Praxis-Core course outline - Praxis Core Academic Skills for Educators Updated: 2024
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Exam Code: Praxis-Core Praxis Core Academic Skills for Educators course outline January 2024 by Killexams.com team
Praxis-Core Praxis Core Academic Skills for Educators
You have been working to acquire the knowledge and skills you need for your teaching career. Now you are
ready to demonstrate your abilities by taking a Praxis® test.
Using the Praxis® Study Companion is a smart way to prepare for the test so you can do your best on test day.
This guide can help keep you on track and make the most efficient use of your study time.
The Study Companion contains practical information and helpful tools, including:
• An overview of the Praxis tests
• Specific information on the Praxis test you are taking
• A template study plan
• Study topics
• Practice questions and explanations of correct answers
• Test-taking tips and strategies
• Frequently asked questions
• Links to more detailed information
So where should you start? Begin by reviewing this guide in its entirety and note those sections that you need
to revisit. Then you can create your own personalized study plan and schedule based on your individual needs
and how much time you have before test day.
Keep in mind that study habits are individual. There are many different ways to successfully prepare for your
test. Some people study better on their own, while others prefer a group dynamic. You may have more energy
early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the
approach that works best for you.
Test Name Core Academic Skills for Educators: Writing
Test Code 5722
Time 100 minutes, divided into a 40-minute selected-response section and two
30-minute essay sections
Number of Questions 40 selected-response questions and two essay questions
Format Selected-response questions involving usage, sentence correction, revision in
context, and research skills; 2 essay syllabus as the basis for writing samples
Test Delivery Computer delivered
Content Categories Number of Percentage of Questions* Examination
I. Text Types, Purposes, and Production 6–12 selected-response 60%
II. Language and Research Skills 28–34 selected-response 40%
* Includes both scored and unscored (pretest) questions. Depending on the
number of pretest questions included in each scoring category, the total number
of questions in that category may vary from one form of the test to another.
The Core Academic Skills for Educators Test in Writing measures academic skills in writing needed to prepare
successfully for a career in education. All skills assessed have been identified as needed for college and career
readiness, in alignment with the Common Core State Standards for Writing.
The Writing test is 100 minutes in length and has three separately timed sections: a 40-minute selectedresponse section containing 40 selected-response questions and two 30-minute essay sections that each
require a response based on an essay topic. This test may contain some questions that will not count toward
The selected-response section is designed to measure examinees ability to use standard written English
correctly and effectively. This section is divided into four parts: usage, sentence correction, revision in context,
and research skills. In the usage questions, examinees are asked to recognize errors in mechanics, in structural
and grammatical relationships, and in idiomatic
expressions or word choice. They are also asked to
recognize sentences that have no errors and that
meet the conventions of standard written English. The
sentence correction questions require examinees to
select, from among the choices presented, the best
way to restate a certain phrase or sentence by using
standard written English; in some cases, the phrase
or sentence is correct and most effective as stated.
Examinees are not required to have a knowledge of
formal grammatical terminology. In the revision-incontext questions, examinees are asked to recognize
how a passage with which they are presented can be
strengthened through editing and revision. Revisionin-context questions require examinees to consider
development, organization, word choice, style, tone,
and the conventions of standard written English. In
some cases, the indicated portion of a passage will be
most effective as it is already expressed and thus will
require no changes.
In the research skills questions, examinees are asked to
recognize effective research strategies, recognize the
different elements of a citation, recognize information
relevant to a particular research task, and assess the
credibility of sources.
The two essays assess examinees ability to
write effectively in a limited period of time. The
Argumentative essay subject invites examinees to draw
from personal experience, observation, or practicing to
support a position with specific reasons and examples.
The Informative/Explanatory essay subject asks
examinees to extract information from two provided
sources to identify important concerns related to an
The syllabus for the Argumentative and Informative/
Explanatory essays attempt to present situations
that are familiar to all educated people; no subject will
require any specialized knowledge other than an
understanding of how to write effectively in English.
