DOCSLIB.ORG

Liberal Arts Colleges

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Liberal Arts Colleges A Classic Education What is the study of Liberal Arts? Approach to Education In-depth study of a broad range of subjects Intended to increase understanding of: . Multiple academic subjects . The connections between those subjects . How those subjects affect the experiences of people Basically, Liberal Arts is the study of humankind in both breadth and depth What is Liberal Arts? Liberal Arts is NOT: . The study of the arts exclusively . The study of fields from a (politically) liberal point of view . A professional, vocational, or technical curriculum Some liberal arts colleges have professional, vocational, or technical elements within the context of the liberal arts curriculum But that is not their focus What Does Liberal Arts Seek to Understand? 1. The Natural World • How scientists devise experiments to test hypotheses • How to measure those experiments • How to interpret those measures • To attempt to find truth and to prove or disprove the hypotheses • To learn that it is ok to fail . You learn more that way! • That there is wonder in the act of discovery What Does Liberal Arts Seek to Understand? 2. Mathematics, Formal Reasoning, and Logic • How mathematics is used . As the “language” of science . By social scientists to test and use models • Mathematics has its own beauty Fibonacci numbers Fractals! What Does Liberal Arts Seek to Understand? 3. Social Sciences • Cause and Effect . How people influence events . How people are influenced by events . How social scientists build models to explain human behavior What Does Liberal Arts Seek to Understand? 4. Humanities and Literature • How humans react to various circumstances • To become skilled at communicating ideas • To read closely • The power of imagination • How to find bridges across historical and cultural divides • The human condition • To value the beauty of words! What Does Liberal Arts Seek to Understand? 5. Performing and Visual Arts • As a mode of expression • As an example of culture • For the sake of beauty • To interpret events • To appreciate the skill and thought that goes into creating Process of Education at Liberal Arts Colleges Provide breadth in a range of subjects and depth in a major field to avoid narrow specialization Focus on skills that last: Writing, speaking, critical thinking, analysis Offer small classes and close interaction with peers and faculty classes taught by professors, not teaching assistants Why Liberal Arts Education Matters Specialized skills become obsolete The world changes rapidly Those who are educated more broadly have a wider range of experiences to draw on and are more able to adapt to change The problems that need solving are complicated and “messy” Communication is always an important skill Understanding other people and processes makes you better able to solve problems for others in ways that respect the people who are affected by the solutions What are Liberal Arts and Sciences Colleges? Characteristics Smaller student populations More individual attention for students Residential: Most students live on campus Focus on undergraduate education Professors teach undergraduates Research opportunities for undergraduates Few or No graduate students Academic flexibility 1 or 2 years before you have to declare a major Possible to change majors How are Liberal Arts Colleges different from Research Institutes or Universities? The mission of each: scholarship (new information) vs. teaching and mentoring Research: opportunity vs. range and facilities Size vs. intimacy Personalized – this helps with placement into graduate school or employment Is Liberal Arts Right for You? Small classes = Different way of learning More interactive, less passive than lectures Ideal for students who are verbal and/or prefer to learn in smaller groups Discourages competition for grades Tends to focus on writing and reading Must read closely Writing across the curriculum Examinations are written rather than multiple choice Is Liberal Arts Right for You? Broad curriculum = Room to explore May have a distribution requirement OR a core curriculum, OR may depend on faculty mentoring to help students with choosing courses Usually Flexible and less prescribed Ideal for curious students with many interests Ideal for students with strengths in multiple areas Is Liberal Arts Right for You? Intimate environment = Lots of interaction Ideal for social students who want to develop relationships with professors and fellow students Values participation in class discussions Living on campus: you actually get to know more people at a smaller school than a large one Undergraduate only = no competing for resources with graduate students ALL of the classes, laboratories , and student organizations are for YOU! Advantages of Liberal Arts and Sciences colleges Selective: Fellow students are motivated & eager to learn. An intentional community! Residential: Learning (and fun!) occurs in and outside of class Parents might be pleased to know that the faculty, staff, and fellow students