Sentence examples for student to inform from inspiring English sources

Once the remediation process is complete, have a final face-to-face meeting with the student to inform them of their final assessment and grade for the clerkship, add this information to the documentation about the student, and then submit a final written report to the medical school for their files.

Later that year, DuBuc recounts, a law-enforcement officer visited her elementary-school class and told the students to inform a trusted adult if they had been subject to abuse.

A radical government dominated by Sudanese of Arab descent seized power in 1989, and started breaking up wedding parties with tear gas, smashing instruments used to play secular music, and paying students to inform on insufficiently devout classmates.

Before seeking donations, the university started a weekly newsletter for former students to inform them about job opportunities, set up an alumni Web site and established a mentoring program.

In the recruitment process, there should be a deliberate plan to visit schools predominantly populated by minority students to inform and empower them to become teachers.

Audiences are fine with racism or misogyny; people were prepared to forgive him for throwing a big online tantrum over a film he didn't like; plenty of stuffy columnists didn't mind him encouraging American college students to inform the immigration authorities on any suspiciously Mexican-seeming classmates.

A letter was sent to the guardians of the students to inform them about the study, and they had the opportunity to familiarize themselves with the self-assessments.

Example practices include gathering information on student learning to inform future teaching and communicating with students about instructional goals and strategies for success in the course.

Driver: improves teaching and assessment Data team created to assist faculty in using institutional student data to inform their teaching.

This study focuses on the creation of stories based on the experiences of student nurses to inform teaching and learning strategies in the neonatal field.

These perspectives, however, do not shed sufficient light on the processes involved in subjective assessment of student performance to inform faculty development activities that can enhance the quality of such assessments.