Examinees should write only on the subject assigned
for each essay task, address all the points presented
in the topic, and support generalizations with
specific examples. For the Informative/Explanatory
essay, examinees should also draw information from
both sources, making sure to cite the source of the
information. Before beginning to write each essay,
examinees should read the subject and organize their
I. Text Types, Purposes, and Production
A. Text Production: Writing Arguments
1. Produce an argumentative essay to support a claim using relevant and sufficient evidence
2. Write clearly and coherently
a. address the assigned task appropriately for an audience of educated adults
b. organize and develop ideas logically, making coherent connections between them
c. provide and sustain a clear focus or thesis
d. use supporting reasons, examples, and details to develop clearly and logically the ideas presented
e. demonstrate facility in the use of language and the ability to use a variety of sentence structures
f. construct effective sentences that are generally free of errors in standard written English
B. Text Production: Writing Informative/ Explanatory Texts
1. Produce an informative/explanatory essay to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content
a. write clearly and coherently
b. address the assigned task appropriately for an audience of educated adults
c. draw evidence from informational texts to support analysis
d. organize and develop ideas logically, making coherent connections between them
e. synthesize information from multiple sources on the subject
f. integrate and attribute information from multiple sources on the subject, avoiding plagiarism
g. provide and sustain a clear focus or thesis
h. demonstrate facility in the use of language and the ability to use a variety of sentence structures
i. construct effective sentences that are generally free of errors in standard written English
C. Text Production: Revision
1. Develop and strengthen writing as needed by revising and editing
a. recognize how a passage can be strengthened through editing and revision
– apply knowledge of language to understand how language functions in different contexts and to make effective choices for meaning or style
> choose words and phrases for effect
> choose words and phrases to convey ideas precisely
> maintain consistency in style and tone
II. Language and Research Skills for Writing
A. Language Skills
1. Demonstrate command of the conventions of standard English grammar and usage
a. grammatical relationships recognize and correct:
– errors in the use of adjectives and adverbs
– errors in noun-noun agreement
– errors in pronoun-antecedent agreement
– errors in pronoun case
– errors in the use of intensive pronoun
– errors in pronoun number and person
– vague pronouns
– errors in subject-verb agreement
– inappropriate shifts in verb tense
b. structural relationships
recognize and correct:
– errors in the placement of phrases and clauses within a sentence
– misplaced and dangling modifiers
– errors in the use of coordinating and subordinating conjunctions
– fragments and run-ons
– errors in the use of correlative conjunctions
– errors in parallel structure
c. word choice recognize and correct:
– errors in the use of idiomatic expressions
– errors in the use of frequently confused words
– wrong word use
d. No Error recognize:
– sentences free of errors in the conventions of standard English grammar and usage
2. Demonstrate command of the conventions of standard English capitalization and punctuation
a. mechanics recognize and correct::
– errors in capitalization
– errors in punctuation
> commas (e.g., the use of a comma to separate an introductory element from the rest of the sentence)
> semicolons (e.g., the use of a semicolon [and perhaps a conjunctive adverb] to link two or more closely related independent clauses)
> apostrophes (e.g., the use of an apostrophe to form contractions and frequently occurring possessives)
b. no errror
– recognize sentences free of errors in the conventions of standard English capitalization and punctuation
B. Research Skills
1. Recognize and apply appropriate research skills and strategies
a. assess the credibility and relevance of sources
b. recognize the different elements of a citation
c. recognize effective research strategies
d. recognize information relevant to a particular research task
|Praxis Core Academic Skills for Educators
Admission-Tests Educators course outline
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Praxis Core Academic Skills for Educators
Timothy Porter is an Army veteran of 10 years. He achieved the rank of Sergeant First Class within 7 years. After being involved in a bomb explosion, Porter was medically retired and began pursuing his passion: technology. In 2009, after teaching himself how to develop mobile apps, Appddiction Studio was formed. In 2011, Appddiction Studio was nationally recognized by the USA Network Channel. Porter was one of their USA Character Unite Award winners for developing an award-winning anti-bullying App for schools. Appddiction Studio has developed well over 200 commercial mobile apps and has become a leader in Enterprise transformations focusing on Agile and the SAFe Framework.