are part of a community so there are more people who will know the student. Your student won’t get lost in a crowd. Advantages (continued)… Faculty chose to work here for several reasons: 1. To teach and mentor bright young people 2. Excellent opportunities for research 3. The facilities & resources are superb This translates into tremendous personal attention to undergraduate students, including resources for international students What can graduates of Liberal Arts Colleges do with their educations? Everything! This type of education prepares people for a life of change. It makes them life-long learners. Graduates of Liberal Arts colleges have high rates of acceptance to Medical schools, Law Schools, and MBA programs. They become valued employees and managers because they can think flexibly and can articulate ideas. What about PhD programs after college? A recent study of ALL 4-year schools in the USA identified the undergraduate origins of PhD candidates. Listed were the top 20 schools in the percentage of graduates that went on to get a PhD 10 of the top 20 were Liberal Arts colleges, and 5 of the top 10. Notable Liberal Arts Colleges Graduates Kofi Annan (Macalester College) Former Secretary General of the United Nations Hillary Clinton (Wellesley College) U.S. Secretary of State, Former U.S. Senator Rahm Emmanuel (Sarah Lawrence College) Former Chief of Staff to President Barack Obama Herb Kelleher (Wesleyan University) President and CEO of Southwest Airlines Richard Nixon (Whittier College) Former President of the United States Nancy Pelosi (Trinity College) First Female Speaker of the U.S. House of Representatives Meryl Streep (Vassar College) Film Actress, multiple winner of Academy Awards (Oscars) Daniel Tsui (Augustana College) Nobel Prize in Physics 1999. China’s most prominent Physicist Notable Liberal Arts Colleges Graduates Barrie Osborne (Carleton College) Producer of the Lord of the Rings movies. Dean Rusk (Davidson College) Secretary of State under Presidents Kennedy and Lyndon B. Johnson Jonathan Gay (Harvey Mudd College) co-creator of Flash, the most popular multimedia player on the Web Joe Taylor, Jr. (Haverford College) winner of the Nobel Prize in Physics for demonstrating the existence of gravitational waves Thomas Pritzker (Claremont McKenna College) Chairman and CEO, Global Hyatt Corporation James Buchanan (Dickinson College) 15th president of the United States Daniel Gerber (Babson College) Founder, Gerber baby foods Herbert H. Lehman (Williams College) 49th governor of the state of New York and a co-founder of Lehman Brothers. More Alumni… Jim Davis (Middlebury College) Chairman & CEO New Balance Shoe, Inc. Bill Keller (Pomona College) Former Editor in Chief, New York Times Gloria Steinem (Smith College) feminist leader, political activist and founder and Editor of Ms. magazine Cynthia Leive & Robert Zoellick (Swarthmore College) Zoellick: President of the World Bank Leive: Editor in Chief of Glamour magazine Nathaniel Hawthorne (Bowdoin College) Novelist and short story writer Gary Snyder (Reed College) Essayist, lecturer, environmental activist, and winner of the Pulitzer Prize for Poetry .
Load more

Recommended publications
  • Life and Career Preparation Through a Liberal Arts Education Darcie
    Life and Career Preparation through a Liberal Arts Education Darcie Scales Word Count: 1169 History & Geography, Bachelor of Arts The liberal arts experience was the college environment I craved. The small classrooms, distinct learning environments, and focus on collaboration drew me like no other universities. Most importantly, public liberal arts schools, like Georgia College, make it affordable and accessible to achieve such an education. Otherwise, the private universities that dominate the liberal arts can limit the types of people who attend and require students to take on even greater debt. Of course, the most important aspect of any university is the experience within the classroom. Course layouts varied from professor to professor, making each class a new experience. Often, courses were a mixture of lecture, discussion, collaboration, and student-led topics. This lent a more well-rounded experience that is more representative of real collaborations and workplaces. Without my class experiences, I would not feel as prepared to enter graduate school or the workforce. Interdisciplinary classes allowed me to listen to well- crafted, and engaging lectures from my talented professors, and they permitted the opportunity for discussion. Several of my history professors were completely engaging, and they made history and its importance come alive for me. Additionally, many of my professors regularly guided students into discussion during lectures, but they also set aside days just for seminars that allotted time for lively discussions pertaining to the materials. In several of my history classes, we debated how primary sources affected our understanding of events and people, in addition to monographs that enlightened the subjects with others’ research.
    [Show full text]
  • Do Students Understand Liberal Arts Disciplines?
