Roanoke College Admissions Acceptance Rate and More

Around three-quarters of applicants are admitted to Roanoke College each year. Students with good grades and test scores within or above the ranges listed below are likely to be accepted. Prospective students will need to submit an application, official high school transcripts, scores from the SAT or the ACT, letters of recommendation, and a personal essay. For more information about applying (including important dates and deadlines), interested students should visit Roanokes website, or should contact a member of the admissions team for assistance. Interested students are also encouraged to visit Roanokes campus, to see if the school would be a good match for them. Admissions Data (2015) Roanoke College Acceptance Rate: 72 percentGPA, SAT and ACT graph for Roanoke CollegeTest Scores:  25th / 75th PercentileSAT Critical Reading: 490 / 610SAT Math: 480 / 590SAT Writing: 480 / 598What these SAT numbers meanTop Virginia colleges SAT comparisonACT Composite: 21  / 27ACT English: 20  / 27ACT Math: 19  / 25ACT Writing: 6 / 8What these ACT numbers meanTop Virginia colleges ACT comparison Roanoke College Description Founded in 1842, Roanoke College is a private liberal arts college located on an 80-acre campus in Salem, Virginia, eight miles from downtown Roanoke. The college offers 34 majors and has a 14 to 1  student/faculty ratio  and an average class size of 18. Students come from 40 states and 25 countries, and Roanoke College frequently ranks highly among southeastern colleges. For its strengths in the liberal arts and sciences, Roanoke College was awarded chapter of the prestigious  Phi Beta Kappa  Honor Society. On the athletic front, The Roanoke Maroons compete in the NCAA Division III Old Dominion Athletic Conference. Enrollment (2015) Total Enrollment: 2,001 (all undergraduate)Gender Breakdown: 41 percent male / 59 percent female97 percent full-time Costs (2016-17) Tuition and Fees: $41,429Books: $1,000 (why so much?)Room and Board: $12,810Other Expenses: $2,250Total Cost: $57,489 Roanoke College Financial Aid (2014-15) Percentage of Students Receiving Aid: 100 percentPercentage of Students Receiving Types of AidGrants: 100 percentLoans: 73 percentAverage Amount of AidGrants: $22,804Loans: $8,668 Academic Programs Most Popular Majors:  Biology, Business Administration, English, History, Psychology, Sociology Transfer, Graduation and Retention Rates First Year Student Retention (full-time students): 80 percentTransfer Out Rate: 29 percent4-Year Graduation Rate: 58 percent6-Year Graduation Rate: 66 percent Intercollegiate Athletic Programs Mens Sports:  Track, Lacrosse, Tennis, Basketball, Golf, Baseball, Soccer, Cross CountryWomens Sports:  Field Hockey, Softball, Tennis, Basketball, Cross Country, Track, Volleyball If You Like Roanoke College, You May Also Like These Schools James Madison University: Profile | GPA-SAT-ACT GraphBridgewater College: Profile  College of William Mary: Profile | GPA-SAT-ACT GraphGeorge Mason University: Profile | GPA-SAT-ACT GraphElon University: Profile | GPA-SAT-ACT GraphHigh Point University: Profile | GPA-SAT-ACT GraphShenandoah University: Profile  Gettysburg College: Profile | GPA-SAT-ACT GraphUniversity of Richmond: Profile | GPA-SAT-ACT GraphUniversity of Mary Washington: Profile | GPA-SAT-ACT GraphOld Dominion University: Profile | GPA-SAT-ACT GraphFerrum College: Profile   Data Source: National Center for Educational Statistics

The Relationship Among Working Memory, Math Anxiety, and...

The Relationship Among Working Memory, Math Anxiety, and Performance Mark H. Ashcraft and Elizabeth P. Kirk Cleveland State University OBJECTIVE: The general focus of this research is to examine performance in standard cognitive frameworks and online tasks. The researchers hope to examine the influence that math anxiety exerts on mathematical cognition and to identify the processing components that are so influenced. HYPOTHESIS: The higher the math anxiety, the lower the working memory capacity, the higher the probability to get a low performance. VARIABLES: IV – math anxiety DV –working memory capacity, performance The independent variable math anxiety is manipulated into three levels: high, medium, low. The level of†¦show more content†¦* The subjects were assigned to the treatment are mixed ---- in experiment 1 the lower level undergraduate psychology classes were recruited and they are to receive a credit for participating, in experiment 2 they have some subject from experiment 1 and the additional subjects volunteered their participation in return for extra credit, while in experiment 3 did again get additional subjects which also undergraduate psychology graduates . * The researchers used ANOVA --- column 3 of table 2 (page 228) presents the correlation between sMARS and the remaining variables, using math anxiety group (low, medium, high) as a between-subjects variable. They also used ANOVA two-way to see if the decline in capacity differed as a function of type of span task. * The objective of the study was realized for they have gathered two general remarks form their experimen ts and they have explained well the conclusions they have made regarding the relationship among working memory, math anxiety and performance. Far Eastern University Nicanor Reyes St. Sampaloc, Manila SY 09-10 JOURNAL CRITIQUE Submitted by: Castro, Maria Joy M. SY0532 Submitted to: Prof. Ma. Theresa O. del Rosario, Ph.D Department of