Porter has multiple degrees in Management Information Systems and holds an MBA. He is an SPC and RTE and has performed roles for Appddiction Studio as Scaled program Consultant, Enterprise Coach & Trainer, Agile Coach, Release Train Engineer to Scrum Master. Appddiction Studio has been performing for programs supporting Gunter AFB as a Prime Contractor in: Agile Coaching, EODIMS JST & EODIMS Backlog Burndown and now as a subcontractor on ACES FoS.
Porter has taught over 50 public/private SAFe classes and has submitted his packet for consideration to become SPCT Gold Partner. He is certified at all levels of SAFe Framework and teaches Leading SAFe, SAFe Scrum Master, Advanced Scrum Master, Lean Portfolio Management, Product Owner/Product Management, SAFe DevOps, SAFe Architect in addition to Agile courses like ICAgile Agile Fundamentals, ICAgile Agile Team Facilitation, ICAgile Agile Programming & ICAgile DevOps Foundations.
To gain admission into the College of Education and one of its outstanding programs, note program-specific requirements, applications dates and deadlines and plan accordingly. Find more information on our Admissions FAQs.
For all College of Education (COE) programs, if the number of applications exceeds maximum capacity, then the COE Admissions will review applications and make admissions decisions based on academic standing. Those not admitted are welcome to reapply, and we strongly recommend that students make an appointment with their academic advisor to review their options.
Teacher Certification Programs
From student use in assignments (both formally cited and unattributed) to faculty (grading, syllabi creation and research) and administrative use (budget balancing, staffing assignments, and marketing guidance), it was generative AI that made headlines and seeded disruption in the ways in which we conducted the enterprise of higher learning last year. These rapid changes took place in higher education, a field that traditionally evolves at a glacial rate. It brought anxiety to many in our field. With the advent of generative AI also came the fear of the existential impact of artificial general intelligence (AGI).
In the delivery of learning, we can expect some significant changes that will make our classes more personalized, more closely monitored and more likely to meet outcomes. Using generative AI, faculty members will be able provide students with tutors programmed to assist them in achieving designated learning outcomes. Built upon the effective model of Khanmigo, Khan Academy’s guide that serves as a tutor for learners and an assistant for instructors, this can provide personalized help to students. It can assess how students solve problem sets, identify problems and correct misunderstandings, and it can provide mini-tutorials to correct deficits in learning and reinforce successful learning. This GPT-powered tool was developed by Khan Academy with funding from OpenAI. Salman Khan, in a TED talk, said it can improve, by two standard deviations, the learning of students:
“Benjamin Bloom’s 1984 ‘Two Sigma’ study highlighted the benefits of one-to-one tutoring, which resulted in a two-standard-deviation improvement in students’ performance. Bloom referred to this finding as the ‘Two Sigma Problem,’ since providing one-to-one tutoring to all students has long been unattainable due to cost and scalability issues.”
Sal shared how AI has the potential to scale this tutoring economically and provide personalized instruction to students on a global level with the help of an AI-powered assistant. During his talk, Sal gave a live demo of Khanmigo.
I anticipate that these, and similar tools provided by other generative AI firms in 2024, will become widely available to support courses across the curriculum. Features include not only the obvious data-based features, but also freeform engagements with students. For example, Natasha Singer writes in The New York Times,
“Students can use it to take math quizzes, practice vocabulary words or prepare for Advanced Placement tests in subjects like statistics and art history. The tutoring bot also offers more playful, freeform features. Students can chat with a simulated fictional character like Lady Macbeth or Winnie-the-Pooh. They can collaborate on writing a story with Khanmigo. Or debate the tutorbot on syllabus like: Should students be allowed to use calculators in math class?”
I am particularly taken with the opportunity to co-author group projects with the chat bot (clearly citing who researched and wrote what in the project). These exercises will emulate the real-world work environment, where humans are already engaging bots in blended human/computer writing of reports, planning of initiatives and assessing of outcomes of previous approaches. The bot can also serve as “synthetic students” and post to discussion boards, emulating the responses of students from a wide variety of experiences, locations and perspectives. Using this technique, faculty can ensure that discussions include a wide variety of perspectives that challenge individual student views. This enables virtual student to real student exchanges in self-paced classes where no other students are at the same point in the course outline at any one time.