    DONALD E. ELMORE, JULIA C. PRENTICE, AND CAROL TROSSET Do Students Understand Liberal Arts Disciplines? WHAT IS THE EDUCATIONAL PURPOSE of the curricular breadth encouraged at liberal arts in- PERSPECTIVES stitutions? Presumably we want students to ac- quire a variety of skills and knowledge, but we often claim that most skills are taught “across the curriculum,” and liberal arts colleges tend to One important downplay disciplinary information when listing educational their educational goals. In this article, we argue that one important educational outcome should outcome should be be for students to develop accurate perceptions for students to of the disciplines they study. develop accurate The research described here originated perceptions of when Elmore and Prentice were seniors at Grinnell College. Both were pursuing double the disciplines majors across academic divisions they study (chemistry/English and biology/sociology). Both regularly noticed—and were disturbed by—negative and inaccurate impressions of their major fields held by students studying other disciplines. They became interested in C. P. Snow’s concept of “two cultures” (1988, 3), which suggests that “the intellectual life of the whole of western society is increasingly being split” into sciences and humanities. Therefore, we designed a study that would measure students’ perceptions of the various DONALD E. ELMORE is assistant professor of chemistry at Wellesley College, JULIA C. PRENTICE is a health services research fellow at the Center for Health Quality, Outcomes, and Economic Research at Boston University, and CAROL TROSSET is director of Institutional Research at Hampshire College. 48 L IBERAL E DUCATION W INTER 2006 Wellesley College liberal arts disciplines and see whether they If one of the goals of a broad liberal arts cur- changed during the four years of college.
    [Show full text]
  • Teacher Education Policies and Programs in Pakistan
    TEACHER EDUCATION POLICIES AND PROGRAMS IN PAKISTAN: THE GROWTH OF MARKET APPROACHES AND THEIR IMPACT ON THE IMPLEMENTATION AND THE EFFECTIVENESS OF TRADITIONAL TEACHER EDUCATION PROGRAMS By Fida Hussain Chang A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Curriculum, Instruction, and Teacher Education - Doctor of Philosophy 2014 ABSTRACT TEACHER EDUCATION POLICIES AND PROGRAMS IN PAKISTAN: THE GROWTH OF MARKET APPROACHES AND THEIR IMPACT ON THE IMPLEMENTATION AND THE EFFECTIVENESS OF TRADITIONAL TEACHER EDUCATION PROGRAMS By Fida Hussain Chang Two significant effects of globalization around the world are the decentralization and liberalization of systems, including education services. In 2000, the Pakistani Government brought major higher education liberalization and expansion reforms by encouraging market approaches based on self-financed programs. These approaches have been particularly important in the area of teacher education and development. The Pakistani Government data reports (AEPAM Islamabad) on education show vast growth in market-model off-campus (open and distance) post-baccalaureate teacher education programs in the last fifteen years. Many academics and scholars have criticized traditional off-campus programs for their low quality; new policy reforms in 2009, with the support of USAID, initiated the four-year honors program, with the intention of phasing out all traditional programs by 2018. However, the new policy still allows traditional off-campus market-model programs to be offered. This important policy reform juncture warrants empirical research on the effectiveness of traditional programs to inform current and future policies. Thus, this study focused on assessing the worth of traditional and off-campus programs, and the effects of market approaches, on the implementation of traditional post-baccalaureate teacher education programs offered by public institutions in a southern province of Pakistan.