Lesson Plan Social Studies Free Essays

Student Teaching Lesson Plan Template Subject: Social Studies | Topic: Who Where the first Americans? | NCSCOS/Common Core Objective: The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. 1. 01 Read for literal meaning. We will write a custom essay sample on Lesson Plan Social Studies or any similar topic only for you Order Now 1. 02 Summarize to select main ideas. 1. 03 Draw inferences. 1. 04 Detect cause and effect. The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period. 1. 01 Assess the impact of geography on the settlement and developing economy of the Carolina colony. . 02 Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony. 1. 03 Compare and contrast the relative importance of differing economic, geographic, religious, and political motives for European exploration. | Date submitted: 10/27/11 Date taught: 11/1/11 – 1/3/2011| Daily Lesson Objective: Students will be able to: State who the first Americans were. Experience customs of first American families. Understand how first American communities have changed. Identify the different regions where the Indians lived in North Carolina. Connect first American customs to their own experience. Develop their English listening, speaking, reading, and writing skills. | 21st Century Skills: Global Awareness, Critical thinking and problem solving:| Rationale/Purpose: Students need to understand the culture and history behind the native American community. Student need to know America’s beginning history and who its first inhabitants were. Students can benefit from understanding Native American culture and finding similarities within their own culture. | Activity| Description of Activities and Setting| Time| 1. Focus and Review | Journal Prompt: Who were the first Americans? Get students warmed up, writing and talking in preparation for class. | 10 min| 2. Statement of Objective for Student| Last quarter we learned about the geography of North Carolina. We learned important terms and facts about the state of North Carolina. This Quarter we are learning about the first Americans, How they got to America and what happened after they arrived in America. | 5 min| 3. Teacher Input | The new unit lesson is introduced to students. Introduce lesson and go through PPT. Review lesson material previously taught. Emphasis new terms. Have students repeat terms, definitions, and lesson details. 30 min| 4. Guided Practice | Call on individual students to answer questions embedded in presentation. Praise correct choices and re-teach incorrect choices to entire class. Students are asked to define terms and re-state relevant facts. | 30 min| 5. Independent Practice | Students are asked to come up to the board and choose the correct answer from a multiple choice format. Ot her students are asked if the choices are correct or incorrect. If incorrect, the other student is asked to correct the answer. Students are asked to practice the terms introduced in this lesson by copying each term three times. Students are given worksheets to complete| 15 min| 6. Assessment Methods: 21st Century Skills and Lesson Objective| Global Awareness, Critical thinking and problem solving: Tests are checked for accuracy and scored. | 5 min| 7. Closure| Discuss upcoming lessons and classroom expectation. Review classroom procedures and daily itinerary. | 5 min| 8. Assessment Results: 21st Century Skills and Lesson Objective| Global Awareness, Critical thinking and problem solving: Assess writing samples, choice making and levels of assistance needed to produce appropriate writing samples, Identify stronger writers in the classroom. Student(s) Modifications/Accommodations:1. Students are asked questions that correspond with learning levels. Some students are asked open ended questions and given choices after 30 sec of no attempt to response while other students are immediately given verbal/visual choices. 2. Student unable to write complete sentences are assisted with forming sentences a loud verball y in class then asked to copy the correct sentences from the smart board. 3. Non verbal students are immediately assisted by instructor or Para professional and given choices. Once student makes a choice the response is then recorded by staff. | | Student/Small Group| Student/Small Group| | | Differentiation:Students are asked to approach smart board and make choices. Students are asked questions in yes or no format. Assistance is varied according to learning levels . i. e. choices are given, answers written for students to copy, and hand over hand assistance. | Differentiation:| How to cite Lesson Plan Social Studies, Papers