DOCSLIB.ORG

2021 Aspen Prize Eligible

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2021 Aspen Prize Eligible 2021 ASPEN PRIZE FOR COMMUNITY COLLEGE EXCELLENCE Eligible Institutions ALABAMA COLORADO Snead State Community College Morgan Community College Trinidad State Junior College ARIZONA Chandler-Gilbert Community College FLORIDA Estrella Mountain Community College Broward College Mesa Community College Chipola College Paradise Valley Community College College of Central Florida Phoenix College Daytona State College Pima Community College Eastern Florida State College Scottsdale Community College Florida State College at Jacksonville South Mountain Community College Gulf Coast State College North Florida Community College ARKANSAS Palm Beach State College Arkansas State University-Beebe Saint Johns River State College Arkansas State University-Mountain Home Seminole State College of Florida North Arkansas College South Florida State College Southern Arkansas University Tech Tallahassee Community College University of Arkansas Community College- Batesville GEORGIA University of Arkansas-Pulaski Technical College Atlanta Technical College Georgia Piedmont Technical College CALIFORNIA Antelope Valley College IDAHO Chaffey College College of Eastern Idaho Citrus College College of San Mateo ILLINOIS College of the Redwoods Elgin Community College De Anza College Frontier Community College Golden West College Joliet Junior College Grossmont College Lake Land College Imperial Valley College Lewis and Clark Community College Los Medanos College Lincoln Trail College Moorpark College Moraine Valley Community College Napa Valley College Olney Central College Orange Coast College Rend Lake College Pasadena City College Southeastern Illinois College Santa Ana College Wabash Valley College Santiago Canyon College Sierra College INDIANA Ventura College Vincennes University West Hills College-Lemoore 2021 ASPEN PRIZE FOR COMMUNITY COLLEGE EXCELLENCE IOWA North Iowa Area Community College MISSISSIPPI Northwest Iowa Community College Copiah-Lincoln Community College East Central Community College KANSAS East Mississippi Community College Cloud County Community College Holmes Community College Coffeyville Community College Itawamba Community College Cowley County Community College Mississippi Gulf Coast Community College Flint Hills Technical College Southwest Mississippi Community College Hutchinson Community College Manhattan Area Technical College MISSOURI North Central Kansas Technical College State Technical College of Missouri Northwest Kansas Technical College Salina Area Technical College NEBRASKA Central Community College KENTUCKY Northeast Community College Big Sandy Community and Technical College Southcentral Kentucky Community and NEW JERSEY Technical College Ocean County College West Kentucky Community and Technical Union County College College NEW MEXICO LOUISIANA Central New Mexico Community College South Louisiana Community College SOWELA Technical Community College NEW YORK CUNY Borough of Manhattan Community MAINE College Kennebec Valley Community College CUNY Kingsborough Community College Washington County Community College Stella and Charles Guttman Community College MARYLAND NORTH CAROLINA College of Southern Maryland Alamance Community College Harford Community College Catawba Valley Community College Randolph Community College MICHIGAN Wayne Community College Mott Community College NORTH DAKOTA MINNESOTA Bismarck State College Alexandria Technical and Community College North Dakota State College of Science Minnesota State Community and Technical College OHIO Northland Community and Technical College Cuyahoga Community College District Ridgewater College Lorain County Community College Saint Paul College Ohio State University-Newark Campus 2021 ASPEN PRIZE FOR COMMUNITY COLLEGE EXCELLENCE OKLAHOMA VIRGINIA Carl Albert State College Germanna Community College Northern Oklahoma College Mountain Empire Community College OREGON VERMONT Southwestern Oregon Community College Vermont Technical College PENNSYLVANIA WASHINGTON Thaddeus Stevens College of Technology Bellingham Technical College Pierce College-Fort Steilacoom SOUTH DAKOTA Pierce College-Puyallup Mitchell Technical Institute Renton Technical College Southeast Technical Institute South Puget Sound Community College TEXAS Alvin Community College WEST VIRGINIA Amarillo College Blue Ridge Community and Technical Austin Community College District College El Paso Community College Laredo Community College WISCONSIN McLennan Community College Chippewa Valley Technical College Northwest Vista College Fox Valley Technical College Odessa College Lakeshore Technical College Palo Alto College Moraine Park Technical College San Antonio College Southwest Wisconsin Technical San Jacinto Community College College Southwest Texas Junior College Wisconsin Indianhead Technical Tarrant County College District College Texas State Technical College WYOMING UTAH Sheridan College Snow College .