In essence, the addition of generative AI can support mastery learning, in which students only progress to the end of the class after they have achieved mastery level in every one of the modules in the class. Pedagogically, this is so very important to avoid gaps in current practices, in which a student can get above-average assessment scores in the majority of modules in a class but also fail one or two out of the 10 to 15 modules. This creates a flaw in the scaffolding of learning that may seriously impact later learning that assumes an acceptable level of knowledge in prior classes.
Generative AI will encourage improved learning outcomes that are accompanied by extensive data and course-enhancement recommendations provided to instructors so that they can Excellerate their lectures, assignments and assessments. All of this will be provided by the apps in the blink of an eye. The apps this year will all become fully multimodal—that is, they will input text, speech, video and images, and also output in those media with webpages, analyses, spreadsheets, programs and more. As Captain Picard of the starship Enterprise famously said, “Make it so,” digital designers and instructors around the world will speak, show or say their prompt to the app, and generative AI will make it so in a matter of seconds.
Students and mentors will be able to construct personalized learning opportunities and priorities by merely articulating syllabus and outcomes in a prompt. Generative AI will lift heutagogical, self-determined approaches to learning into the mainstream. Given syllabus to be examined, generative AI will construct well-rounded research and learning agendas, including learning outcomes and assessments to meet the personalized learner’s needs.
Much has been written about the next generation in AI—that is, artificial general intelligence. I anticipate a level of AGI will be achieved in the next three to five years. However, I do not believe we will see an existential threat to humanity. I do not anticipate that there will be a single ubiquitous AGI system; rather, there will be dozens that will interact and compete, rather than conspire to eliminate humans. OpenAI has taken the potential threat seriously and has invested millions of dollars into an initiative to ensure human interests are paramount in all AGI activities. Further, the company has solicited and funded grants to a variety of institutions that are committed to super alignment research and strategies:
“While many experts believe these fears are overblown, OpenAI is already taking several steps to address safety concerns. The company recently announced it would be investing $10 million into super alignment research, in the form of $2 million grants to university labs, and $150,000 grants to individual graduate students. Open AI also revealed it would be dedicating a fifth of its computing power to the super alignment project, as it continues to preemptively research how to govern AGI.”
The year ahead promises to be even more exciting than the one we just left behind. Make sure that you and your colleagues keep up-to-date with the new developments and trends so that you may best serve your students and your institution.
Overall, Magoosh is our top choice because it offers an extensive GMAT prep course for a reasonable price. The $249 course includes a year of access to course materials and comes with a 50-point score improvement guarantee. It’s not the cheapest or the most robust course, but it does a good job of balancing cost and value for future GMAT test-takers.
If you plan to take the GMAT, a GMAT prep course or study guide may be an essential resource. Some students may get by with only a test prep book, but online classes with live help, practice exams, and large libraries of practice questions help others achieve a higher score. Magoosh does a good job of catering to various learning styles and needs without breaking the bank.
Compare the Best GMAT Prep Courses
*Discounted to $1,299-$1,699 as of March 2023. ** Discounted to $69-$259 as of March 2023.
How to Choose the Best GMAT Prep Course
To pick the best GMAT prep courses, it’s a good idea to look at course materials, the number of practice exams and questions, cost, score improvement guarantees, and duration as top factors.
Frequently Asked Questions
Is a GMAT Prep Course Worth It?
GMAT prep courses are not the only way to study for the GMAT, but they are an important option for many future GMAT participants. GMAT prep courses are worthwhile to anyone who wants to do better on the GMAT test and doesn't trust themselves to study well using only books and other non-course resources. Depending on your needs, there’s likely a GMAT prep course that meets your budget, schedule, and learning style.
What Is the GMAT?
The GMAT is the Graduate Management Admissions Test. This test is the standard entrance test for Masters in Business Administration (MBA) programs worldwide. The GMAT is a computer-based test including multiple-choice questions and an essay section. GMAT scores range from 200 to 800, with an average score of around 575. Every university has different MBA admission requirements, so you should check your desired programs for typical undergraduate grades and GMAT scores for admission.
How Do GMAT Prep Courses Help Excellerate Test Scores?
GMAT prep courses teach both the content included in the GMAT test and test-taking skills to help you succeed with the GMAT format. Class-style instruction, practice tests, and sample questions prepare future GMAT takers with the knowledge and skills to earn their best possible score on the exam. Depending on the GMAT prep course you choose, you may get a score improvement certain of up to 100 points over past attempts.
