Audit Program Design Part Iii Essays About Education

Essays and other documents may be required for admission to the program. All essays and documents must be uploaded to the online application in .doc, .pdf, or .txt, formats. Please limit your essays to 600 words.

ProgramResumePrimary EssayOther Program-Specific Documents
Executive MBA ProgramRequiredRequiredSponsorship Agreement if applicable
Full-time MBA ProgramRequiredRequiredOne additional essay (choice from three prompts)
Part-time MBA ProgramRequiredRequiredSupplemental Essay required
MS in AccountingRequiredN/AFour total essays required
MS in Business Analytics and Project ManagementRequiredRequiredN/A
MS in Financial Risk ManagementRequiredRequiredSupplemental Essay required
MS in Human Resource ManagementRequiredRequiredN/A
Ph.D. in Business AdministrationRequiredRequiredN/A
Accounting Certificate ProgramRequiredN/AFour Accounting essays required
Advanced Business CertificatesRequiredN/AN/A
ABC in Human Resource ManagementRequiredN/AN/A
Certificate in Corporate and Regulatory ComplianceRequiredN/AN/A
Certificate in Global Risk ManagementRequiredN/ASupplemental Essay required
Long-term Healthcare Management CertificateRequiredN/AN/A

Resume

A current resume highlighting your full-time and part-time employment may be a required component of the online application. Please indicate the dates you were at each position, for instance, January 2009 – February 2013.

Primary Essay

Prompt: Why are you interested in pursuing your graduate business degree at this stage in your life/career?  What are your short-term and long-term career goals and how will this graduate business program help you achieve these goals?

Supplemental Essay

Prompt: How will you and your experiences and values contribute to our program

Full-time MBA Essays

The essay requirement for the Full-time MBA online application has changed for Fall 2018 admission Rounds 1, 2, and 3. Going forward, in addition to the Primary Essay, only one additional essay will be required for all applicants.  The prompt for this essay is the applicant’s choice from the three prompts below:

  • Essay Prompt 1:Work Role
    When working in groups at work, what role do you usually take (e.g. leadership, peacemaker, or worker bee)? Does your role vary according to the situation? Provide detail and examples.
  • Essay Prompt 2: Deadlines
    Describe a time when you failed to meet a deadline. What things were you unable to do? What were the repercussions? What did you learn from the experience?
  • Essay Prompt 3: Coping Skills
    Describe a time when you were faced with problems or stress that tested your coping skills. How did you handle the situation?

If you have already written an essay using one of prompts from the Early Action application round, your essay will still be accepted.  Please include the essay question you had chosen before this change at the top of your essay attachment.  You will then need to select Essay Prompt 1 from the new dropdown choices. If you have any questions, please contact mba@uconn.edu.

 

MS in Accounting Essays

One required essay. Prompt: Explain your interest in a graduate accounting degree in general and then more specifically what you hope to get out of the MS in Accounting Program at UConn.

Choice of three out of the four prompts:

  • Integrity – Integrity is “the quality or state of being of sound moral principle; uprightness, honesty, and sincerity” (Webster’s New World Dictionary of the American Language). Think of a person either in your life other than a family member or an individual in public life who you believe has integrity. What do you think sets that person apart from others in terms of integrity?
  • Work Role – When working in groups at school or at work, what role do you usually take (e.g. leadership, peacemaker, or worker bee)?  Does your role vary according to the situation?  Provide detail and examples.
  • Deadlines – Describe a time when you failed to meet a deadline. What things were you unable to do? What were the repercussions? What did you learn from the experience?
  • Coping Skills – Describe a time when you were faced with problems or stress that tested your coping skills. How did you handle the situation?

Reapplicant Essay

Required for applicants reapplying to the same program.

Honors and Activities

Optional, but encouraged. Indicate any professional or academic honors, distinctions, awards, or scholarships you have received. Please also indicate any extracurricular activities you have participated in since leaving, or while at, college/university.

Additional Information

Optional document of information.

Residence Affidavit

All U.S. citizens and Permanent Residents applying to the following programs are required to complete the University of Connecticut Residence Affidavit.

  • Executive MBA
  • Full-time MBA
  • Part-time MBA
  • MS in Accounting
  • MS in Business Analytics & Project Management
  • MS in Financial Risk Management
  • MS in Human Resource Management
  • Ph.D. in Business Administration
  • Advanced Business Certificates
  • ABC in Human Resource Management
  • Long-term Healthcare Management Certificate

Please download it from the Downloadable Forms section of the online application, complete it, and upload it to the Documents section of the application.

Sponsorship Agreement

Applicable for EMBA applicants only. This form confirms that your sponsoring organization understands the time commitment required and that you and your employer have reached an agreement on financial support.  Please download it from the Downloadable Forms section of the online application, complete it, and upload it to the Documents section of the application.

typically by counting the number of questions answered correctly and comparing scores for one individual to that for another by virtue of their relative percentile rank. So-called norm referenced scores have concerned educators for many years. Although various criticisms on norm referencing have been advanced, the central educational concern is that such information is not sufficiently helpful to improve instruction and learning and may, in fact, have counterproductive educational implications. In the classroom setting, teachers and students need to know what students understand well, what they understand less well, and what the next learning steps need to be. The relative rankings of students tested may have uses outside the classroom context, but within that context, the need is for forms of results helpful to the teaching and learning process.

Assessment programs must inform teachers and students about what the students have learned, how they learn, and how they think about mathematics.

To plan their instruction, for example, teachers should know about each student's current understanding of what will be taught. Thus, assessment programs must inform teachers and students about what the students have learned, how they learn, and how they think about mathematics. For that information to be useful to teachers, it will have to include an analysis of specific strengths and weaknesses of the student's understanding and not just scores out of context.

To be effective in instruction, assessment results need to be timely.35 Students' learning is not promoted by computer printouts sent to teachers once classes have ended for the year and the students have gone, nor by teachers who take an inordinate amount of time to grade assessments. In particular, new ways must be found to give teachers and students alike more immediate knowledge of the students' performance on assessments mandated by outside authorities so that those assessments—as well as the teacher's own assessments—can be used to improve learning. Even when the central purpose of an assessment is to determine the accomplishments of a school, state, or nation, the assessment should provide reports about their performance to the students and teachers involved. School time is precious. When students are not informed of their errors and misconceptions, let alone helped to correct them, the assessment may have both reinforced misunderstandings and wasted valuable instructional time.

When the form of assessment is unfamiliar, teachers have a particular responsibility to their students to tell them in advance

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