2017 State of Higher Education in Vermont
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VSCS Fact Sheet 2008
Enrollment Vermont State Colleges Fall Semester Headcount Workforce & Business t 14,000 t 12,590 Development Network e e Vermont State 12,000 2,162 e 9,834 9,896 17% Customized training, consulting, and e 10,000 advisory services for Vermont businesses, Colleges h 1,792 h 1,965 18% large and small . Nearly 20,000 Vermonters 8,000 20 % S participate annually in VSC workforce S For the Benefit education and training programs. Thousands 6,000 t t of Vermont of Vermonters will access these services 7,869 8,104 10,428 c 4,000 80% 82% 83% through VIT, Vermont’s videoconferencing c and distance learning system. a a 2,000 F Small Business Development Center F VSC Student Profile 0 (SBDC) Over 19,000 students s 1990 2000 2007 s Vermont Manufacturing Extension enrolled annually e e Fall Semester Center (VMEC) 82.5% Vermonters g Full-time Equivalency (FTE) g 10,000 Technology Extension Division (TED) e 9,041 e 51% first in family to l Vermont Interactive Television (VIT) l attend college 1,944 l 8,000 6,499 22% l 6,447 38% over the age of 25 o 1,647 o 6,000 25% 1,935 VSC Economic Impact 57% of Vermonters C 30% C attending undergraduate 4,000 With over 2,200 employees , the VSC is the college in Vermont attend e 5th largest employer in Vermont. Higher e 4,512 4,852 7,097 the VSC t t 2,000 70% 75% 78% education is the 3rd largest industry in a Vermont, contributing at least 2.5 times its a Over 26,000 VSC alumni budget to the local, regional and state live and work in Vermont t 0 t 1990 2000 2007 economy: S S Total Out-of-State In-State VSC FY08 All -
Diversity and Worldliness at the Compass School
SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Capstone Collection SIT Graduate Institute 5-5-2021 Diversity and Worldliness at the Compass School Luiz A. Batista S.I.T Follow this and additional works at: https://digitalcollections.sit.edu/capstones Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, and the Elementary and Middle and Secondary Education Administration Commons Recommended Citation International Education This Dissertation (Open Access) is brought to you for free and open access by the SIT Graduate Institute at SIT Digital Collections. It has been accepted for inclusion in Capstone Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Running head: DIVERSITY AND WORLDLINESS DIVERSITY AND WORLDLINESS AT THE COMPASS SCHOOL: A PROJECT IN INTERNATIONAL EDUCATION Luiz A. Batista SIT Graduate Institute Dr. Sora Friedman A capstone submitted in partial fulfillment of the requirements for a Master of Arts in International Education at SIT Graduate Institute in Brattleboro, Vermont, USA. DIVERSITY AND WORLDLINESS Consent to Use I hereby grant permission for World Learning to publish my capstone on its websites and in any of its digital/electronic collections, and to reproduce and transmit my CAPSTONE ELECTRONICALLY. I understand that World Learning’s websites and digital collections are publicly available via the Internet. I agree that World Learning is NOT responsible for any unauthorized use of my capstone by any third party who might access it on the Internet or otherwise. Student name: Luiz A. -
College-Specific Scholarships Scholarship Name & Application College Eligibility Criteria Hyperlink Deadline High Academic Achievement, U.S
College-Specific Scholarships Scholarship Name & Application College Eligibility Criteria Hyperlink Deadline high academic achievement, U.S. Scholarship Examination Competition, citizen/perm. Resident, or eligible non- Boston University citizen http://www.bu.edu/eng/scholexam/ October 24th New England students who are admitted Joseph D Aiken Scholarship Citadel to The Citadel http://www.citadel.edu Ralph J. Bunche Scholars, http://www.colby.edu/admissions/residential/ Colby College for outstanding students of color diversity/scholarships.shtml November 15th DeVry University (Campuses in AZ, CA, CO, FL, GA, IL, MO; NJ, Seniors; admitted to DeVry; minimum SAT NY, OH, PA, TX, VA, WA) of 1100 or ACT of 24. Dean's Scholarship March 7th Students offered admission to Green Green Mountain College; email $30 fee waived until February 15 Mountain College; matching grants [email protected] Green Mountain College awarded by VSAC ALANA students (African American, Latino, Asian, or Native American); Apply to College by December academic achievement, leadership, 15th; Apply for Scholarship by Ithaca College community involvement. Martin Luther King Jr. Scholar Program February 1st New student scholarships (12) for academic year;see requirements on Johnson State College application See Application March 1st Students planning to major in the Johnson State College Hospitality Industry Hospitality Industry Scholarship March 1st Johnson & Wales University (Campuses in Seniors; admitted to Johnson & Wales; RI, SC, VA, FL, CO) minimum SAT of 1000 or ACT -
Vermont Area Health Education Centers 2018 Summer Opportunities