How Much Do GMAT Prep Courses Cost?
While there are free GMAT preparation resources available, most GMAT-bound individuals would likely benefit from a paid GMAT prep course. Among the courses we reviewed, costs ranged from $69 for basic, self-guided online programs to around $3,000 for a one-on-one, personalized course experience. Quality courses start at about $250 for online, self-guided lessons and materials. Many course providers offer additional tutoring and one-on-one instruction for an additional cost.
To pick the best GMAT prep courses, we looked at the details of 10 popular course providers, focusing on materials, cost, duration, and learner outcomes. Courses with extensive question banks, multiple practice exams, and long durations fared best in our ratings. The cost was a factor but carried less weight, as MBA programs may cost as much as six figures, and GMAT prep is a relatively small expense, even in the $3,000 range. Only well-reputed test preparation companies were included in our final results.
Application Review Timeline
Application reviews will be completed by the end of the following month, except during holidays and summer break. Applications for spring start MUST be received before November 1st. Applications for Summer/Fall start MUST be received by April 1st. International students are encouraged to apply at least one semester in advance of starting classes to allow sufficient time for processing visa and other related paperwork.Apply Now
Minimal Admissions Criteria for MA Program
Meeting minimal admissions criteria does NOT automatically ensure admission to the program.
Required Supplemental Materials
Educators wishing to apply for admission to the Master of Arts in Education degree program must complete the Graduate Admissions application and pay the required fee. This application is available online through the admissions website.
International students must also submit passing scores on the Test of English as a Foreign Language (TOEFL).
All application materials can be uploaded to the online application. For alternatives to online submission of supplemental material, please contact the Curriculum & Instruction Office Associate at: email@example.com or 307-766-6371. Click here for UW Graduate International Admissions information.
Application files will not be reviewed until they are complete.
Guidelines and Rubric for Letter of Intent
Guidelines for Academic Resume
Include the following in your resume:
NY1 takes a look at the controversy surrounding the Specialized High School Admissions Test, the test that students take to get into the city's elite public high schools.
Eight graduates of the Bronx High School of Science have gone on to win Nobel Prizes. That's more than any other school in America.
At Stuyvesant High School, about one-quarter of the graduates attend Ivy League schools.
Stuyvesant and Bronx Science are two of the eight specialized high schools in the New York City school system that admit students based on one criteria: a test score. For Aniqa, Edgar, Gregory, Sarah and Isabella, that score determines how they see their future.
The Specialized High School Admissions Test (SHSAT) determines who will get in the doors of these schools. Approximately 28,000 students take the test, but only 5,000 are admitted.
The schools have long been criticized for not reflecting the city’s overall racial makeup, with only 10 percent of acceptance letters going to black and Latino students.
Mayor Bill de Blasio wants the state to enact a law requiring that the top 7 percent of the students at each city middle school be offered a spot at an elite high school. He says this would boost the number of black and Hispanic students at the elite schools to 45 percent, from 9 percent.
But the proposal faced backlash from the Asian community, who says the changes would deny them admission. Asian students make up about 16 percent of the school system, but about 52 percent of those accepted to the eight schools. At Stuyvesant, three out of four students are Asian.
Critics blame expensive test prep courses for the racial imbalance. Some students get test prep at places where classes cost as much as $2,000 for the spring and summer. In his first mayoral campaign, de Blasio pledged to overhaul the admissions process. The Department of Education created a free test prep program. But it only has spaces for 800 of the 28,000 students who take the test.
The city also revamped the exam, scrapping questions that were only taught in test prep and moving the math section to be more in line with the seventh- and early eighth-grade curriculum.
But the changes didn't work. Only 10 black students received offers from Stuyvesant High School for the 2018-19 school year. That’s three less than the year before.
The mayor called for an end to the test at a rally in early June. But he doesn't have the power to change it himself. The state Assembly briefly took up a bill to end the test, but decided not to take any action until they reconvene for their next session in January.
These five bright students have been preparing for much of their lifetime, either through additional test prep programs, tutors or intensive courses. For them, it’s a necessary part of their education, and many spend much of their middle-school years preparing for the test.
