APEX Characteristics
Content
At Pickering College, we provide a nurturing, supportive and enriching 21st century learning environment for all students. We educate and develop the whole child through a focus on academic excellence, co-curricular distinction, character and leadership development, and by providing an individualized approach to student learning. We know our students and ensure that they are supported and encouraged to meet their individual needs and accomplish their dreams. Our teachers are caring, empathetic and innovative. They enable each student to develop his/her intellectual, creative, spiritual and athletic potential. Our students are well-rounded individuals who balance a variety of opportunities, feel connected to the school community, and experience personal fulfillment and meaning in their lives. Our programs build on the special strengths of our community: the personal and individual attention we provide our students; the safe and supportive environment; and the diverse cultures and experiences within our co mmunity, including leveraging the strengths of our boarding program
Philosophy & Purpose It is the philosophy of the peer tutoring program that given sufficient time and proper learning environment, all UNC Charlotte students are capable of learning. It is essential that tutors accept this philosophy, for without such a conviction, tutors will contribute little to the growth of the students with whom they work .
To best serve students who request learning assistance, Tutorial Services accommodates students with individual attention to most effectively support and reinforce the University curriculum. The tutoring staff is comprised of students who are experienced and competent in the areas for which they provide services, and who enjoy helping others achieve academic success. As a team, the staff of Tutorial Services shares a common goal of fostering the d evelopment of academic independence in the students they serve.
Mission, Philosophy and Vision Mission:
The CAP Program provides a comprehensive first-year experience for underprepared and/or underperforming students who typically have not met all of the university’s requirements for admission, but whose overall academic record indicates potential for success if supported throughout the freshman ye ar. This potential for success is fostered through personalized individual and group academic advising, including peer mentoring, targeted workshops, and individual tutoring. Dedicated classes in core subjects, smaller class sizes, and individualized attention from instructors also support students in making a successful transition to college life. Philosophy:
The CAP Program is founded on the idea that students achieve and flourish more when they are supported consistently and feel a connection with their new surroundings; that every student is capable of thinking deeply about the world around them; and that the process of doing so is a valuable and worthwhile endeavor. To this end, the program challenges students to explore and grow intellectually, socially, and emotionally as they develop their understanding and ability to make mindful decisions that will have an enduring impact on their personal, academic, and professional development. Vision:
The CAP Program strives to be an exemplary academic advising unit at Pace, providing identified underprepared and/or underperforming students superior advising an d developmental support, excellent academic preparedness, clear educational direction, and strong Pace affiliation.
At The Caedmon School, academic excellence is conspicuous not only in test results, but in the children’s clear motivation to keep on learning, to meet each lesson halfway,
and to apply their learning to new situations. The academic skills they acquire are but necessary tools for an ongoing process of education. The curriculum at Caedmon reflects the highest standards of the most competitive independent schools, yet the children meet these standards within an environment that is carefully designed to promote independence, self-guided learning, and personal responsibility. They are guided by firm, patient teachers, who take into account individual learning styles, developmental paces, and motivating interests. As a result, Caedmon children become creative, independent thinkers who are able to apply problem-solving skills to new situations, whether within the context of academic exercises, in their practical lives, or in their social relationships . Just as important, they acquire the ability to communicate their knowledge and thoughts effectively . By learning to recognize and utilize their own academic strengths and weaknesses , they gain the discipline, motivation, and confidence to reach for their academic and personal potential . For our students, school life at Canberra Grammar School is about finding and embracing their unique identity, striving for excellence and the attainment of potential. In the classroom we provide a
stimulating environment, reflective of the varied needs and abilities of individuals. Within this environment we shape students who are innovative and international in their thinking. We focus on developing individual talents, so that each student gains the skills, confidence and experience to become confident, curious, compassionate and intelligent leaders of the future. At Canberra Grammar Primary School we focus on teaching the children in front of us – each student in our class. While this may sound puzzling, put in context it means simply and practically that we go beyond the homogenous, beyond the expected and beyond the stereotypes to find a range of learning solutions which are relevant to the individuals before us. It is the distinctive learning needs of our students which drive our decision making and what we do. The educational setting of our School sees us working with students who come from a range of learning backgrounds and cultures. This is not always the commonly held perception of our School by those who are not part of our community. And yet it is the diversity of our students which enriches the culture of our School and our coming together as a community. As educators we are driven by our responsibility to find ways of ensuring success for the students in our care. We continually build upon our resources to sustain the diversity of learning requirements and the understandings needed to unravel how our students learn and the differences that lie between them. Through School life we actively seek to instil in our students a respect and understanding of individuality and difference and a confidence to acknowledge their successes and the successes of others.
