships Research is a systematic investigation including development testing and evaluation designed to contribute to generalizable knowledge As described in the Belmont Report the term research designates an activity designed to test a hypothesis and permit conclusions to be drawn Research is usually described in formal protocol that sets forth an objective and a set of procedures to reach that objective Research generally does not include operational activities such as practice activities in medicine psychology social work and public health e g routine outbreak investigations and disease monitoring and studies for internal management purposes such as program evaluation quality assurance quality improvement fiscal or program audits marketing studies or contracted for services It generally does not include journalism or political polls However

    Original URL path: http://www.anselm.edu/Faculty-and-Staff/Faculty-Resources/Sponsored-Programs-and-Research/Compliance.htm (2016-02-01)
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  • Class Scheduling : Saint Anselm College
    Saint Anselm College Home Page Faculty and Staff Faculty Resources Faculty Disability Resources Class Scheduling Main Content Class Scheduling In selecting courses the advisor should be aware of the student s areas of difficulty For example If reading rate reading comprehension and or written expression are areas of difficulty they should be reminded of the reading writing demands of particular courses For example if the student wants to take PH105 and TH100 in the same semester with their humanities requirement they should be cautioned about the reading and writing load If the student has a mobility impairment consider the travel time required It is helpful if advisors know something about the teaching style of professors Students with learning disabilities often have difficulty with structure and organization therefore a professor who breaks information into small sequences may be preferable A student who has difficulty with note taking may find it helpful to have a professor who utilizes Blackboard and or writes on the board frequently If the student takes medication with side effects such as drowsiness they should be asked about the time of day when they feel more alert Students with clinical depression often have more difficulty in the morning therefore early classes should be avoided The college requirement e g one year beyond the elementary level in a foreign language is required of all students In other words it is not waived for any student Students with documented learning disabilities whose documentation specifically identifies second language acquisition as a substantial impairment will be advised regarding obtaining a directed study provided by a language professor General Consider the student s strengths and weaknesses Recommend the student balance the level of difficulty by taking a difficult class along with others that should be less rigorous or balance the courses that draw

    Original URL path: http://www.anselm.edu/Faculty-and-Staff/Faculty-Resources/Faculty-Disability-Resources/Class-Scheduling.htm (2016-02-01)
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  • Disability Internet Resources : Saint Anselm College
    Center Campus Ministry Campus Safety and Parking Communications and Marketing Conference and Event Services Dining Services Finance Human Resources Information Technology Leadership and Initiatives Saint Anselm College Home Page Faculty and Staff Faculty Resources Faculty Disability Resources Disability Internet Resources Main Content Disability Internet Resources Learning Disabilities LD Online Learning Disabilities and ADD LD Resources National Center for Learning Disabilities Learning Disabilties Association of America ADD ADHD National Resource Center on ADHD Attention Deficit Disorder Association Asperger s Syndrome Asperger s Syndrome AutismAsperger net Asperger s Syndrome by Stephen M Edelson Ph D Center for the Study of Autism Salem Oregon Autism Collaboration Blindness Low Vision American Council for the Blind American Foundation for the Blind The Carroll Center for the Blind Deaf and Hard of Hearing PEPNET Northeast formerly Northeast Technical Assistance Center NETAC Legal Issues University of Washington DO IT Section 504 of the Rehabilitation Act 1973 The American with Disabilities Act 1990 Legal Resources from AHEAD Section 504 FAQ s Teaching The Faculty Room University of Washington DO IT Suggested resources for working with students with a wide range of disabilities Teaching strategies University of Washington DO IT Case studies examples of accommodations frequently asked questions General

    Original URL path: http://www.anselm.edu/Faculty-and-Staff/Faculty-Resources/Faculty-Disability-Resources/Disability-Internet-Resources.htm (2016-02-01)
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  • Disability Library : Saint Anselm College
    resources and disability services contact academic advisement at 603 641 7465 Books A Cornucopia of Strategies for Working with LD and ADD Students Louis Burke Patty Carlton Tanya Kunze 1999 The ADA Coordinators Guide to Campus Compliance Joan Gould Friend Barbara Judy and Virginia Reilly LRP 2002 Accommodations in Higher Education Under the American s With Disabilities Act ADA Michael Gordon and Shelby Keiser 2000 Attention Deficit Disorder The Unfocused Mind in Children and Adults Thomas E Brown Ph D 2005 Beyond the Wall Stephen Shore 2003 Colleges for Students with Learning Disabilities or ADD Thomson Peterson 2003 Driven to Distraction Recognizing and Coping with Attention Deficit Disorder Edward M Hallowell M D and John J Ratey M D 1994 Exam Accommodations Reference Manual Stacey Kurfiss Jackson and Audrey L Stafford AHEAD 2000 Faculty Training Tips Guidance for Teaching Students with Disabilities LRP 2005 From Documentation to Accommodations The Disability Service Provider s Guide to Supporting Students with Psychiatric Disabilities Aaron S Cohen LRP 2007 From Legal Principle to Informed Practice Jane E Jarrow and L Scott Lissner AHEAD 2005 Learning Outside the Lines Johnathan Mooney and David Cole 2000 Perfecting the Process A Guide to Accommodations in Higher Education LRP 2003 Testing Accommodations in Higher Education Complying with the ADA and Section 504 LRP 2004 Understanding Autism for Dummies Stephen M Shore and Linda Rastelli 2006 Journals Advising Students with Disabilities NACADA Monograph Series Number 5 1997 Journal of Postsecondary Education and Disability AHEAD Volume 18 Number 1 Winter 2005 Journal of Postsecondary Education and Disability AHEAD Volume 18 Number 1 Winter 2006 Pamphlets College Students Who are Deaf or Hard of Hearing AHEAD College Students Who Have ADHD AHEAD College Students Who Have Chronic Diseases or Medical Conditions AHEAD College Students with Learning Disabilitie s 3rd Edition AHEAD

