Sentence examples for upper-level coursework from inspiring English sources

She was granted permission to begin upper-level coursework in Clearwater.

Students choose from a list of seven to nine 1L-appropriate courses, many of which provide good foundations for both upper-level coursework and summer jobs.

The goals of Biological Inquiry are to develop core scientific competencies (as defined in AAMC and HHMI, 2009) in all students, while also preparing biology majors for upper-level coursework.

Upon transferring they complete the required upper level coursework in their chosen field.

If you need to take lower level or pre-requisite classes, you can take these courses at LCC! Advantages include community college tuition rates which are typically lower than 4-year colleges, as well as being able to transition into upper level coursework on the same campus.

If you need to take lower level or pre-requisite classes, you can take these courses at LCC! Advantages include community college tuition rates which are typically lower than 4-year colleges, as well as being able to transition into upper level coursework, on the same campus.

The MCS students still get up to speed in the state-of-the-art research papers through our upper-level graduate coursework, but because we don't have to match everyone up with a specific research advisor, we can provide the educational opportunity of a graduate degree from a top CS program to a broader subset of future computer scientists.

For these world regions, students may be approved for programs that combine upper-level language study with additional subject coursework in English.

We strongly recommend that the coursework include several upper-level science courses, even if your bachelor's degree was in a science discipline.

He estimates that the coursework alone now costs nearly three hundred thousand dollars, and, with the additional auditing and contributions expected of upper-level members, the cumulative cost of the coursework may exceed half a million dollars.

In this study, I used pre/posttests, interviews, weekly reflective journal entries, field notes from course observations, and student responses to coursework to learn how upper-level college biology students developed representational competence with phylogenetic trees.