PACRAO Member Institution List As of June 14, 2019 AACRAO Consulting
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IDVA Check Register June 2020
K12 Inc. K12 : SA : Full Financials ID Node : IDVA K12 Payment History Report ID June 01, 2020 - June 30, 2020 Options: Show Zeros Transaction Bill Type Document Number Account Name Vendor Name City State Zip Code Date Memo Amount Bill Payment #1136 - BOISE STATE UNIVERSITY FINANCIAL AID OFFICE Bill Payment 1136 Idaho D.L. Evans - 3639 BOISE STATE UNIVERSITY FINANCIAL AID OFFICE BOISE ID 83725 6/3/2020 $1,000.00 Bill Student 060220 Idaho D.L. Evans - 3639 BOISE STATE UNIVERSITY FINANCIAL AID OFFICE BOISE ID 83725 6/3/2020 ($1,000.00) Amount Unapplied - Bill Payment #1136 - BOISE STATE UNIVERSITY FINANCIAL AID OFFICE $0.00 Bill Payment #1137 - IDAHO STATE UNIVERSITY Bill Payment 1137 Idaho D.L. Evans - 3639 IDAHO STATE UNIVERSITY POCATELLO ID 83209-8391 6/3/2020 $1,000.00 Bill Student 060220 Idaho D.L. Evans - 3639 .,,,,,,,j,.m../ POCATELLO ID 83209-8391 6/3/2020 ($1,000.00) Amount Unapplied - Bill Payment #1137 - IDAHO STATE UNIVERSITY $0.00 Bill Payment #1138 - A New Hope Bill Payment 1138 Idaho D.L. Evans - 3639 A New Hope Pocatello ID 83201 6/3/2020 $227.00 Bill IDVANH_Dec19A Idaho D.L. Evans - 3639 A New Hope Pocatello ID 83201 6/3/2020 ($227.00) Amount Unapplied - Bill Payment #1138 - A New Hope $0.00 Bill Payment #1139 - Access Behavioral Health Services, Inc Bill Payment 1139 Idaho D.L. Evans - 3639 Access Behavioral Health Services, Inc Boise ID 83702 6/3/2020 $1,611.88 Bill IDVAABH_Mar20A Idaho D.L. Evans - 3639 Access Behavioral Health Services, Inc Boise ID 83702 6/3/2020 ($1,611.88) Amount Unapplied - Bill Payment #1139 - Access Behavioral Health Services, Inc $0.00 Bill Payment #1140 - Advanced Therapy Care Bill Payment 1140 Idaho D.L. -
Wiche & Oregon
WICHE & OREGON Partnering for Over Six Decades ACCESS • COLLABORATION • INNOVATION The Western Interstate Commission for Higher Education (WICHE) is a 16-member commission working to boost access to higher education for students in the West and, as importantly, to ensure their success. Oregon has been a member of WICHE since 1953. Western Undergraduate Exchange. Oregon students have Benefits to Oregon enrolled in undergraduate programs beyond Oregon’s borders through the Western Undergraduate Exchange (WUE) since ffTens of thousands of students from Oregon have 1989. In 2017-18, 1,599 students from Oregon were enrolled attended undergraduate, graduate, and professional in out-of-state programs at reduced rates (150 percent of programs in other Western states through WICHE’s resident tuition), saving $15.8 million in tuition and fees – the Student Exchange Program, saving millions of dollars, average student savings amounted to $9,900. In the last 10 thanks to reduced tuition rates. In just one of the years, students have saved $126.4 million. programs, the Western Undergraduate Exchange, Oregon students and their families have saved $210.8 million Oregon benefits from WUE in another way: by receiving since 1989, when the state joined the program. students from out of state. Oregon’s institutions can choose ffOregon has received funding to be part of numerous how many out-of-state slots to offer and in which areas, WICHE policy initiatives, including those focused on allowing them to make the best use of their resources by financing and financial aid, workforce policy, and other accepting students in underenrolled programs. There’s a areas. -
The Mission of Life Pacific College Is to Support the Advance of The
ACADEMIC CATALOG 2020-2021 TABLE OF CONTENTS Table of Contents .......................................................................................................................................................................... 1 Message from the President .............................................................................................................................................................................................3 Accreditation & Authorizations .......................................................................................................................................................................................3 Locations & Contact Information ..................................................................................................................................................................................3 Catalog Disclaimer ..................................................................................................................................................................................................................3 Introduction ...................................................................................................................................................................................................................................5 Heritage ............................................................................................................................................................................................................................................5 -
“Viewpoints” on Reconciliation: Indigenous Perspectives for Post-Secondary Education in the Southern Interior of Bc
“VIEWPOINTS” ON RECONCILIATION: INDIGENOUS PERSPECTIVES FOR POST-SECONDARY EDUCATION IN THE SOUTHERN INTERIOR OF BC 2020 Project Synopsis By Christopher Horsethief, PhD, Dallas Good Water, MA, Harron Hall, BA, Jessica Morin, MA, Michele Morin, BSW, Roy Pogorzelski, MA September 1, 2020 Research Funded by the Social Sciences and Humanities Research Council of Canada. Executive Summary This research project synopsis presents diverse Indigenous community perspectives regarding the efforts needed to enable systemic change toward reconciliation within a public post-secondary educational institution in the Southern Interior of British Columbia. The main research question for this project was “How does a community college respectfully engage in reconciliation through education with the First Nations and Métis communities in the traditional territories in which it operates?” This research was realized by a team of six Indigenous researchers, representing distinct Indigenous groups within the region. It offers Indigenous perspectives, insights, and recommendations that can help guide post-secondary education toward systemic change. This research project was Indigenous led within an Indigenous research paradigm and done in collaboration with multiple communities throughout the Southern Interior region of British Columbia. Keywords: Indigenous-led research, Indigenous research methodologies, truth and reconciliation, Indigenous education, decolonization, systemic change, public post- secondary education in BC, Southern Interior of BC ii Acknowledgements This research was made possible through funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada. The important contributions from the Sinixt, Ktunaxa, Syilx, and Métis Elders, Knowledge Keepers, youth, men, and women within this project are essential to restoring important aspects of education that have been largely omitted from the public education system. -
Pathways to Opportunity
Pathways to Opportunity Closing Opportunity Gaps and Increasing Economic Mobility Kate Kinder, Portland Community College, College Education Crucial Policy Link analyzed Oregon’s gross domestic product April 2019 and found that “eliminating discrimination in pay and hiring, to Addressing Wage Inequities boosting education attainment, and ensuring strong and ecord economic growth, historically low agencies, community-based organizations, Economic inequality has increased exponentially since rising wages for low-wage workers is good for families, unemployment rates, and increasing rates of anti-poverty advocates, and amongst the seventeen 1980, with 60 to 70% of this change stemming from the good for communities, and good the economy” (Policy educational attainment have occurred across community colleges. HB 4043 called for community R growing difference between the earnings of high school Link, 2018). Oregon’s economy would have been $14.67 Oregon since the last recession (Leher, 2019). However, colleges to come together with state agencies, the completers and college graduates (Carnevale & Smith, billion larger in 2015, had there been no racial income gaps these headlines and statistical averages erase and Higher Education Coordinating Commission (HECC), the 2018). In the 1970’s, three out of four jobs required a high (National Equity Atlas, 2018). Investing in postsecondary obscure the realities of many individuals and families Office of the Governor, and other stakeholders to study school education or less, whereas today, two out of three education to close these wage gaps also offers additional across the state. Disparities in educational attainment and and determine the best methods for community college jobs require at least some postsecondary education or benefits to Oregon. -
HEERF Total Funding by Institution
Higher Education Emergency Relief Fund Allocations to Institutions as Authorized by Section 18004 of the CARES Act Sec. 18004(a)(1) Sec. 18004(a)(2) Sec. 18004(a)(3) Institution State School Type Total Allocation (90%) (7.5%) (2.5%) Alaska Bible College AK Private-Nonprofit $42,068 $457,932 $500,000 Alaska Career College AK Proprietary 941,040 941,040 Alaska Christian College AK Private-Nonprofit 201,678 211,047 87,275 500,000 Alaska Pacific University AK Private-Nonprofit 254,627 253,832 508,459 Alaska Vocational Technical Center AK Public 71,437 428,563 500,000 Ilisagvik College AK Public 36,806 202,418 260,776 500,000 University Of Alaska Anchorage AK Public 5,445,184 272,776 5,717,960 University Of Alaska Fairbanks AK Public 2,066,651 1,999,637 4,066,288 University Of Alaska Southeast AK Public 372,939 354,391 727,330 Totals: Alaska $9,432,430 $3,294,101 $1,234,546 $13,961,077 Alabama Agricultural & Mechanical University AL Public $9,121,201 $17,321,327 $26,442,528 Alabama College Of Osteopathic Medicine AL Private-Nonprofit 3,070 496,930 500,000 Alabama School Of Nail Technology & Cosmetology AL Proprietary 77,735 77,735 Alabama State College Of Barber Styling AL Proprietary 28,259 28,259 Alabama State University AL Public 6,284,463 12,226,904 18,511,367 Athens State University AL Public 845,033 41,255 886,288 Auburn University AL Public 15,645,745 15,645,745 Auburn University Montgomery AL Public 5,075,473 333,817 5,409,290 Bevill State Community College AL Public 2,642,839 129,274 2,772,113 Birmingham-Southern College AL Private-Nonprofit -
Camosun College Transportation and Parking Management Plan
Camosun College Transportation and Parking Management Plan By Todd Litman Victoria Transport Policy Institute 2009 Revised June, 2009 Camosun College Transportation and Parking Management Plan Victoria Transport Policy Institute Camosun College Transportation and Parking Management Plan 18 June 2009 By Todd Litman Victoria Transport Policy Institute Summary The Camosun College Transportation and Parking Management (TPM) Project includes a planning process to identify optimal solutions to campus transportation and parking problems. Through the TPM project, specific ways to improve transportation and parking management in order to create a more sustainable campus will be identified. The plan will be flexible and responsive to future demands and conditions. This TPM plan describes existing transportation and parking conditions, identifies current and future challenges, and recommends specific transportation and parking policies and management programs. The TPM Project will continue beyond this plan through the implementation phases. 2 Camosun College Transportation and Parking Management Plan Victoria Transport Policy Institute Contents Introduction .................................................................................................................................................... 5 Planning Goals and Objectives ....................................................................................................................... 5 Camosun College Campuses .......................................................................................................................... -
Inspiring Life-Changing Learning
INSPIRING LIFE-CHANGING LEARNING INSTITUTIONAL ACCOUNTABILITY PLAN AND REPORT 2019/20 REPORTING CYCLE July 1, 2020 The Honourable Melanie Mark Minister of Advanced Education, Skills and Training Government of British Columbia Dear Minister, On behalf of the Camosun College community, we are pleased to submit our annual Institutional Accountability Plan and Report (2019/20) and to accept responsibility for its contents. This reporting cycle (April 1, 2019 to March 31, 2020) features many great stories of success and accomplishment by our students, faculty and staff, of which we are very proud. The latter portion covered, specifically in March 2020, represents a significant time of uncertainty when Camosun, and the public post-secondary sector, transitioned as the COVID-19 pandemic required from us all creative thinking, new ways of teaching and providing student services and swift action to ensure our continuing ability to provide educational excellence. We are pleased to report that our community of students and employees rose to this challenge with strong completions and the challenges of meeting licensing requirements met. While this report largely focusses on the pre-COVID era, it is important to acknowledge and recognise everyone who worked hard and successfully in March during a period of transition. In particular, we want to express our gratitude to our generous and hardworking faculty and staff who quickly switched to online learning and teaching models, and student support services, and our students, who with patience and understanding, embraced the new educational and service models and were able to complete their courses and terms. The success of this transition was dependent on everyone playing their part. -
Agent Profile Company Name
International Education 100 West 49th Avenue Vancouver, B.C. CANADA V5Y 2Z6 Agent Profile Company Name Address City State/Prov/Pref Country Postal Code Telephone Fax Company Web Site Signing Officer’s Name Signing Officer’s Title Contact Person’s Name Contact Person’s Title Contact Person’s E-mail Agent Questions 1. What is the purpose of your company? 2. How long have you been an agent for overseas educational institutions? Langara College 3. What other recruiting agencies, companies or partners do you work with? 4. Which schools do you currently have contracts with? Alexander College Centennial College B.C.I.T. Conestoga College Camosun College Durham College Capilano University Fanshawe College College of the Rockies George Brown College Columbia College Georgian College Coquitlam College Humber College Douglas College Mohawk College Fraser International College (FIC) Seneca College Kwantlen Polytechnic University Sheridan College North Island College Mount Saint Vincent University Okanagan College Mount Alison University Simon Fraser University (SFU) Queens University Thompson Rivers University (TRU) York University Trinity Western University (TWU) University of Alberta University of the Fraser Valley (UFV) University of Calgary University of Northern British Columbia University of Manitoba (UNBC) University of New Brunswick University of Victoria (UVic) University of Saskatchewan Vancouver Community College (VCC) University of Western Ontario Vancouver Island University (VIU) University of Windsor British Columbia School Districts: -
Inspiring Life-Changing Learning
