Skip to main content

SUU Digital Library

Add or remove other collections to your search:



 

Narrow your search by:



You've searched:

All Collections
  • All fields: manual
(188 results)



Display: 20

    • Page 99

    • Page 99
    •  
    • Revisions The third key element to manual writing is the consideration of how future manuals will be published. This manual is different than many in that a new product will not come out annually that will change the manual completely, although as...
    • Page 98

    • Page 98
    •  
    • It was determined that every department on campus would be given a hard copy of the manual. This copy will be sent to the Department Administrative Assistants with instructions to allow all faculty members in the department access to the manual as...
    • Page 97

    • Page 97
    •  
    • because many people create their own version of the form and add extra headings and sections. This is one of the main reasons that the Board of Regents are not pleased with the proposals that are sent from Southern Utah University. For this reason...
    • Page 96

    • Page 96
    •  
    • Appendix E is the Southern Utah University Policy 6.8.2. The hard copy of this policy should not change, as policy revisions usually do not change more than once every five years. This means the paper copy found in the hard copy of the manual...
    • Page 95

    • Page 95
    •  
    • University. The second group (G-J) refers to appendices from the Board of Regents. I will explain each Appendix and how it works within the manual. Appendix A is the University Undergraduate Curriculum Proposal Form – Consent Item. This is a form...
    • Page 94

    • Page 94
    •  
    • People who are interested in only reference reading would search either the headings in the table of contents or each section heading to find the information they are interested in reading. Someone who needs to learn and understand the entire...
    • Page 93

    • Page 93
    •  
    • “Do not make up other options that are not listed.” By employing stronger wording the user understands that it is not optional. As previously stated Southern Utah University does not have a positive reputation for the coherence and correctness...
    • Page 92

    • Page 92
    •  
    • Now that the basic visual outline and structure of the manual was determined and the material was being placed together, the style of writing became the next important decision. The next section will discuss the power of language and how it relates...
    • Page 91

    • Page 91
    •  
    • within the environment. Creating and transmitting messages in a clear manner will help create the understanding required to successfully complete a task (Shockley-Zalabak, 2006). If users will follow the instructions outlined, the manual is set up...
    • Page 90

    • Page 90
    •  
    • Theory, increased satisfaction with the process of communication comes as a result of reduced uncertainty (Hargie, Tourish, & Wilson, 2002). By keeping the information in the manual consistent, uncertainty was reduced and the manual users will be...
    • Page 9

    • Page 9
    •  
    • Introduction Purpose The purpose of this procedural manual is to define the curriculum and program change process at Southern Utah University. It will assist the faculty and staff in their academic work. This manual will track the necessary steps...
    • Page 89

    • Page 89
    •  
    • photographer. In doing this I did not have to worry about using someone else’s picture without permission, and avoided the process of obtaining permission. I photographed several areas of campus and brought the pictures back to pick out my...
    • Page 88

    • Page 88
    •  
    • Each section of the four documents found in Sections One and Two (Undergraduate Consent Changes, Graduate Consent Changes, Undergraduate Substantive Changes, Graduate Substantive Changes) is split into numbered sections. A picture of each section...
    • Page 87

    • Page 87
    •  
    • Using the Quick Reference Guide the user can easily see the levels of approval and get the necessary information concerning the change. After the creation of this guide the detailed information in the manual sections became the next step. Many...
    • Page 86

    • Page 86
    •  
    • catalog because they had students who were enrolled in this degree. I am continually explaining that some changes are not executed once they have received approval from the Deans’ Council. Changes that are considered more substantive often need...
    • Page 85

    • Page 85
    •  
    • Planning The creation of the manual began by gathering data on curriculum and program changes, Southern Utah University policies, Utah State Board of Regents policies and the way the process was currently operating. The data was gathered this way...
    • Page 84

    • Page 84
    •  
    • In this paper, I will explain the process by which the manual was created, including topics on the main considerations that were taken into account. These will be followed by information concerning revisions of the manual, and the professional...
    • Page 84

    • Page 84
    •  
    • 81 • Hope grows Webquest combines math, science, language arts with a garden theme. http://www.richmond.edu/~ed344/webquests/schoolgarden/student.html (Joseph 2001) • Junior Master Gardner Program created by Texas A & M,...
    • Page 83

    • Page 83
    •  
    • that they should. Not only has the problem been recognized by the Regents, but also by the Provost’s Office at Southern Utah University. I began working at Southern Utah University on July 25, 2007. One of my responsibilities was to track...

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
on off
 

Layout options:

Thumbnail with title
Grid with smaller thumbnails and more detail
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK