Career & Continuing Education Brochure
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Ed 397 868 Author Title Institution Pub Date Note
DOCUMENT RESUME ED 397 868 JC 960 462 AUTHOR Ashby, W. Allen; And Others TITLE Issues of Education at Community Colleges: Essays by Fellows in the Mid-Career Fellowship Program at Princeton University. INSTITUTION Princeton Univ., NJ. Mid-Career Fellowship Program. PUB DATE Jun 96 NOTE 174p.; For individual papers, see JC 960 463-471. AVAILABLE FROMThe Center for Faculty Development, Mid-Career Fellowship Program, History Department, 129 Dickinson Hall, Princeton University, Princeton, NJ 08544 ($15). PUB TYPE Collected Works General (020) Viewpoints (Opinion/Position Papers, Essays, etc.)(120) Reports Descriptive (141) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *College Faculty; *Community Colleges; Cooperative Learning; *Critical Thinking; Culture Conflict; Educational Practices; Educational Principles; Educational Technology; *Faculty College Relationship; Generation Gap; *Interdisciplinary Approach; *Learning Strategies; Team Teaching; Two Year Colleges ABSTRACT This collection presents essays on contemporary issues facing community colleges written by fellows in Princeton University's Mid-Career Fellowship Program and dealing with such issues as critical thinking, faculty perceptions, educational technology, interdisciplinary courses, cooperative learning strategies, the college culture, faculty and administration relations, and team teaching. The following essays are provided:(1) "Questioning Critical Thinking: Funny Faces in a Familiar Mirror," by W. Allen Ashby;(2) "The Image of the Community College: Faculty Perceptions at Mercer County Community College," by Marilyn L. Dietrich;(3) "Community Colleges and the Virtual Community," by Robert Freud; (4) "Interdisciplinary Classes," by Freda Hepner; (5) "Student as Teacher: Cooperative Learning Strategies in the Community College Classroom," by Carol L. Hunter;(6) "Generational Clash in the Academy: Whose Culture Is It Anyway?" by Pat Kalata; (7) "Faculty/Administration Relations in Community Colleges," by Joyce A. -
Implementing Adult Learning Principles to Overcome Barriers of Learning in Continuing Higher Education Programs
Online Journal of Workforce Education and Development Volume III, Issue 4 – Summer 2009 IMPLEMENTING ADULT LEARNING PRINCIPLES TO OVERCOME BARRIERS OF LEARNING IN CONTINUING HIGHER EDUCATION PROGRAMS Kristen M. De Vito Eastern Illinois University 1 Online Journal of Workforce Education and Development Volume III, Issue 4 – Summer 2009 Abstract A fundamental aspect to continuing higher education is overcoming of barriers of learning when dealing with non-traditional students. With non-traditional student enrollment on the rise, continuing higher education programs have an obligation to address issues of accessibility, affordability and accountability in higher education. The purpose of the study was to identify the relationship between adult learning principles and overcoming barriers of adult learning in continuing higher education at higher education institutions based on published literature. 2 Online Journal of Workforce Education and Development Volume III, Issue 4 – Summer 2009 Introduction In ancient times, teachers like Socrates and Plato had theories about the ends of adult education but nothing about the means of adult learning. Yet because of their experiences with adults, they developed a very different concept of the teaching and learning process from what dominates formal education today (Knowles, Holton, & Swanson, 1998). The basic pattern of our educational system started to take shape between the American Revolution and the Civil War. Education was mostly viewed as a private responsibility. Over time the growth in manufacturing and urbanization, the rapid growth of cities, and the realization that the success of a democratic society depended on the intelligence of the population contributed to the shift in the responsibility of education from private to public (Knowles, 1962). -
History of Adult and Continuing Education