INSPIRING LIFE-CHANGING LEARNING INSTITUTIONAL ACCOUNTABILITY PLAN AND REPORT 2019/20 REPORTING CYCLE July 1, 2020 The Honourable Melanie Mark Minister of Advanced Education, Skills and Training Government of British Columbia Dear Minister, On behalf of the Camosun College community, we are pleased to submit our annual Institutional Accountability Plan and Report (2019/20) and to accept responsibility for its contents. This reporting cycle (April 1, 2019 to March 31, 2020) features many great stories of success and accomplishment by our students, faculty and staff, of which we are very proud. The latter portion covered, specifically in March 2020, represents a significant time of uncertainty when Camosun, and the public post-secondary sector, transitioned as the COVID-19 pandemic required from us all creative thinking, new ways of teaching and providing student services and swift action to ensure our continuing ability to provide educational excellence. We are pleased to report that our community of students and employees rose to this challenge with strong completions and the challenges of meeting licensing requirements met. While this report largely focusses on the pre-COVID era, it is important to acknowledge and recognise everyone who worked hard and successfully in March during a period of transition. In particular, we want to express our gratitude to our generous and hardworking faculty and staff who quickly switched to online learning and teaching models, and student support services, and our students, who with patience and understanding, embraced the new educational and service models and were able to complete their courses and terms. The success of this transition was dependent on everyone playing their part. -
Social Work Pathway Name: ID: · a Total of 60 Credits Are Required for an AA Or AS Degree
College of Eastern Idaho AA/AS Social Work Pathway Name: ID: · A total of 60 credits are required for an AA or AS degree. For the graduation requirements, see below for a listing of courses offered that satisfy each Ways of Knowing area. Please see your faculty advisor for any questions relating to your progress and goals. · For an Associates of Arts (AA) at least 2 additional courses must be from Humanistic and Artistic and/or Social and Behavioral Ways of Knowing · For an Associates of Science (AS) at least 2 additional courses must be from Mathematical and/or Scientific Ways of Knowing Written Communication Scientific Ways of Knowing ENGL 101 ◊ Writing and Rhetoric I Required 3 Choose 2 from different disciplines (at least 1 must have a lab) ENGL 102 ◊ Writing and Rhetoric II * Required 3 BIOL 100 ◊ Concepts of Biology Recommended 4 BIOL 120 ◊ Environmental Science 4 Oral Communication BIOL 201/L ◊ Biology 1 & Lab Optional 4 COMM 101 ◊ Fundamentals of Oral Communication Required 3 BIOL 227/L ◊ Human Anatomy & Physiology & Lab I Recommended 4 BIOL 228/L ◊ Human Anatomy & Physiology & Lab II * 4 Mathematical Ways of Knowing BIOL 250/L ◊ General Microbiology & Lab 4 Choose 1 Course CHEM 100 ◊ Concepts of Chemistry 4 MATH 123 ◊ Math in Modern Society * 3 CHEM 101/L ◊ Introduction to Chemistry & Lab 4 MATH 143 ◊ College Algebra * 3 CHEM 102/L ◊ Essentials of Organic & Biochemistry & Lab * 4 MATH 147 ◊ College Algebra & Trigonometry * 5 CHEM 111 ◊ General Chemistry I with Lab * 5 MATH 153 ◊ Statistical Reasoning * Recommended 3 GEOL 101/L -
Instruction, Research, and Student Affairs April 22 , 2021
INSTRUCTION, RESEARCH, AND STUDENT AFFAIRS APRIL 22 , 2021 TAB DESCRIPTION ACTION 1 PROGRAM PROGRESS REPORTS Information Item BOARD POLICY III.Q. – ADMISSION STANDARDS – 2 Action Item FIRST READING BOARD POLICY III.U. –TEXTBOOK AND 3 INSTRUCTIONAL MATERIAL AFFORDABILITY– FIRST Action Item READING BOARD POLICY III.Z. – DELIVERY OF 4 Action Item POSTSECONDARY PROGRAMS – SECOND READING BOISE STATE UNIVERSITY – MASTER OF SCIENCE IN 5 Action Item CYBERSECURITY 6 FREEDOM OF EXPRESSION AND RESPONSIBILITY Information Item IRSA TOC Page i INSTRUCTION, RESEARCH AND STUDENT AFFAIRS APRIL 22, 2021 SUBJECT Program Progress Reports REFERENCE December 2013 The Board approved amendments to policy III.G. that would require institutions to provide a report on graduate programs approved by the Board. December 2017 The Board was presented with program progress reports for graduate programs offered by Idaho universities. December 2018 The Board was presented with program progress reports for graduate programs offered by Idaho universities. APPLICABLE STATUTE, RULE, OR POLICY Idaho State Board of Education Governing Policies and Procedures, Section III.G.8., Postsecondary Program Approval and Discontinuance BACKGROUND/DISCUSSION Board Policy III.G.8. requires institutions to provide an initial progress report on graduate programs approved by the Board. This provision was added in response to Board member inquiries regarding status of new programs and whether institutions met their projected enrollments from initial proposal submission. While the reporting requirement pertains to graduate programs, the Board requested that staff include baccalaureate programs as part of the review process. This report is provided to Board members to help evaluate whether programs are meeting expectations regarding continued student interest and sustainability.