Load more

Recommended publications
  • A Study of the Relative Effect of the Community College on Transfer Students: Achievement and Satisfaction Daniel Joseph Phelan Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1990 A study of the relative effect of the community college on transfer students: achievement and satisfaction Daniel Joseph Phelan Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Community College Education Administration Commons, Community College Leadership Commons, and the Higher Education and Teaching Commons Recommended Citation Phelan, Daniel Joseph, "A study of the relative effect of the community college on transfer students: achievement and satisfaction " (1990). Retrospective Theses and Dissertations. 11213. https://lib.dr.iastate.edu/rtd/11213 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. UMI MICROFILMED 1990 INFORMATION TO USERS The most advanced technology has been used to photograph and reproduce this manuscript from the microfihn master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted.
    [Show full text]
  • Early Childhood Education
    Early Childhood Education childhood or elementary school teacher in the • The majority of credits within the program public school system. are transferable to four-year institutions should students decide to continue their Why choose early childhood education? education after completing their coursework Never has there been a better time to pursue a at HCC. career in education. The need for highly skilled and competent teachers and education parapro- Important information about the educational fessionals continues to grow each year. In the debt, earnings, and completion rates of stu- Early Childhood Education Program, students dents who attended this program can be have the option of only taking the few classes viewed at http://www.hagerstowncc.edu/gedp/ needed to meet the educational requirements for cer_ccp/19.0708-Gedt.html “preschool teacher” as defined by the Maryland What funding resources are available to State Department of Education Office of Child students? Care or pursuing a higher level of certification. HCC and the Maryland State Department of HCC offers students the practical courses and Education (MSDE) are offering a unique funding field work they need to gain experience and opportunity for childcare providers to earn an as- valuable credentials. Students are encouraged sociate’s degree (A.A.S. or A.A.T.) in early child- to join the ranks of astronaut Christa McAuliffe hood education, A.A.T. in elementary education, and others who have proudly stated, “I touch the or an A.S. in education.The Child Care Career future, I teach.” and Professional Development Fund (CCCPDF) What is the employment outlook? provides funding for college tuition, fees and books What is the Early Childhood Education The need for early childhood paraprofessionals for eligible child care providers, working in the Program? and professionals in the United States has been State of Maryland.
    [Show full text]
  • Secondary School Course Classification System: School Codes for the Exchange of Data (SCED) (NCES 2007-341)
    Secondary School Course Classification U.S. Department of Education NCES 2007-341 System: School Codes for the Exchange of Data (SCED) Secondary School Course Classification System: School U.S. Department of Education Codes for the NCES 2007-341 Exchange of Data (SCED) June 2007 Denise Bradby Rosio Pedroso MPR Associates, Inc. Andy Rogers Consultant Quality Information Partners Lee Hoffman Project Officer National Center for Education Statistics U.S. Department of Education Margaret Spellings Secretary Institute of Education Sciences Grover J. Whitehurst Director National Center for Education Statistics Mark Schneider Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences.
    [Show full text]
  • Community Colleges Special Supplement to the Condition of Education 2008
    Community Colleges Special Supplement to The Condition of Education 2008 NCES 2008-033 U.S. DEPARTMENT OF EDUCATION THIS PAGE INTENTIONALLY LEFT BLANK Community Colleges Special Supplement to The Condition of Education 2008 Statistical Analysis Report August 2008 Stephen Provasnik Michael Planty National Center for Education Statistics NCES 2008-033 U.S. DEPARTMENT OF EDUCATION U.S. Department of Education Margaret Spellings Secretary Institute of Education Sciences Grover J. Whitehurst Director National Center for Education Statistics Mark Schneider Commissioner Te National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted all infor- mation contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively.