    [Show full text]
  • STE View Book
    Information Booklet KINDERGARTEN - 12TH GRADE College Prep At Its Best College counseling at Saint Thomas’ Episcopal School begins in 9th grade and is personalized to each student and his or her family. 100% 100% of graduates attend 4-year colleges and universities in a typical year. The class of 2019 was accepted to universities all over the nation, including 43 Columbia, Boston University, Penn State, Rensselaer, Rice, Savannah College of Art and Design, UT, Texas AP Scholar Awards given to STE students in 2019 A&M, and the U.S. Coast Guard Academy. Abilene Christian University Emory and Henry College Millsaps College Adelphi University Emory University Mississippi American University Fairleigh Dickinson University State University Arizona State University Fordham University Morehouse College University of University of Mary University of Texas, Auburn University Furman University New York University California, Berkeley Washington San Antonio Austin College Georgetown University Northeastern University University of California, University of Massachusetts University of Texas, Tyler Baylor University Georgia Institute of Northern Arizona University Davis Dartmouth University of Tulsa Belmont University Technology Northwestern State University of California, Irvine University of Massachusetts, University of the Incarnate Benedictine College Grinnell College University of Louisiana University of California, Amherst Word Birmingham-Southern College Hampton University Northwestern University Los Angeles University of Massachusetts, University
    [Show full text]
  • Liberal Arts Colleges in American Higher Education
    Liberal Arts Colleges in American Higher Education: Challenges and Opportunities American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 59 In Memory of Christina Elliott Sorum 1944-2005 Copyright © 2005 American Council of Learned Societies Contents Introduction iii Pauline Yu Prologue 1 The Liberal Arts College: Identity, Variety, Destiny Francis Oakley I. The Past 15 The Liberal Arts Mission in Historical Context 15 Balancing Hopes and Limits in the Liberal Arts College 16 Helen Lefkowitz Horowitz The Problem of Mission: A Brief Survey of the Changing 26 Mission of the Liberal Arts Christina Elliott Sorum Response 40 Stephen Fix II. The Present 47 Economic Pressures 49 The Economic Challenges of Liberal Arts Colleges 50 Lucie Lapovsky Discounts and Spending at the Leading Liberal Arts Colleges 70 Roger T. Kaufman Response 80 Michael S. McPherson Teaching, Research, and Professional Life 87 Scholars and Teachers Revisited: In Continued Defense 88 of College Faculty Who Publish Robert A. McCaughey Beyond the Circle: Challenges and Opportunities 98 for the Contemporary Liberal Arts Teacher-Scholar Kimberly Benston Response 113 Kenneth P. Ruscio iii Liberal Arts Colleges in American Higher Education II. The Present (cont'd) Educational Goals and Student Achievement 121 Built To Engage: Liberal Arts Colleges and 122 Effective Educational Practice George D. Kuh Selective and Non-Selective Alike: An Argument 151 for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges Richard Ekman Response 172 Mitchell J. Chang III. The Future 177 Five Presidents on the Challenges Lying Ahead The Challenges Facing Public Liberal Arts Colleges 178 Mary K. Grant The Importance of Institutional Culture 188 Stephen R.
    [Show full text]
  • Campus.Health Services, Students Should
    CAMPUS.HEALTH SERVIC E March 23, 2020 Availability of Campus.Health for The Claremont Colleges Students The Claremont Colleges have contracted with TimelyMD, a provider of online medical and counseling services, to offer a telehealth option to all TCC students — undergraduate as well as graduate — to expand and supplement services currently available at Student Health Services and Monsour Counseling and Psychological Services. Campus.Health makes it easy for students to get quality medical and mental health care online or from their phone, anytime they need it. Students now have access to Campus.Health, which provides 24/7 medical and mental telehealth care for all students, at no cost! To get started, visit Campus.Health. Register now and use the service when you need it. Campus.Health offers the following unlimited free visits with student-focused, licensed physicians and counselors: • 24/7 access to on-demand medical care • 24/7 access to TalkNow emotional support • Accessible from any location within the United States on any smartphone or web-enabled device • This is a pilot project that will be available to students until mid-June 2020 To use Campus.Health services, students should: • Visit the Campus.Health website or • Visit the Apple or Android stores to download the free TimelyMD app • Set up profile and at checkout, enter institution’s customized coupon code: PITZER2020 Other notes and features: • Students will see the name, picture, location (by state) and credentials of the provider • An average medical visit will have a 5 minute wait to speak with a provider; the consultation will average 5-10 minutes • An average TalkNow counseling visit may have a 5 minute wait time; 30 minute consultation • Students may invite a parent or trusted advisor to participate • Follow up notes will be sent by the provider to the student when the visit is complete • All federally-protected rights to privacy will be observed.
    [Show full text]
  • College Hill Preschool Manhattan-Ogden USD 383
    College Hill Preschool Manhattan-Ogden USD 383 PARENT HANDBOOK 2016-2017 “Where All Can Grow” 2600 Kimball Avenue Manhattan, KS 66502 785-587-2830 Dear Parents, Welcome to College Hill Preschool! With a variety of program opportunities available for preschool children, we are excited that you have chosen us as the learning environment for your child. At College Hill you will find that our motto, “Where All Can Grow,” is the foundation of our program. We are dedicated to providing learning opportunities that help the children in our program grow and learn over time and have adopted a “whole child” approach to instruction. We strive to create classrooms where children are encouraged to solve problems and take pride in their individual accomplishments. We are devoted to developing strong relationships with families and watching these relationships grow and evolve through mutual respect. As your child’s first teacher, you will always bring a wealth of information to the classroom regarding your child’s individuality and we welcome you to share this information with us so that together we can help your child reach his/her highest potential. We are committed to helping our staff grow and strengthen their knowledge of early learning and child development. In conjunction with community partners we provide quality professional development to help them strengthen their skills, as well as training tracks to further their education. We are excited that you have chosen to grow with us this school year and are committed to ensuring your child leaves our program ready to succeed, not only in kindergarten, but later in life! Please feel free to contact me or your child’s teacher if you have questions or concerns throughout the school year.