History of Adult and Continuing Education The Adult and Continuing Education function has been central to the mission of the college since its founding in 1966. Originally it was one of three major college focal points along with vocational-technical education and student services. The department’s mission is consistent with several of the directives in SF550, the law that created the community college system in Iowa in 1966: Programs for in-service training and retraining of workers; Developmental education for persons academically or personally underprepared to succeed in their program of study; Programs for training, retraining, and preparation for productive employment of all citizens; and Programs for high school completion for students of post-high school age. The 1968 North Central Association Self Study prepared constructive notes as a first step toward regional accreditation on these major functions of the department: Adult and Continuing Education provided educational programs in four areas: adult basic education, adult high school diploma programs, high school equivalency programs, and general adult education. Adult basic education programs developed throughout the area provided instruction to adults with less than an eighth grade education. Adult high school diploma programs provided instruction to adults with a 10th grade education but less than a high school education. Students enrolled in these programs were working toward the completion of a high school program and the receipt of a diploma from an established secondary school within the area. High school equivalency programs provided instruction to students who had completed at least eighth grade, and by completing additional course work, could be granted a high school equivalency certificate by the Iowa State Department of Public Instruction. -
Broadcast Actions 5/29/2014
Federal Communications Commission 445 Twelfth Street SW PUBLIC NOTICE Washington, D.C. 20554 News media information 202 / 418-0500 Recorded listing of releases and texts 202 / 418-2222 REPORT NO. 48249 Broadcast Actions 5/29/2014 STATE FILE NUMBER E/P CALL LETTERS APPLICANT AND LOCATION N A T U R E O F A P P L I C A T I O N AM STATION APPLICATIONS FOR RENEWAL GRANTED NY BR-20140131ABV WENY 71510 SOUND COMMUNICATIONS, LLC Renewal of License. E 1230 KHZ NY ,ELMIRA Actions of: 04/29/2014 FM STATION APPLICATIONS FOR MODIFICATION OF LICENSE GRANTED OH BMLH-20140415ABD WPOS-FM THE MAUMEE VALLEY License to modify. 65946 BROADCASTING ASSOCIATION E 102.3 MHZ OH , HOLLAND Actions of: 05/23/2014 AM STATION APPLICATIONS FOR RENEWAL DISMISSED NY BR-20071114ABF WRIV 14647 CRYSTAL COAST Renewal of License. COMMUNICATIONS, INC. Dismissed as moot, see letter dated 5/5/2008. E 1390 KHZ NY , RIVERHEAD Page 1 of 199 Federal Communications Commission 445 Twelfth Street SW PUBLIC NOTICE Washington, D.C. 20554 News media information 202 / 418-0500 Recorded listing of releases and texts 202 / 418-2222 REPORT NO. 48249 Broadcast Actions 5/29/2014 STATE FILE NUMBER E/P CALL LETTERS APPLICANT AND LOCATION N A T U R E O F A P P L I C A T I O N Actions of: 05/23/2014 AM STATION APPLICATIONS FOR ASSIGNMENT OF LICENSE GRANTED NY BAL-20140212AEC WGGO 9409 PEMBROOK PINES, INC. Voluntary Assignment of License From: PEMBROOK PINES, INC. E 1590 KHZ NY , SALAMANCA To: SOUND COMMUNICATIONS, LLC Form 314 NY BAL-20140212AEE WOEN 19708 PEMBROOK PINES, INC. -
Applying Adult Learning Theory
Designing Technology for Adult Learners: Applying Adult Learning Theory www.digitalpromise.orgAccelerating Change | 1 It’s a staggering statistic — 36 million adults in the United States read at a 3rd grade level or below.1 Of these, more than two-thirds are members of the workforce but don’t have the skills for advancement.2 Yet, finding and completing education programs is often a struggle for this population. Access to quality education programs is making powerful use of technology with these limited at best — our current adult education learners, including online courses for factory programs can only handle about four million workers in rural communities, cell phone of those 36 million learners.3 And, because based text and audio programs for English they often juggle multiple jobs and family language learners, and libraries providing duties, staying in and finishing a program is tablets for patrons to learn digital literacy skills. a challenge for most.4 Additionally, much of what these students are learning does not This is only the beginning. 