    [Show full text]
  • Data and Trends on Transfer
    Data and Trends on Transfer Tulsa Regional CollegeTransfer Repor Executive Summary The Tulsa Collaborative, consisting of Tulsa Community College (TCC), Oklahoma State University-Tulsa, Northeastern State University, the University of Oklahoma- Tulsa, Rogers State University, Langston University, and the University of Tulsa, was formed in July 2017, with the support of the Charles and Lynn Schusterman Family Foundation. The formation of the Collaborative led member institutions to launch the Tulsa Transfer Project, designed to increase the number of students who attain post-secondary credentials in northeastern Oklahoma through enhanced transfer student success. The purpose of the Tulsa Transfer Project is to improve the outcomes for transfer students in the region. The project’s measurable goals are the following: 1. To increase the transfer rate of TCC students to four-year institutions 2. To increase the percentage of transfer credits accepted toward majors at the receiving universities The Tulsa Transfer 3. To increase rates of bachelor’s degree completion. Project was As a result of a Schusterman Family Foundation request for proposals for the created...to increase design and implementation of this project, the John N. Gardner Institute for the number of Excellence in Undergraduate Education was selected to aid the institutions in students who atain evaluating and improving their current approach to transfer. post-secondary Each of the six institutions that joined the Tulsa Transfer Project in spring of 2018 credentials in formed a task force to evaluate the transfer experience using a Gardner Institute- norheastern designed process, Foundations of Excellence Transfer. Across these six institutions, Oklahoma through a total of 228 administrators, faculty, staff, and students participated in the enhanced transfer evaluation of transfer at their institution.
    [Show full text]
  • Exploring Outcomes of Service-Learning Participation: Evidence from Pakistan
    Malaysian Journal of Learning and Instruction: Vol. 16 (No. 2) Disember 2019: 125-154 125 How to cite this article: Ahmad, I., Said, H., & Mohamad Nor, F. (2019). Exploring service-learning practices: Evidence from Pakistan vocational education. Malaysian Journal of Learning and Instruction, 16(2), 125-154. EXPLORING OUTCOMES OF SERVICE-LEARNING PARTICIPATION: EVIDENCE FROM PAKISTAN 1Iqbal Ahmad, 2 Hamdan Said & 3Faizah Mohamad Nor 1Faculty of Education, University of Malakand, Pakistan 2School of Education, Universiti Teknologi Malaysia, Malaysia 3Language Academy, Universiti Teknologi Malaysia, Malaysia Corresponding author: [email protected] Received: 14/8/2019 Revised: 3/12/2019 Accepted: 10/12/19 Published: 24/12/2019 ABSTRACT Purpose – This study explored the perspectives of teachers on outcomes of service-learning participation in vocational training institutes. The main purpose was to gain a better understanding of outcomes concerning service-learning participation of vocational training institute students in Pakistan. Methodology – A total of 315 respondents participated in the study. Data were collected from 15 randomly selected vocational training institutes using a self-designed questionnaire which was drafted and validated after expert approval. The construct validation of the questionnaire was established through Exploratory Factor Analysis. Findings – The findings indicated that participation in service- learning resulted in increased course content knowledge, the development of interpersonal skills, and the development of a volunteering attitude among the vocational institute students. Significance – This study is one of the few studies related to academic outcomes of vocational education students as a result of service-learning participation. The results facilitate understanding 126 Malaysian Journal of Learning and Instruction: Vol.