VERMONT AREA HEALTH EDUCATION CENTERS 2018 SUMMER OPPORTUNITIES MENTORSHIP 2018 SUMMER PROJECTS 2018 Health Careers Exploration Programs Interprofessional Community-Based Experiences Mentorships and Summer Projects are paid, summer work and learning opportunities hosted by the Vermont Area Health Education Centers (AHEC). All of these opportunities are open to graduate-level health professions students and Larner College of Medicine students. Mentorships Mentor positions are open to health professions students including nurse practitioner, social work, Larner College of Medicine students and other graduate-level health professions students. Your role as a Mentor is to help deliver health science and career exploration components of the program, to share your knowledge and experience as a role model for Vermont high school students, and to be chaperones during the week. MedQuest is a week-long, campus-based health careers exploration program. Five MedQuest programs are offered in summer 2018 throughout Vermont. Four MedQuest programs are residential and involve providing around-the-clock supervision to students. MedQuest at the University of Vermont is a day program with one overnight on campus. The Governor’s Health and Medical Institute with Vermont AHEC is a week-long, deep dive into public and population health issues in Vermont. This residential program at St. Michael’s College culminates in a student project presentation, coached by Mentors. Summer Projects Summer Projects are designed to offer interprofessional, community-based service-learning opportunities for nurse practitioner, social work, Larner College of Medicine students, and other graduate-level health professions students. These experiences provide students with a deeper understanding of health care in rural Vermont, caring for underserved populations, the important role of the community, and the challenges and rewards of this work and setting. -
Progress Report on UNIFICATION
Progress Report on UNIFICATION Northern Vermont University February 2019 Prepared for a NECHE Site Visit April 1-4, 2019 NVU Progress Report on Unification, February 2019, page 1 Introduction On July 28, 2017, President Elaine C. Collins as CEO submitted a substantive change proposal seeking Commission approval to unite Johnson State College and Lyndon State College, both members of the Vermont State Colleges System (VSCS), as Northern Vermont University (NVU) with campuses at both locations, NVU-Lyndon and NVU-Johnson. In his December 7, 2017, letter, Commission on Institutions of Higher Education Chair David P. Angel conveyed the Commission’s decision, taken at its meeting on September 29, 2017, to accept the colleges’ report and approve the plans to merge as Northern Vermont University as of July 1, 2018. President of the Commission Barbara E. Brittingham wrote to President Collins on December 21, 2017, confirming that the new Northern Vermont University had been granted initial accreditation as of July 1, 2018. In accordance with the policy on substantive change, the Commission in its December letter also scheduled a Spring 2019 site visit to assess initial implementation of the merger. For the progress report in advance of the site visit the Commission directed particular attention to three areas: (1) developing an effective governance structure for Northern Vermont University that provides for the participation of constituency groups on both campuses; (2) consolidating the planning and evaluation activities of the two institutions and implementing an institution-wide approach to assessing student learning; (3) meeting enrollment goals and achieving a balanced budget that ensures sufficient staffing for Northern Vermont University’s two campuses. -
Vermont State Colleges Announces System-Wide Task Force to Assist
CASTLETON UNIVERSITY OFFICE OF THE CHANCELLOR COMMUNITY COLLEGE OF VERMONT PO BOX 7 NORTHERN VERMONT UNIVERSITY MONTPELIER, VT 05601 VERMONT TECHNICAL COLLEGE P (802) 224-3000 Vermont State Colleges Announces System-Wide Task Force to Assist with Building a Sustainable Future The group will recommend solutions to system-wide challenges focusing on program quality, viability and access Montpelier, VT – Vermont State Colleges System (VSCS) Interim Chancellor Sophie Zdatny today announced the creation of a new system-wide task force charged with developing plans and advising the Chancellor’s Office and Board of Trustees on how to move the organization forward to ensure quality, financial viability, and access to programs for students across Vermont. The 15-member task force, called VSCS Forward, is comprised of diverse and highly skilled individuals representing all VSCS entities, as well as faculty, staff, students, and trustees. Each college and full-time bargaining unit was asked to select participants. An outside professional facilitator will be hired to lead the group discussion and support the team’s work. “VSCS Forward is a critical next step in our work to move beyond the challenges of the past and toward a future where our system is thriving, our faculty and staff are supported in new and exciting ways and our students receive the high quality education they deserve,” said Interim Chancellor Zdatny. “We must seize this opportunity to build an inclusive and thoughtful process to consider how we transform into a sustainable organization with high-demand programs that prepare students for the economy of the future.” VSCS Forward members will spend the next few months meeting, researching and analyzing the system. -
Economic Programs, Providers & Services
