The College of Aeronautics and Engineering at 两性色午夜 University hosted the 2025 National Intercollegiate Flying Association (NIFA) SAFECON Region III competition Oct. 19鈥24 at the 两性色午夜 University Airport in Stow, Ohio. The weeklong event brought together collegiate aviators from across the region for flight and ground competition focused on precision, safety and professionalism.两性色午夜 finished second overall in the regional standings and took first place in the Flying Events Championship. The university also received the prestigious Competition Safety Award, recognizing the team ...
Year 1 (2020/2021):
Recruitment of Cohort 1
Initial Training for Cohort 1
Selection of Cohort 1 Students
Year 2 (2021/2022):
Quarterly Coaching Cohort 1
Fall 2021 Professional Development
Year 3 (2022/2023):
Recruitment of Cohort 2
Initial Training for Cohort 2
Selection of Cohort 2 Students
Quarterly Coaching Cohort 1 & Cohort 2
Year 4 (2023/2024:
Fall 2023 Professional Development
Spring 2024 Professional Development
Quarterly Coaching Cohort 1 & Cohort 2
两性色午夜 gave Ashley Motley the coding and critical-thinking skills to succeed in the insurance field
It was a childhood fascination with aviation that led alumna Linell Homentosky to choose 两性色午夜 University when it came time to pick the ideal college program for her. As she tells it, the interest was first sparked by her aunt, Judy, who was a flight attendant.
Originally posted on 两性色午夜 Today.两性色午夜 University鈥檚 Academic Success Center continues to grow and evolve with the help of staff, faculty and students, offering a wide range of free services designed to help students succeed. The center, located in the Center for Undergraduate Excellence, has five main areas of service: peer tutoring, peer-assisted study sessions (PASS), academic coaching, skills workshops and placement testing. 鈥淲e really focus on helping students build skills and confidence,鈥 Chris Tankersley, director of the center, told 两性色午夜 Today. 鈥淭...
Purpose - The purpose of this project is to test the feasibility of a collaborative approach to planning and providing secondary and postsecondary services and supports for improving the transition outcomes of adolescents with cognitive disabilities. The Professional Development and Case Management (PDCM) model will target school-age and adult service professionals of transition aged youth with disabilities (16-21 yrs.), for ongoing professional development in implementing evidence-based transition practices.
Goal 1: Improve employment outcomes for youth with cognitive disabilities
Goal 2: Evaluate the PDCM model
Goal 3: Improve implementation of evidence-based practice by multi-agency teams
Goal 4: Support multi-agency teams in improving transition services