    [Show full text]
  • Fact Book for the Year 2006 – 2007
    FACT BOOK FOR THE YEAR 2006 – 2007 RESEARCHED, ANALYZED, AND COMPILED IN 2007 Office of Institutional Effectiveness and Research Alvin Community College 3110 Mustang Road Alvin, TX 77511 (Printed January, 2008) CONTENTS CONTENTS.................................................................................................................................... i PREFACE ..................................................................................................................................... iii CHAPTER I - GENERAL INFORMATION..............................................................................1 A. Map – Alvin Community College District ...........................................................................2 B. Institutional Profile of Alvin Community College ..............................................................3 C. Philosophy, Mission, and Goals...........................................................................................5 D. History..................................................................................................................................7 CHAPTER II - ORGANIZATION AND GOVERNANCE .......................................................9 A. Board of Regents................................................................................................................10 B. Chief Administrator of the College....................................................................................11 C. Standing Committees .........................................................................................................11
    [Show full text]
  • Nulldfr 2012 Report
    Image description. Cover Image End of image description. NATIONAL CENTER FOR EDUCATION STATISTICS What Is IPEDS? The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from about 7,500 institutions that provide postsecondary education across the United States. IPEDS collects institution-level data on students (enrollment and graduation rates), student charges, program completions, faculty, staff, and finances. These data are used at the federal and state level for policy analysis and development; at the institutional level for benchmarking and peer analysis; and by students and parents, through the College Navigator (http://collegenavigator.ed.gov), to aid in the college search process. For more information about IPEDS, see http://nces.ed.gov/ipeds. What Is the Purpose of This Report? The Data Feedback Report is intended to provide institutions a context for examining the data they submitted to IPEDS. Our goal is to produce a report that is useful to institutional executives and that may help improve the quality and comparability of IPEDS data. What Is in This Report? The figures provided in this report are those suggested by the IPEDS Technical Review Panel. They were developed to provide selected indicators and data elements for your institution and a comparison group of institutions. The figures are based on data collected during the 2011-12 IPEDS collection cycle and are the most recent data available. Additional information about these indicators is provided in the Methodological Notes at the end of the report. On the next page is a list of the institutions in your comparison group and the criteria used for their selection.
    [Show full text]
  • The Role of Community Colleges in Skills Development
    THE ROLE OF COMMUNITY COLLEGES IN SKILLS DEVELOPMENT LESSONS FROM THE CANADIAN EXPERIENCE FOR DEVELOPING ASIA THE ROLE OF COMMUNITY COLLEGES IN SKILLS DEVELOPMENT LESSONS FROM THE CANADIAN EXPERIENCE FOR DEVELOPING ASIA Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO) © 2015 Asian Development Bank 6 ADB Avenue, Mandaluyong City, 1550 Metro Manila, Philippines Tel +63 2 632 4444; Fax +63 2 636 2444 www.adb.org; openaccess.adb.org Some rights reserved. Published in 2015. Printed in the Philippines. ISBN 978-92-9257-224-2 (Print), 978-92-9257-225-9 (e-ISBN) Publication Stock No. BKK157606-2 Cataloging-In-Publication Data Asian Development Bank. The role of community colleges in skills development: Lessons from the Canadian experience for developing Asia. Mandaluyong City, Philippines: Asian Development Bank, 2015. 1. Community and college. 2. Community and college - Canada. I. Asian Development Bank. The views expressed in this publication are those of the authors and do not necessarily reflect the views and policies of the Asian Development Bank (ADB) or its Board of Governors or the governments they represent. ADB does not guarantee the accuracy of the data included in this publication and accepts no responsibility for any consequence of their use. The mention of specific companies or products of manufacturers does not imply that they are endorsed or recommended by ADB in preference to others of a similar nature that are not mentioned. By making any designation of or reference to a particular territory or geographic area, or by using the term “country” in this document, ADB does not intend to make any judgments as to the legal or other status of any territory or area.