Characteristics of Scholar 1. Superior intellect and academic achievement, as measured by academic record and
standardized testing.
o o
o
A secondary school GPA of 3.5 or above; A ranking in the top 5 percent of the graduating class, if the school uses a ranking system; A combined SAT-I score of at least 1350 (critical reading and math) or an ACT composite score of at least 30.
2. Outstanding leadership potential as measured by leadership roles in high school or community. o
o
This may include leadership roles in academic, athletic, religious, scientific, military, social, civic, or service organizations in the high school or community. Stetson seeks students with proven leadership potential who may be future Stetson student body presidents, as well as members of Omicron Delta Kappa, Mortar Board, and Phi Beta Kappa.
3. Discipline and physical wellness gained by participation in athletics or fitness activities. o
Although some applicants have actively participated in varsity sports, this is not required. Applicants who participate in aerobics, dance, or other fitness programs that create physical wellness meet this characteristic.
4. Character, integrity and self-motivation. Outstanding personality and communication skills, both verbal and written. 5. Active participation in campus and community activities and personal achievement in cocurricular activities. 6. Stetson seeks creative and imaginative students who have demonstrated their creativity and vision, perhaps through participation in fine arts, music, acting, theater, dance, writing, poetry, debate, or scientific investigation. 6. Active participation in campus and community activities and personal achievement in cocurricular activities. o
Stetson seeks creative and imaginative students.
7. Creativity and imagination as demonstrated by participation in fine arts, music, acting, theater, dance, writing, poetry, debate, or scientific investigation.
Unique A key characteristic to set you apart from other candidates is individuality. Purdue University's Online Writing Lab advises you to write about unique elements of your life, such as culture, traditions or hardships. Show how these distinct characteristics have shaped your values and aspirations. Avoid clichés such as "every cloud has a silver lining," "leaps and bounds" and "never a dull moment" -- these only make you sound like everyone else. The University of Arizona suggests using "vivid personal experiences as supporting details."
Leader Showing that you are a capable, confident and fair leader increases the success of your candidacy. Leadership implies independence, organization and courage -- all positive attributes for a scholarship candidate. In your writing you can provide examples of circumstances in which you have held leadership roles, including clubs, organizations, movements, conflicts, academics and athletics. For example, you may have been the captain of the basketball team or you may have organized and led a protest at your school. Explain what you learned from your leadership experiences and why you are a good leader.
Goal-Oriented State your short-term and long-term goals and explain what you have done and what you plan to do to realize them. Writing about past goals you have achieved helps to communicate a track record of successful achievements, motivation and dedication. If you failed or faced obstacles at any point in these past experiences, you can use them as an opportunity to show your persistence and resilience. You should use this as an opportunity to convey to the scholarship panel how their funds will directly help you to accomplish your objectives. For example, you could write that you will use part of the scholarship funds to attend a model United Nations conference which will help you get into graduate school in the field of international relations.
Service-Driven A valuable quality that enriches your candidacy for a scholarship award is being socially conscious and communitydriven. You can write about your volunteer work and other ways you have served your community, such as helping the elderly, doing beach clean-ups and providing free childcare. Emphasizing your service experiences highlights your compassion and commitment to others. You should show the scholarship committee if they invest in you they are investing in a person who contributes to the betterment of society.
Using a conversational style
Asking good questions
Being an active, careful listener
Being a good observer and reading the verbal and nonverbal cues to learn about how a campus works
Using a down-to-earth, low-key, mild-mannered, friendly style
Being nonjudgmental, nonthreatening, nonconfrontational, and sensitive, particularly when delivering unfavorable news/data
Being approachable with a "we're here to help" attitude
Being open to questions and making people feel comfortable asking questions
Addressing faculty and other constituencies with their interests in mind; crafting messages to fit the audience
Being well prepared—showing an institution you are familiar with it and focused on it
Challenging assumptions, but in a polite and supportive way
Being diplomatic and polite even in the face of skepticism, hostility, etc.
Keeping things politely on track, even as others digress
Providing direct and candid feedback and ideas
Using the power of being an outsider; saying things that sometimes folks on campus can’t
Organized—having a sense of time management and an awareness of the need to prioritize
Able to take adequate notes and access information as needed
Ready to come to class mentally focused and prepared
Committed to learning and curious about a wide variety of topics and issues
Lifelong learners Confident they can do the work, even if they are uneasy at first about a class, an assignment, or a teacher
Willing to do the work, even if it is challenging, when they are given a rationale for it
Willing to seek help (from professors, peers, tutors, counselors)
Willing to acknowledge and tolerate risk
Willing to accept and respond to constructive criticism
Willing to use and to develop further their skills at collaboration
Content to find a place in a community of scholars, working with and for others
Able to laugh at themselves (and not take themselves too seriously all the time)
Critical thinkers, eager to ask questions and listen to others
Eager to make connections among topics in their classes, world, and personal lives, to see the big picture of education and life Creative, enjoying the new patterns that emerge from old ideas
Vision and Mission
Philosophy & Purpose It is the philosophy of the peer tutoring program that given sufficient time and proper learning environment, all UNC Charlotte students are capable of learning. It is essential that tutors accept this philosophy, for without such a conviction, tutors will contribute little to the growth of the students with whom they work .
To best serve students who request learning assistance, Tutorial Services accommodates students with individual attention to most effectively support and reinforce the University curriculum. The tutoring staff is comprised of students who are experienced and competent in the areas for which they provide services, and who enjoy helping others achieve academic success. As a team, the staff of Tutorial Services shares a common goal of fostering the d evelopment of academic independence in the students they serve.
Mission, Philosophy and Vision Mission:
The CAP Program provides a comprehensive first-year experience for underprepared and/or underperforming students who typically have not met all of the university’s requirements for admission, but whose overall academic record indicates potential for success if supported throughout the freshman ye ar. This potential for success is fostered through personalized individual and group academic advising, including peer mentoring, targeted workshops, and individual tutoring. Dedicated classes in core subjects, smaller class sizes, and individualized attention from instructors also support students in making a successful transition to college life. Philosophy:
The CAP Program is founded on the idea that students achieve and flourish more when they are supported consistently and feel a connection with their new surroundings; that every student is capable of thinking deeply about the world around them; and that the process of doing so is a valuable and worthwhile endeavor. To this end, the program challenges students to explore and grow intellectually, socially, and emotionally as they develop their understanding and ability to make mindful decisions that will have an enduring impact on their personal, academic, and professional development. Vision:
The CAP Program strives to be an exemplary academic advising unit at Pace, providing identified underprepared and/or underperforming students superior advising an d developmental support, excellent academic preparedness, clear educational direction, and strong Pace affiliation.
At The Caedmon School, academic excellence is conspicuous not only in test results, but in the children’s clear motivation to keep on learning, to meet each lesson halfway,
and to apply their learning to new situations. The academic skills they acquire are but necessary tools for an ongoing process of education. The curriculum at Caedmon reflects the highest standards of the most competitive independent schools, yet the children meet these standards within an environment that is carefully designed to promote independence, self-guided learning, and personal responsibility. They are guided by firm, patient teachers, who take into account individual learning styles, developmental paces, and motivating interests. As a result, Caedmon children become creative, independent thinkers who are able to apply problem-solving skills to new situations, whether within the context of academic exercises, in their practical lives, or in their social relationships . Just as important, they acquire the ability to communicate their knowledge and thoughts effectively . By learning to recognize and utilize their own academic strengths and weaknesses , they gain the discipline, motivation, and confidence to reach for their academic and personal potential . For our students, school life at Canberra Grammar School is about finding and embracing their unique identity, striving for excellence and the attainment of potential. In the classroom we provide a
stimulating environment, reflective of the varied needs and abilities of individuals. Within this environment we shape students who are innovative and international in their thinking. We focus on developing individual talents, so that each student gains the skills, confidence and experience to become confident, curious, compassionate and intelligent leaders of the future. At Canberra Grammar Primary School we focus on teaching the children in front of us – each student in our class. While this may sound puzzling, put in context it means simply and practically that we go beyond the homogenous, beyond the expected and beyond the stereotypes to find a range of learning solutions which are relevant to the individuals before us. It is the distinctive learning needs of our students which drive our decision making and what we do. The educational setting of our School sees us working with students who come from a range of learning backgrounds and cultures. This is not always the commonly held perception of our School by those who are not part of our community. And yet it is the diversity of our students which enriches the culture of our School and our coming together as a community. As educators we are driven by our responsibility to find ways of ensuring success for the students in our care. We continually build upon our resources to sustain the diversity of learning requirements and the understandings needed to unravel how our students learn and the differences that lie between them. Through School life we actively seek to instil in our students a respect and understanding of individuality and difference and a confidence to acknowledge their successes and the successes of others.
Characteristics of Scholar 1. Superior intellect and academic achievement, as measured by academic record and
standardized testing.
o o
o
A secondary school GPA of 3.5 or above; A ranking in the top 5 percent of the graduating class, if the school uses a ranking system; A combined SAT-I score of at least 1350 (critical reading and math) or an ACT composite score of at least 30.