"Everyone has doubts [about] me at school. So I really want to go to this school so that I can, you know, show people that I can put all my hard work and dedication into what I'm doing that I can go to this school." – Edgar Cadrera
Nearly 25% of American Bar Association-accredited law schools have been granted a variance from Standard 503 to use JD-Next as an admission test, which can be used in lieu of the Law School Admissions Test and the Graduate Record Exam.
In June, the Council of the American Bar Association Section of Legal Education and Admissions opened the door to allow schools to use the JD-Next exam, and in September granted variances to 32 law schools, plus the University of Arizona James E. Rogers College of Law.
The Liaison Committee on Medical Education (L.C.M.E.) stipulates that the school must develop standards for both objective and subjective criteria used for screening, selection, and admission of applications to the medical education program.
L.C.M.E. Standard 10.3 Policies Regarding Student Selection/Progress and Their Dissemination
L.C.M.E. Standard 10.4 Characteristics of Accepted Applicants
L.C.M.E. Standard 10.5 Technical Standards
The goal of the admissions, retention, and graduation policy is to establish admissions requirements for the selection of students to the Saint Louis University School of Medicine.
The Saint Louis University School of Medicine (SLUSOM) utilizes a variety of strategies to consider and evaluate potential applicants to medical school for admissions, academic and professional progress, and graduation.
Technical standards for the admission, retention, and graduation of applicants or medical students: This policy represents a statement by the medical school of the: 1) essential academic and non-academic abilities, attributes, and characteristics in the areas of intellectual-conceptual, integrative, and quantitative abilities; 2) observational skills; 3) physical abilities; 4) motor functioning; 5) emotional stability; 6) behavioral and social skills; and 7) ethics and professionalism that a medical school applicant or enrolled medical student must possess or be able to acquire, with or without reasonable accommodation, in order to be admitted to, be retained in, and graduate from that school’s medical educational program. (Element 10.5)
5.0 Protocol and Procedure
Academically successful students considered for matriculation are expected to possess:
1. Intellectual, Conceptual, Integrative and Quantitative Abilities
These abilities include measurement, calculation, reasoning, analysis and synthesis. Problem-solving, the critical skill demanded of physicians, requires all of these intellectual abilities and often must be performed quickly, especially in emergency situations. A student must be able to identify significant findings from history, physical examination and laboratory data, provide a reasoned explanation for likely diagnoses, prescribe appropriate medications and therapy and retain and recall information in an efficient and timely manner. The ability to incorporate new information from peers, teachers, and the medical literature in formulating diagnoses and plans is essential. Good judgment in patient assessment and in diagnostic and therapeutic planning is essential; a student must be able to identify and communicate their knowledge to others when appropriate.
2. Observational Skills
The student must be able to observe demonstrations and participate in those experiments in the basic and clinical sciences determined essential by the respective faculties. A student must be able to observe a patient accurately at a distance and at close hand, noting non-verbal as well as verbal signals. Observation necessitates the functional use of the sense of vision and other sensory modalities.
3. Communication Abilities
A student must be able to speak intelligibly, to hear adequately, and to observe closely patients to elicit and transmit information, describe changes in mood, activity and posture, and perceive non-verbal communications. A student must be able to communicate effectively and sensitively with patients, and all members of the health care team. Communication includes not only speech, but also practicing and writing. In addition, the student must be able to communicate effectively and efficiently in oral and written English with all members of the health care team. A student must possess practicing skills at a level sufficient to accomplish curricular requirements and provide clinical care for patients. The student must be capable of completing appropriate medical records and documents and plans according to protocol and in a complete and timely manner.
4. Motor Functioning Skills
Medical students are required to possess motor skills sufficient to elicit independently information from patients by palpation, auscultation, percussion, and other manually-based diagnostic procedures. Students should be able to conduct laboratory tests (urinalysis, CBC, etc.), carry out diagnostic procedures (paracentesis, etc.), and provide basic medical care (clearing the airway, placing catheters, controlling bleeding, simple obstetrical maneuvers, etc.) in the general care environment, and coordinate fine and gross muscular movements to treat patients in emergency situations. Emergency situations include any circumstance in which a patient requires immediate medical attention Medical students must be able to meet applicable safety standards for the environment, and to follow universal precaution procedures.