    [Show full text]
  • Helpful Phone Numbers
    SF DL Helpful 10 WA Phone CS P O P LA R TM AH Aley Hall TB Erickson Thunderbird Gym S Numbers MA T . BU Thorson Institute of Business TM Tate Geological Museum Academic Testing - 268-3850 E V EC I EI E R CA Civic Apartments UU Union/University Bldg. V D 9 I Accounting and Financial R GE TA E D L Murane Fields CS McMurry Career Studies Center VA Goodstein Visual Arts Center L L O Management - 268-2691 C A D DL Doornbos Livestock Facility WA Grace Werner Agricultural Pavilion N E S Athletic Office/ O WH Wheeler Terrace Apartments J EC Early Childhood Learning Center T-Bird Tickets - 268-3000 Tennis WH EI Myra Fox Skelton Energy Institute WM Werner Wildlife Museum WT Courts E College Store - 268-2202 T -B V I R D I GW Walter H. Nolte Gateway Center WT Werner Technical Center D R R I V E D S U Career Services - 268-2089 E P HS Saunders Health Science Center V I CA R 8 AM D C 1 O KT Krampert Center for Theatre & Dance Parking Lots C Early Childhood Learning Center S I LH Liesinger Hall Handicap parking 6 L (daycare) - 268-2586 LI Goodstein Foundation Library spaces are available TB English Center- 268-2585 7 in all parking lots D LS Loftin Life Science Center A RH O R GW N Enrollment Services (admissions, I A MA Maintenance Building Selfie Spot T N 5 U O financial aid, registrar) - 268-2323 M MU Music Building R BU E P S A Housing/Student Activities - 268-2394 PS Wold Physical Science Center C RH Residence Hall Library - 268-2269 PS UU SF Storage Facility KT LS Math Learning Center - 268-2865 SH Strausner Hall 4 MU TA Thorson Apartments Operator - 268-2100 3 E V AH LI I R SECURITY - 268-2688 D C A M P U S D R I V E E G E L Student Wellness - 268-2267 D R I V E L A M P U S SH O C 2 C HS Student Services - 268-2201 1 Student Success - 268-2089 VA LH Tate Geological Museum - 268-2447 D RI V E C O L L E G E Theatre Box Office - 268-2500 N Want to get in shape? W Werner Wildlife Museum - 235-2108 O L C Run, or walk, the campus inner O Map produced by mapformation.com, July 2012 T T S T Writing Center - 268-2610 R E E loop.
    [Show full text]
  • College Counseling Program
    College Counseling Program The Oregon Episcopal School college counseling team works closely with students as they search for colleges in which they will thrive. Encouraging them to take ownership of the experience, we combine individualized advice with programs and resources designed to help students—and their families—navigate the search and application phases in a thoughtful manner. Throughout high school, we provide guidance, perspective, and timely information intended to demystify the process and encourage wise choices. Underpinning our approach is a desire to have students make the most of their high school experience in a healthy, balanced manner. COLLEGE NIGHTS FOR PARENTS We offer workshops for parents, tailored by grade level, to learn about the college search process, and a presentation on financing college. For more information, visit: COLLEGE ATTENDANCE oes.edu/college Graduates of OES attend an impressive array of colleges throughout the United States and internationally. OES has an excellent, well-established reputation with colleges across the country and hosts visits from over 130 college representatives in a typical year. Colleges Attended Public vs. Private Public 29% 71% Private Non U.S.: 4% Admissions 6300 SW Nicol Road | Portland, OR 97223 | 503-768-3115 | oes.edu/admissions OES STUDENTS FROM THE CLASSES OF 2020 AND 2021 WERE ACCEPTED TO THE FOLLOWING COLLEGES Acadia University Elon University Pomona College University of Chicago Alfred University Emerson College Portland State University University of Colorado,
    [Show full text]
  • University Basic Needs Insecurity: a National #Realcollege Survey Report
    APRIL 2019 College and University Basic Needs Insecurity: A National #RealCollege Survey Report AUTHORS: Sara Goldrick-Rab, Christine Baker-Smith, Vanessa Coca, Elizabeth Looker and Tiffani Williams Executive Summary NEARLY 86,000 STUDENTS PARTICIPATED. THE RESULTS The #RealCollege survey is the nation’s largest annual INDICATE: assessment of basic needs security among college students. The survey, created by the Hope Center • 45% of respondents were food for College, Community, and Justice (Hope Center), insecure in the prior 30 days specifically evaluates access to affordable food and housing. This report describes the results of the • 56% of respondents were #RealCollege survey administered in the fall of 2018 at