    [Show full text]
  • FICE Code List for Colleges and Universities (X0011)
    FICE Code List For Colleges And Universities ALABAMA ALASKA 001002 ALABAMA A & M 001061 ALASKA PACIFIC UNIVERSITY 001005 ALABAMA STATE UNIVERSITY 066659 PRINCE WILLIAM SOUND C.C. 001008 ATHENS STATE UNIVERSITY 011462 U OF ALASKA ANCHORAGE 008310 AUBURN U-MONTGOMERY 001063 U OF ALASKA FAIRBANKS 001009 AUBURN UNIVERSITY MAIN 001065 UNIV OF ALASKA SOUTHEAST 005733 BEVILL STATE C.C. 001012 BIRMINGHAM SOUTHERN COLL ARIZONA 001030 BISHOP STATE COMM COLLEGE 001081 ARIZONA STATE UNIV MAIN 001013 CALHOUN COMMUNITY COLLEGE 066935 ARIZONA STATE UNIV WEST 001007 CENTRAL ALABAMA COMM COLL 001071 ARIZONA WESTERN COLLEGE 002602 CHATTAHOOCHEE VALLEY 001072 COCHISE COLLEGE 012182 CHATTAHOOCHEE VALLEY 031004 COCONINO COUNTY COMM COLL 012308 COMM COLLEGE OF THE A.F. 008322 DEVRY UNIVERSITY 001015 ENTERPRISE STATE JR COLL 008246 DINE COLLEGE 001003 FAULKNER UNIVERSITY 008303 GATEWAY COMMUNITY COLLEGE 005699 G.WALLACE ST CC-SELMA 001076 GLENDALE COMMUNITY COLL 001017 GADSDEN STATE COMM COLL 001074 GRAND CANYON UNIVERSITY 001019 HUNTINGDON COLLEGE 001077 MESA COMMUNITY COLLEGE 001020 JACKSONVILLE STATE UNIV 011864 MOHAVE COMMUNITY COLLEGE 001021 JEFFERSON DAVIS COMM COLL 001082 NORTHERN ARIZONA UNIV 001022 JEFFERSON STATE COMM COLL 011862 NORTHLAND PIONEER COLLEGE 001023 JUDSON COLLEGE 026236 PARADISE VALLEY COMM COLL 001059 LAWSON STATE COMM COLLEGE 001078 PHOENIX COLLEGE 001026 MARION MILITARY INSTITUTE 007266 PIMA COUNTY COMMUNITY COL 001028 MILES COLLEGE 020653 PRESCOTT COLLEGE 001031 NORTHEAST ALABAMA COMM CO 021775 RIO SALADO COMMUNITY COLL 005697 NORTHWEST
    [Show full text]
  • TSI Testing Sites
    TSI Testing Sites Institution Name Site Name City Abilene Christian University Abilene Christian University Abilene Sul Ross State University Sul Ross State University Testing Services Alpine Amarillo College Amarillo College - Testing Services Amarillo Aransas Pass High School Aransas Pass High School Aransas Pass University of Texas at Arlington UTA Testing Services Arlington Trinity Valley Community College Trinity Valley Community College Athens Austin Community College 03.Eastview Campus-ACC Austin Austin Community College 05.Northridge Campus-ACC Austin Austin Community College 11. South Austin Campus-ACC Austin Austin Community College 06.Pinnacle Campus-ACC Austin Austin Community College 10.Highland Campus - ACC Austin Austin Community College 08.Riverside Campus-ACC Austin Lee College-INST Lee College Baytown Lamar Institute of Technology Lamar Institute of Technology-BMT Beaumont Lamar University Lamar University Career & Professional Development Beaumont Weatherford College WCWC Bridgeport UTRGV Brownsville Testing Center UT-Brownsville Brownsvillle Blinn College Blinn College - Remote TSI Assessment Bryan Panola College PC Carthage Austin Community College 02. Cypress Creek Campus-ACC Cedar Park Clarendon College CC Childress Center Childress Clarendon College Clarendon College Main Campus Clarendon Hill College Hill College-Johnson County Campus Cleburne Texas A&M University-Commerce Texas A&M-Commerce Commerce 06/05/2017 Lone Star College System Lone Star College - Montgomery Conroe Del Mar College Del Mar College Corpus
    [Show full text]
  • The Impact of a National Program of Free Tuition at Public Community
    The Impact of a National Program of Free Tuition at Public Community Colleges and Free Tuition for Most Students at Public Four-Year Colleges and Universities on College Enrollments, Graduations, and the Economy Robert Shapiro and Isaac Yoder January 2021 Table of Contents Executive Summary ......................................................................................................................... 2 I. Introduction ............................................................................................................................ 5 II. College Enrollments and Graduations Since 2009 ............................................................... 8 III. The Costs of a College Education, Based on Household Income… ..................................... 13 IV. The Impact of a Free Tuition Program on College Enrollments ......................................... 15 V. The Impact of a Free Tuition Program on Graduation Rates ............................................. 20 VI. The Impact of a Free Tuition Program on Incomes and the Economy ............................... 21 VII. Conclusions ......................................................................................................................... 28 References ..................................................................................................................................... 30 About the Authors ......................................................................................................................... 34 1 Executive Summary The
    [Show full text]