2. Outstanding leadership potential as measured by leadership roles in high school or community. o
o
This may include leadership roles in academic, athletic, religious, scientific, military, social, civic, or service organizations in the high school or community. Stetson seeks students with proven leadership potential who may be future Stetson student body presidents, as well as members of Omicron Delta Kappa, Mortar Board, and Phi Beta Kappa.
3. Discipline and physical wellness gained by participation in athletics or fitness activities. o
Although some applicants have actively participated in varsity sports, this is not required. Applicants who participate in aerobics, dance, or other fitness programs that create physical wellness meet this characteristic.
4. Character, integrity and self-motivation. Outstanding personality and communication skills, both verbal and written. 5. Active participation in campus and community activities and personal achievement in cocurricular activities. 6. Stetson seeks creative and imaginative students who have demonstrated their creativity and vision, perhaps through participation in fine arts, music, acting, theater, dance, writing, poetry, debate, or scientific investigation. 6. Active participation in campus and community activities and personal achievement in cocurricular activities. o
Stetson seeks creative and imaginative students.
7. Creativity and imagination as demonstrated by participation in fine arts, music, acting, theater, dance, writing, poetry, debate, or scientific investigation.
Unique A key characteristic to set you apart from other candidates is individuality. Purdue University's Online Writing Lab advises you to write about unique elements of your life, such as culture, traditions or hardships. Show how these distinct characteristics have shaped your values and aspirations. Avoid clichés such as "every cloud has a silver lining," "leaps and bounds" and "never a dull moment" -- these only make you sound like everyone else. The University of Arizona suggests using "vivid personal experiences as supporting details."
Leader Showing that you are a capable, confident and fair leader increases the success of your candidacy. Leadership implies independence, organization and courage -- all positive attributes for a scholarship candidate. In your writing you can provide examples of circumstances in which you have held leadership roles, including clubs, organizations, movements, conflicts, academics and athletics. For example, you may have been the captain of the basketball team or you may have organized and led a protest at your school. Explain what you learned from your leadership experiences and why you are a good leader.
Goal-Oriented State your short-term and long-term goals and explain what you have done and what you plan to do to realize them. Writing about past goals you have achieved helps to communicate a track record of successful achievements, motivation and dedication. If you failed or faced obstacles at any point in these past experiences, you can use them as an opportunity to show your persistence and resilience. You should use this as an opportunity to convey to the scholarship panel how their funds will directly help you to accomplish your objectives. For example, you could write that you will use part of the scholarship funds to attend a model United Nations conference which will help you get into graduate school in the field of international relations.
Service-Driven A valuable quality that enriches your candidacy for a scholarship award is being socially conscious and communitydriven. You can write about your volunteer work and other ways you have served your community, such as helping the elderly, doing beach clean-ups and providing free childcare. Emphasizing your service experiences highlights your compassion and commitment to others. You should show the scholarship committee if they invest in you they are investing in a person who contributes to the betterment of society.
Using a conversational style
Asking good questions
Being an active, careful listener
Being a good observer and reading the verbal and nonverbal cues to learn about how a campus works
Using a down-to-earth, low-key, mild-mannered, friendly style
Being nonjudgmental, nonthreatening, nonconfrontational, and sensitive, particularly when delivering unfavorable news/data
Being approachable with a "we're here to help" attitude
Being open to questions and making people feel comfortable asking questions
Addressing faculty and other constituencies with their interests in mind; crafting messages to fit the audience
Being well prepared—showing an institution you are familiar with it and focused on it
Challenging assumptions, but in a polite and supportive way
Being diplomatic and polite even in the face of skepticism, hostility, etc.
Keeping things politely on track, even as others digress
Providing direct and candid feedback and ideas
Using the power of being an outsider; saying things that sometimes folks on campus can’t
Organized—having a sense of time management and an awareness of the need to prioritize
Able to take adequate notes and access information as needed
Ready to come to class mentally focused and prepared
Committed to learning and curious about a wide variety of topics and issues
Lifelong learners Confident they can do the work, even if they are uneasy at first about a class, an assignment, or a teacher
Willing to do the work, even if it is challenging, when they are given a rationale for it
Willing to seek help (from professors, peers, tutors, counselors)
Willing to acknowledge and tolerate risk
Willing to accept and respond to constructive criticism
Willing to use and to develop further their skills at collaboration
Content to find a place in a community of scholars, working with and for others
Able to laugh at themselves (and not take themselves too seriously all the time)
Critical thinkers, eager to ask questions and listen to others
Eager to make connections among topics in their classes, world, and personal lives, to see the big picture of education and life Creative, enjoying the new patterns that emerge from old ideas
Vision and Mission