GBIC~The Greater Burlington Industrial Corporation Frank Cioffi, President; Curt Carter, Vice President; Seth Bowden, Dir. Business Development P.O. Box 786 60 Main St., Burlington, VT 05402 Tel. 802.862.5726 Fax: 802.860.1899 ~ [email protected] www.gbicvt.org The following is a compilation of the Providers, Programs and Services of Economic Development in Vermont Vermont’s Primary Economic Development Providers Vermont Agency of Commerce & Community Development ……………………..….3 Department of Economic, Housing and Community Development………..........3 Department of Travel, Tourism & Marketing ………………………………………..…………5 Vermont’s Regional Development Corporations (RDCs) ………………………………..5 Existing Vermont Economic Development Programs, Resources, Incentives and Resource Partners Financing: Vermont Economic Development Authority VEDA ………………………………………….7 Fresh Tracks Capital ……………………………………………………………………………………..11 Vermont Seed Capital Fund…………………………………………………………………………...11 North Country Angels ……………………………………………………………………………………11 Vermont Venture Network …………………………………………………………………………....12 Vermont Sustainable Job’s Fund…………………………………………………………………….12 Vermont Community Foundation ….…………………………………………………………….…13 Revolving Loans Funds …………………………………………………………………………………..14 Workforce Training: Workforce Development Council ………………………………………………………………….14 Workforce Investment Boards ……………………………………………………………………….14 Peer to Peer Collaborative ………………………………………………………………….………….15 Vermont Training Program VTP …………………………………………………………………….15 Workforce Education & Training Fund WETF -
A Case Study of Local Control of Schools Michael Steven Martin University of Vermont
University of Vermont ScholarWorks @ UVM Graduate College Dissertations and Theses Dissertations and Theses 2017 Vermont's Sacred Cow: A Case Study of Local Control of Schools Michael Steven Martin University of Vermont Follow this and additional works at: https://scholarworks.uvm.edu/graddis Part of the Educational Administration and Supervision Commons, and the Other History Commons Recommended Citation Martin, Michael Steven, "Vermont's Sacred Cow: A Case Study of Local Control of Schools" (2017). Graduate College Dissertations and Theses. 737. https://scholarworks.uvm.edu/graddis/737 This Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks @ UVM. It has been accepted for inclusion in Graduate College Dissertations and Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. VERMONT’S SACRED COW: A CASE STUDY OF LOCAL CONTROL OF SCHOOLS A Dissertation Presented by Michael S. Martin to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements For the degree of Doctor of Education Specializing in Educational Leadership and Policy Studies May, 2017 Defense Date: March 21, 2017 Dissertation Examination Committee: Cynthia Gerstl-Pepin, Ph.D., Advisor Frank Bryan, Ph.D., Chairperson Judith A. Aiken, Ed.D. Kieran M. Killeen, Ph.D. Cynthia J. Forehand, Ph.D., Dean of the Graduate College ABSTRACT When it comes to school governance, the concept of “local control” endures as a powerful social construct in some regions of the United States. In New England states, where traditional town meetings and small school districts still exist as important local institutions, the idea of local control is still an important element of policy considerations, despite increasing state and federal regulation of education in recent years. -
SIT Study Abroad Global Health & Well-Being Brochure
CRITICAL GLOBAL ISSUE GLOBAL HEALTH & WELL-BEING 2020–2021 STUDY ABROAD PROGRAMS THIS IS SIT SIT is a leader in immersive, field-based study abroad programs for undergraduates. We offer more than 70 programs in Africa, Asia and the Pacific, Europe, Latin America, and the Middle East, as well as our comparative International Honors Program (IHP) which spans multiple locations. In addition to our rich history, our programs’ unique qualities—including exceptional locations, independent research, internships, cultural immersion, and deep networks of local partners—make our programs an ideal choice for an extraordinary and transformative study abroad experience. SIT Study Abroad programs are interdisciplinary and appropriate for a variety of majors. This gives students the opportunity to grapple with the complexities of today’s most pressing issues in specific cultural and geographical contexts or comparatively across several countries. SIT programs are developed around a framework of the most Critical Global Issues (CGIs) of our time—challenges that transcend borders to touch every human on the planet. We have developed this framework so that the next generation of leaders has the expertise and intercultural understanding to engage multiple identities, perspectives, and cultures in respectful, enduring, and meaningful responses. There are seven CGIs in our framework including: Climate & Environment, Development & Inequality, Education & Social Change, Geopolitics & Power, Global Health & Well-being, Identity & Human Resilience, and Peace & Justice. Explore SIT’s complete CGI Framework. INTERNATIONAL HONORS PROGRAM Beyond our traditional programs, the SIT portfolio also features IHP, which offers students the opportunity to compare and contrast a critical issue in multiple countries within the framework of SIT’s values of community, intercultural understanding, sustainability, social inclusion, and justice. -
Public Higher Education in Vermont Maximizing the State’S Investment