36 million adults align with the skills they need for today’s means a potential market opportunity workforce.5 So, often students (who may estimated at three to six billion dollars.8 not be confident in their learning skills) As entrepreneurs and developers seek to struggle through courses that ultimately capitalize on this opportunity and provide don’t help them get to the next level. quality digital learning opportunities for underserved adult learners, it is important The use of technology to support learning for to consider ways to design products K-12 students is gaining popularity, leading that will best fit how adults learn. -
Before the FEDERAL COMMUNICATIONS COMMISSION Washington D.C
Before the FEDERAL COMMUNICATIONS COMMISSION Washington D.C. 20554 In the Matter of Amendment of Part 73 of the ) Commission's Rules to Permit ) Docket Number: MM 99-325 The Introduction of Digital Audio ) Reply Comments Broadcasting in the AM and ) FM Broadcast Service ) Frederick R. Vobbe 706 Mackenzie Drive Lima OH 45805-1835 I, Frederick R. Vobbe, am a qualified broadcast and communications engineer with thirty-six years of service in the broadcast industry. I am a licensed and practicing amateur radio operator, radio/TV/electronics experimenter, and radio listener. My professional duties include Vice President and Chief Operator of an NTSC and DTV television stations, Communications Officer for the Allen County Office of Homeland Security, Chairman of the Lima/Allen County E.A.S. district, and Chairman of our state amateur repeater coordination body. I have also published a monthly magazine on tape for blind radio enthusiasts continuously since 1985, and jointly operate a web site and various E-mail lists on the topic of radio/TV technology and listener support. Along with my positions in engineering I have also been employed as Operations Manager of several radio stations, and have served as an advisor to broadcast stations acting in fields of program and finance. Interference Issues NRSC Mask Many of those commenting stated that IBOC transmissions meet the NRSC mask set forth in the FCC rules. The NRSC mask was designed for analog transmissions, not digital. The NRSC mask is acceptable for analog program content with random and varying analog audio peaks. However, digital transmissions fill the entire mask area. -
Resolution Adopting Affirmative Marketing Plan with Checklist
BER-L-006120-15 01/22/2021 1:19:30 PM Pg 1 of 22 Trans ID: LCV2021170382 R# 51-21 COUNCIL OF THE BOROUGH OF SADDLE RIVER Resolution Offered by Council President Ruffino Date: 2/1/21 Seconded by Councilmember RESOLUTION ADOPTING AN AFFIRMATIVE MARKETING PLAN WHEREAS, in accordance with applicable Council on Affordable Housing (“COAH”) regulations, the New Jersey Uniform Housing Affordability Controls (“UHAC”)(N.J.A.C. 5:80- 26., et seq.), and the terms of a Settlement Agreement between the Borough of Saddle River and Fair Share Housing Center (“FSHC”), which was entered into as part of the Borough’s Declaratory Judgment action entitled “In the Matter of the Borough of Saddle River, County of Bergen, Docket No. BER-L-6120-15, which was filed in response to Supreme Court decision In re N.J.A.C. 5:96 and 5:97, 221 N.J. 1, 30 (2015) (“Mount Laurel IV”), the Borough of Saddle River is required to adopt by resolution an Affirmative Marketing Plan to ensure that all affordable housing units created, including those created by rehabilitation, are affirmatively marketed to very low, low and moderate income households, particularly those living and/or working within Housing Region 1, which encompasses the Borough of Saddle River; and NOW, THEREFORE, BE IT RESOLVED, that the Mayor and Council of the Borough of Saddle River, County of Bergen, State of New Jersey, do hereby adopt the following Affirmative Marketing Plan: Affirmative Marketing Plan A. All affordable housing units in the Borough of Saddle River shall be marketed in accordance with the provisions herein unless otherwise provided in N.J.A.C. -
Family and Child Education (FACE) Guidelines, 2018