    Original URL path: http://www.anselm.edu/Faculty-and-Staff/Faculty-Resources/Faculty-Disability-Resources/Disability-Library.htm (2016-02-01)
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  • Requirements and Legal Responsibilities : Saint Anselm College
    Anselm College Home Page Faculty and Staff Faculty Resources Faculty Disability Resources Requirements and Legal Responsibilities Main Content Requirements and Legal Responsibilities In higher education individuals with disabilities are protected by Section 504 of the Rehabilitation Act originally passed in 1973 with subsequent reauthorizations and The Americans with Disabilities Act passed in 1990 The Americans with Disabilities Act and Section 504 of the Rehabilitation Act mandate universities to have a process in place for securing reasonable accommodations for all eligible students These laws are very different from IDEA the law that governs K 12 institutions Section 504 of the Rehabilitation Act 1973 Section 504 was the first law that addressed individuals with disabilities and students with disabilities in a post secondary setting The Americans with Disabilities Act 1990 The ADA upholds and extends the standards for compliance set forth in Section 504 to employment practices communications and all policies procedures and practices that impact on the treatment of students with disabilities The Law No otherwise qualified individual with a disability in the United States shall solely by reason of his or her disability be excluded from the participation in be denied the benefits of or be subjected to discrimination under any program or activity receiving federal financial assistance The law mandates that all colleges and universities in the U S that receive financial assistance cannot discriminate in the recruitment admission and treatment of students with disabilities Under the provisions of Section 504 colleges and universities may not Limit the number of students with disabilities they admit Ask questions on application materials that require the student to disclose a disability Ask students to take preadmission tests without academic assistance for which they may be eligible Exclude a qualified disabled student from any course or program on the basis of a disability

    Original URL path: http://www.anselm.edu/Faculty-and-Staff/Faculty-Resources/Faculty-Disability-Resources/Requirements-and-Legal-Responsibilities.htm (2016-02-01)
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  • Transitioning from High School to College : Saint Anselm College
    and Parking Communications and Marketing Conference and Event Services Dining Services Finance Human Resources Information Technology Leadership and Initiatives Saint Anselm College Home Page Faculty and Staff Faculty Resources Faculty Disability Resources Transitioning from High School to College Main Content Transitioning from High School to College The process for accessing services in college is different from what students with disabilities experienced in high school primarily because the federal law that protects their rights has changed Students may or may not be aware of this change Advisors and faculty members may be told by a student that they received certain services in high school expecting those same services Therefore a general understanding of the differences is important A disconnect appears between the assessment information high schools provide and what colleges require IDEA vs ADA 504 IDEA K 12 Requires K 12 schools to seek out students with disabilities and provide whatever help they need to be successful Students are tested at no charge If a disability is suspected an Individualized Education Plan IEP is developed and support as dictated by the IEP If special education services are not needed a 504 Plan is developed ADA 504 post secondary institutions Civil rights

    Original URL path: http://www.anselm.edu/Faculty-and-Staff/Faculty-Resources/Faculty-Disability-Resources/Transitioning-from-High-School-to-College.htm (2016-02-01)
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  • What is a Disability : Saint Anselm College
    Faculty and Staff Faculty Resources Faculty Disability Resources What is a Disability Main Content What is a Disability The college provides faculty with information about students with disabilities including what a disability is and how it provides accommodations for those students People defined as having a disability Anyone with a physical or mental impairment which substantially limits one or more of the person s major life activities Anyone who has a record of such an impairment Anyone who is regarded as having such an impairment Major Life Activities Breathing Sleeping Hearing Walking Bending Stooping Taking care of oneself Learning Working Substantial Impairment Limits an individual s performance of an activity in more than a minor way compared with the average person in the general population including by restricting the conditions under which or the manner or duration in which the individual can perform the activity Otherwise Qualified A qualified individual with a disability is one who with or without reasonable modifications to rules policies or practices the removal of architectural communication or transportation barriers or the provision of auxiliary aids and services meets the essential eligibility requirements for the receipt of services or the participation in programs or activities provided by the postsecondary institution Reasonable Accommodations Under Section 504 and the ADA colleges must provide at no cost to the student reasonable accommodations to make their programs accessible to students with disabilities Reasonable modifications to policy procedure or practice and the provision of auxiliary aids and services designed to provide equal access to programs and services for qualified individuals with disabilities The term auxiliary aids and services refers to devices and services that make programs and materials available to people with disabilities Accommodations are reasonable when they do not fundamentally alter the essential nature of a program or service and

    Original URL path: http://www.anselm.edu/Faculty-and-Staff/Faculty-Resources/Faculty-Disability-Resources/What-is-a-Disability.htm (2016-02-01)
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