housing insecure in the previous year 123 two- and four-year institutions across the United States. • 17% of respondents were homeless in the previous year Rates of basic needs insecurity are higher for students attending two-year colleges compared to those attending four-year colleges. Rates of basic needs insecurity are higher for marginalized students, including African Americans, students identifying as LGBTQ, and students who are independent from The Hope Center thanks the their parents or guardians for financial aid purposes. Lumina Foundation, the Jewish Students who have served in the military, former foster Foundation for Education of youth, and students who were formerly convicted of a crime are all at greater risk of basic needs insecurity. Women, the City University Working during college is not associated with a lower of New York, the Chicago risk of basic needs insecurity, and neither is receiving City Colleges, the Institute for the federal Pell Grant; the latter is in fact associated with higher rates of basic needs insecurity.
    [Show full text]
  • Catalog 2008-09
    DePauw University Catalog 2008-09 Preamble ...............................................................................................2 Section I: The University .....................................................................3 Section II: Graduation Requirements ...................................................8 Section III: Majors, Minors, Courses .................................................14 School of Music......................................................................18 College of Liberal Arts ...........................................................30 Graduate Programs in Education..........................................136 Section IV: Academic Policies .........................................................138 Section V: The DePauw Experience.................................................159 Section VI Campus Living ...............................................................176 Section VII: Admission, Expenses, Financial Aid ...........................184 Section VIII: University Personnel ..................................................196 This is a PDF copy of the official DePauw University Catalog, 2008-09, which is available at http://www.depauw.edu/catalog. This reproduction was created on September 15, 2008. Contact: Dr. Ken Kirkpatrick Registrar DePauw University 313 S. Locust St. Greencastle, IN 46135 [email protected] 765-658-4141 Preamble to the Catalog Accuracy of Catalog Information Every effort has been made to ensure that information in this catalog is accurate at the time of publication.
    [Show full text]
  • The Child Development Center at Miracosta College One Barnard Drive • Oceanside, CA 92056 • (760) 795-6656 Or 795-6862 •
    The Child Development Center at MiraCosta College One Barnard Drive • Oceanside, CA 92056 • (760) 795-6656 or 795-6862 • www.miracosta.edu/childdev Online Application: www.miracosta.edu/childdev click on “Applying to the Center” (Enrollment for Fall begins May 1st; enrollment for Spring begins November 1st) Admission is open to all children 18 months to 4.11 years of age regardless of race, creed, color, ability or national origin. Children may be enrolled in morning and extended care (extended days are only available in the preschool classrooms). As a campus-based child development program, priority enrollment and discounted tuition are provided to MiraCosta College student families. Children of MiraCosta staff/faculty and the community are welcome to enroll as space permits. All children must be enrolled in a minimum of two days per week to allow for program continuity. We strive to craft classroom enrollments that reflect the diversity of today’s families. As such, we include consideration of student status, age, gender, primary language, ethnicity, and developmental needs in our enrollment decisions. Programming Options Rooms 1 & 2 Room 3 Rooms 4 & 5 (entry at ages (entry at ages (entry at ages 18-30 months) 2.7-3.4 years) 3.5 – 4.5 years) Morning Program 8:30 am -11:30 am 8:45 am – 11:45 am 8:45 am – 12:00 pm Early Care 7:30 am – 8:30 am 7:30 am – 8:45 am 7:30 am – 8:45 am Extended Day Program* (Includes flexible pick-up Not Available 8:45 am – 4:45 pm 8:45 am – 4:45 pm beginning at 2:30pm) * Early Care, Lunch, and Extended Care are limited primarily to students attending MiraCosta College classes during those times or for MCC faculty and staff employed on campus.
    [Show full text]