Family And Child Education Guidelines Revised June 14, 2018 Table of Contents Page General Information .............................................................................................. 1 History of the Family and Child Education Program .......................................... 1 Goals ................................................................................................................ 1 Assurances ....................................................................................................... 2 Program Description ......................................................................................... 2 Home-based Services ........................................................................................ 3 Center-based Services ...................................................................................... 4 School Classroom Services ............................................................................... 4 Program Integration ........................................................................................... 4 Professional Development ................................................................................. 4 Evaluation .......................................................................................................... 5 Policies and Procedures .................................................................................... 5 Eligibility Criteria ................................................................................................... 6 Applicant -
The Ultimate Educator: Achieving Maximum Adult Learning Through
CHAPTER 3 ULTIMATE ADULT LEARNING HISTORICAL ROOTS OF ADULT LEARNING PRINCIPLES Since the 1970s, adult learning theory has offered a framework for educators and trainers whose job it is to train adults. Malcolm S. Knowles (1973) was among the first proponents of this approach. In his book, The Adult Learner: A Neglected Species, he resurrected the word “andragogy” a term popular in German education circles in the early 1800s, and used it to label his attempt to create a unified theory of adult learning. Knowles’ contentions were based on four assumptions: 1. As they mature, adults tend to prefer self-direction. The role of the instructor is to engage in a process of inquiry, analysis, and decision-making with adult learners, rather than to transmit knowledge. 2. Adults’ experiences are a rich resource for learning. Active participation in planned experiences—such as discussions or problem solving exercises, an analysis of those experiences, and their application to work or life situations—should be the core methodology for training adults. Adults learn and retain information more easily if they can relate it to their reservoir of past experiences. 3. Adults are aware of specific learning needs generated by real-life events such as marriage, divorce, parenting, taking a new job, losing a job, and so on. Adult learners’ needs and interests are the starting points and serve as guideposts for training activities. 4. Adults are competency-based learners, meaning that they want to learn a skill or acquire knowledge that they can apply pragmatically to their immediate circumstances. Life or work-related situations present a more appropriate framework for adult learning than academic or theoretical approaches. -
Continuing Education and Training After High School Customer Guide To
CCustomerustomer GGuideuide ttoo CContinuingontinuing EEducationducation aandnd TTrainingraining AAfterfter High School Introduction to Michigan Rehabilitation Services, Page 2. Eligibility for Michigan Rehabilitation Services, Page 3. Making the Transition, Page 4. Ten Ways Higher Education and Training Differs from High School, Page 5. An Overview of Laws—A Comparison of Rights and Responsibilities . .6 Thinking About Postsecondary Education?—Consider This . .7 Visiting Postsecondary Institutions. .8 Higher Education and Training Options—What Are They? . .9-10 Michigan Career and Technical Institute . .11 MRS Support Services for Continuing Education Leading to Employment. .12 Partnering with MRS—Student Responsibilities. .13 Combining Work Experience and Higher Education . .14 Role of Parents/Caregivers in Student Success . .15 Applying to Postsecondary Institutions . .16 Financial Aid Overview . .17 Disability Support Services (DSS) . .18 Preparing Student Disability Documentation . .19 Accessing Accommodations and Being Proactive about Learning—A Recipe for Success . .20 Student Planning Tools: Accommodations Planning Guide . .21 Study Skills and Learning Strategies Planning Guide . .22 Assistive Technology Guide. .23 Preparation Checklist. .24 Checklist for Success . .25 State of Michigan Student Aid . .26 Additional Resources . .27 Michigan Public College and University Contact Information . 