5. Behavioral and Social Attributes
The student must possess the emotional health required for full use of their intellectual abilities, the exercise of good judgment and the prompt completion of all responsibilities for the diagnosis and care of patients. The student must exhibit the development of mature, sensitive and effective relationships with patients, colleagues, clinical and administrative staff, and all others with whom the student interacts in the professional or academic setting, regardless of their race, ethnicity, gender, religion, age or other attributes or affiliations that may differ from those of the student. The student must be able to tolerate physically taxing workloads and to function effectively when stressed. The student must be able to adapt to changing environments, to display flexibility and to learn to function in the face of uncertainties inherent in the clinical problems of many patients. A student is expected to accept appropriate suggestions and criticism and, if necessary, respond by modification of behavior. A student is expected to self-regulate emotions and behaviors and to seek assistance when the ability to do so is compromised. Empathy, integrity, concern for others, interpersonal skills, interest and motivation are all personal qualities that will be assessed during the admission and educational processes.
6. Ethics and Professionalism
Students must interact with all individuals in a respectful and effective manner regardless of gender, age, race, sexual orientation, religion, or any other protected status. They must maintain ethical and moral behavior consistent with professional standards for interactions with students, faculty, staff, patients, and the public. They must understand the legal and ethical aspects of the practice of medicine and function within both the law and ethical standards of the medical profession. Professionalism, compassion, integrity, concern for others, interpersonal skills, interest, and motivation are all qualities that are expected throughout the educational processes.
The Office of Admissions will confirm that the members of the Admissions Committee are apprised of the policy, and ensure that the criteria will be applied equitably during the screening, interview, and selection processes.
L.C.M.E. Standard 10.3: Policies Regarding Student Selection/Progress and Their Dissemination Applicants
The policy will be reviewed by the Admissions Executive Committee and approved by the Curriculum Committee. The Admission Executive Committee approved it on June 30, 2021, and the Curriculum Committee on July 28, 2021.
Admission into the Master of Business Administration (MBA) program is competitive. Each candidate is evaluated individually by an admissions committee chaired by the MBA Program Director. The committee considers every part of the application in a holistic assessment of the candidate's reasons for pursuing an MBA, prior academic performance, work experience, test scores, and letters of recommendation.
Additional Requirements for International Applicants
NOTE: Students who have earned their undergraduate degree in a business or a STEM related field from a United States regionally accredited institution with the minimum preferred GPA OR who have 10+ years of professional work experience with demonstrated supervisory/managerial skills are eligible to have the GMAT/GRE requirement waived on a case-by-case basis. Please contact program office for additional information.
Prerequisites: No prerequisite courses will be required if you have completed a business or STEM related bachelors or masters degree from a regionally accredited college or university with the minimum preferred GPA of 3.0 on a 4.0 scale OR if you have 3+ years of professional work experience.
Applicants without a business or STEM related undergraduate or graduate degree OR without 3+ years of professional work experience must provide evidence of proficiency in the following:
Business Math and Statistics
Fundamentals of Economics
*Note: Evidence of proficiency in these areas is considered on a case-by-case basis but is commonly pursued through supplemental courses and/or relevant professional experience. Please contact the program office for additional information.
Is it easier to apply and enroll for September or January?
How many students apply for admission?
If I applied as a freshman and was not accepted, should I apply?
I'm an international applicant. Do I need to submit both the SAT and the English proficiency? Students whose first language is not English must have a current TOEFL IELTS, or DET score (within the last two years) and either the SAT or the ACT in order to apply. This applies to all international students, even those who attend schools where the primary language of instruction is English. The only way the TOEFL requirement will be waived is if the student scores 650 or above on the SAT EBRW or a 29 or above on the ACT English. If you attended a U.S. high school for at least three years and you are enrolled in a traditional university curriculum without ESOL coursework, an English proficiency test is not required. If you feel further evidence of your English skills will enhance your application, you are still welcome to send those test scores.
Is it easier to be admitted to one major over another?
Can I reactivate my application from a previous admission cycle?
If I apply as a transfer candidate and do not get in can I reapply in the future?
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