Public Higher Education in Vermont Maximizing the State’s Investment Report of the Governor’s Task Force on Higher Education November 15, 2009 1 TABLE OF CONTENTS The Task Force and Its Charge 3 Executive Summary 5 History of Public Education in Vermont 7 Recommendations 12 Continuum of Education 15 Areas of Possible Future Collaboration 18 Conclusion 24 Attachments 25 2 The Task Force and Its Charge Underlying the creation of the governor’s task force on higher education in January 2009 was the stark realization that spending for public education is seriously out of balance in Vermont. The state spends relatively little on early education, among the highest in the nation for primary and secondary education, and among the lowest in the nation for higher education.1 In light of this, Governor James H. Douglas, proposed a 20% increase in his 2010 budget for early and higher education based on his belief that an investment in lifelong learning is an investment in an individual’s economic independence, and that Vermont’s public higher education institutions must be affordable and accessible to Vermonters who need education and skills to succeed in the 21st century economy. 2 At the same time, the governor sought to inquire whether the current structure, administration, and program offerings of the state’s public higher education institutions are appropriate for today’s needs. This led him to create ―a working task force with the responsibility to find academic and administrative efficiencies that will be achieved through consolidation of our university and state college systems.‖ Although the governor assured the task force that he had no preconceived notion as to what type of consolidation activities might be effective and appropriate, he urged the task force to identify ways to improve services to students and the state and bring greater value to the state’s investment. -
K-12 Civics Education
Vermont Legislative Research Service https://www.uvm.edu/cas/polisci/vermont-legislative-research-service-vlrs K-12 Civics Education The events of January 6th, 2021 shocked the nation and put the importance of civics education at the forefront of discussion across the states. A lack of civic knowledge can lead to a decreased ability to fact-check sources, which can be dangerous in the era of misinformation and polarized sources. The National Assessment of Educational Progress (NAEP) civics exam tests civics knowledge of students throughout the country. The 2018 eighth grade national score on that exam was below proficient, with scores remaining relatively stagnant for the past two decades.1 Civics education in childhood and adolescent schooling is vital to growing responsible civic engagement. Teaching the functions of government, citizenship rights, and aspects of civil society can result in higher voter turnout rates, a more informed subscription to news and events, and volunteering. States that prioritize civics and Advanced Placement (AP) US Government in their curricula often observe rates of youth civic engagement that are higher than the national average.2 Nationwide, voter turnout for ages 18-29 remains the lowest among all eligible age groups.3 The increase in turnout for the past few elections does not necessarily prove a new standard. Providing required civics education for grade K-12 would better prepare responsible young citizens for when they become eligible to vote. 1The National Assessment of Educational Progress, “NAEP Report Card: Civics,” NAEP Report Card: Civics, accessed March 15, 2021, https://www.nationsreportcard.gov/civics/results/scores/. 2 Stephen Sawchuck, “How 3 States Are Digging in on Civics Education,” Education Week, July 17, 2019, accessed March 12, 2021, https://www.edweek.org/teaching-learning/how-3-states-are-digging-in-on-civics-education. -
Pub Type Edrs Price Descriptors
DOCUMENT RESUME ED 292 912 UD 026 081 TITLE Reauthorization of the Education Consolidation and Improvement Act. Hearings before the Subcommittee on Education, Arts and Humanities of the Committee on Labor and Human Resources, United States Senate, and the Subcommittee on Elementary, Secondary, and Vocational Education: House of Representatives, One Hundredth Congress, First Session (Saint Johnsbury, Vermont, February 10, 1987; Waterbury, Vermont, February 13, 1987). INSTITUTION Congress of the U.S., Washington, D.C. House Committee on Education and Labor. REPORT NO Senate-Hrg-100-153 PUB DATE 10 Feb 87 NOTE 190p.; Some pages contain small, light type. AVAILABLE FROM Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, DC 20402. PUB TYPE Legal /Legislative /Regulatory Materials (090) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Compensatory Education; *Educationally Disadvantaged; Educational Needs; Elementary Secondary Education; *Federal Aid; *High Risk Students; *Program Budgeting; Program Development; *Program Effectiveness; Success IDENTIFIERS *Education Consolidation Improvement Act Chapter 1; *Education Consolidation Improvement Act Chapter 2; Vermont ABSTRACT Hearings before the House Subcommittee on Education, Arts, and Humanities were held in February, 1987 to reauthorize the Education Consolidation and Improvement Act. The purpose was to report on the contribution made in education by Chapter 1 and Chapter 2 programs and to refine and explain the goals for reauthorization. Teachers, coordinators, administrators, students, and parents testified on the following aspects of these programs in Vermont: (1) services to preschool children; (2) negative effects on the programs if funding is cut; (3) parent and community involvement; (4) professional development and training; (5) instructional materials, methods, and approaches; (6) effects on student achievement; and (7) special concerns of rural districts.