28-30 Client Assistance Program (CAP) . .31 Glossary of Terms . 32-36 2 WELCOME TO Mission: Michigan Rehabilitation Services (MRS) partners with individuals and employers to achieve quality employment outcomes and independence for individuals with disabilities. High school students are often referred to MRS by special education teachers as they transition from secondary education to postsecondary education and employment. When students participate with MRS they are assigned to a rehabilitation counselor who assists them through the rehabilitation process. -
New Solar Research Yukon's CKRW Is 50 Uganda
December 2019 Volume 65 No. 7 . New solar research . Yukon’s CKRW is 50 . Uganda: African monitor . Cape Greco goes silent . Radio art sells for $52m . Overseas Russian radio . Oban, Sheigra DXpeditions Hon. President* Bernard Brown, 130 Ashland Road West, Sutton-in-Ashfield, Notts. NG17 2HS Secretary* Herman Boel, Papeveld 3, B-9320 Erembodegem (Aalst), Vlaanderen (Belgium) +32-476-524258 [email protected] Treasurer* Martin Hall, Glackin, 199 Clashmore, Lochinver, Lairg, Sutherland IV27 4JQ 01571-855360 [email protected] MWN General Steve Whitt, Landsvale, High Catton, Yorkshire YO41 1EH Editor* 01759-373704 [email protected] (editorial & stop press news) Membership Paul Crankshaw, 3 North Neuk, Troon, Ayrshire KA10 6TT Secretary 01292-316008 [email protected] (all changes of name or address) MWN Despatch Peter Wells, 9 Hadlow Way, Lancing, Sussex BN15 9DE 01903 851517 [email protected] (printing/ despatch enquiries) Publisher VACANCY [email protected] (all orders for club publications & CDs) MWN Contributing Editors (* = MWC Officer; all addresses are UK unless indicated) DX Loggings Martin Hall, Glackin, 199 Clashmore, Lochinver, Lairg, Sutherland IV27 4JQ 01571-855360 [email protected] Mailbag Herman Boel, Papeveld 3, B-9320 Erembodegem (Aalst), Vlaanderen (Belgium) +32-476-524258 [email protected] Home Front John Williams, 100 Gravel Lane, Hemel Hempstead, Herts HP1 1SB 01442-408567 [email protected] Eurolog John Williams, 100 Gravel Lane, Hemel Hempstead, Herts HP1 1SB World News Ton Timmerman, H. Heijermanspln 10, 2024 JJ Haarlem, The Netherlands [email protected] Beacons/Utility Desk VACANCY [email protected] Central American Tore Larsson, Frejagatan 14A, SE-521 43 Falköping, Sweden Desk +-46-515-13702 fax: 00-46-515-723519 [email protected] S. -
FDPS PRICE DOCUMENT RESUME AC 006 502 Continuing
DOCUMENT RESUME ED 036 722 AC 006 502 AUTHOR Royce, Marion TITLE Continuing Education for Women in Canada; Trends and Opportunities. Monographs in Adult Education, 4. INSTITUTION Ontario Inst. for Studies in Education, Toronto. Dept. of Adult Education. PUB DATF Sep 69 NCTE 174p. FDPS PRICE EDRS Price MF-$0.75 HC-$8.80 DESCRIPTORS Correspondence Study, Discussion Groups, Educational Television, English (Second Language), Immigrants, Manpower Development, Nursing, *Professional Continuing Education, Public Affairs Education, *Public School Adult Education, Teacher Education, *University Extension, Volunteers, *Womens Education IDENTIFIERS *Canada ABSTRACT This report describes a number of innovative continuing education programs for Canadianwomen under the auspices of universities, local educational authorities, and other organizations. It covers daytime (largely part time)classes at Mount St. Vincent University, the Thomas More Institute, and the Universities of British Columbia, Calgary, Guelph,and Manitoba; offerings by extension departments and continuingeducation centers at McGill, the University of Toronto, and the Universitiesof Alberta, British Columbia, Calgary, Guelphand Manitoba; and activities of the Adult Education Division of theCalgary School Board, including those in cooperation with the Universityof Calgary. It also deals with a public affairs educationprogram in Toronto, training of volunteers by and for the National Councilof Jewish women, discussion groups sponsored by the Young Women's Christian Association, career