DOCSLIB.ORG

Comprehensive Self-Evaluation Report

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Comprehensive Self-Evaluation Report COMPREHENSIVE SELF-EVALUATION REPORT Submitted to the Northwest Commission on Colleges and Universities August 2012 Snow College Table of Contents Table of Contents Institutional Overview ...................................................................................................... 1 Basic Institutional Data Form ............................................................ Separate Document Preface ............................................................................................................................ 4 Brief Update on Institutional Changes Since Snow College’s Last Report ...................... 4 Response to Topics Previously Requested by the Commission...................................... 7 Chapter One – Mission, Core Themes, and Expectations ............................................. 9 Executive Summary of Eligibility Requirements 2 and 3 ................................................. 9 Standard 1.A – Mission .................................................................................................10 Snow College’s Mission Statement .........................................................................10 Interpretation of Mission Fulfillment ........................................................................11 Articulation of an Acceptable Threshold, Extent, or Degree of Mission Fulfillment .11 Standard 1.B - Core Themes .........................................................................................12 Core Theme One – Tradition of Excellence ............................................................12 Core Theme Two – Culture of Innovation ...............................................................15 Core Theme Three – Atmosphere of Engagement .................................................17 Chapter Two – Resources and Capacity ...................................................................... 20 Executive Summary of Eligibility Requirements 4 through 21 ........................................20 Standard 2.A – Governance ..........................................................................................28 Standard 2.B – Human Resources ................................................................................44 Standard 2.C – Education Resources ............................................................................51 Standard 2.D – Student Support Resources ..................................................................66 Standard 2.E – Library and Information Resources .......................................................80 Standard 2.F – Financial Resources ..............................................................................84 Standard 2G – Physical and Technological Infrastructure .............................................90 Chapter Three – Institutional Planning ....................................................................... 100 Standard 3.A – Institutional Planning ........................................................................... 100 Comprehensive Self-Evaluation Report Snow College Table of Contents Chapter Four – Core Theme Planning, Assessment, and Improvement .................... 112 Executive Summary of Eligibility Requirements 22 and 23 .......................................... 112 Standard 3.B – Core Theme Planning ......................................................................... 113 Standard 4.A – Assessment ........................................................................................ 119 Standard 4.B – Improvement ....................................................................................... 139 Core Themes One, Two, and Three ............................................................................ 142 Chapter Five – Mission Fulfillment, Adaptation, and Sustainability ............................ 166 Executive Summary of Eligibility Requirement 24 ........................................................ 166 Standard 5.A – Mission Fulfillment .............................................................................. 167 Standard 5.B – Adaptation and Sustainability .............................................................. 168 Conclusion .................................................................................................................. 170 Comprehensive Self-Evaluation Report Snow College Overview Comprehensive Self-Evaluation Report Snow College August 2012 Institutional Overview Snow College, founded in 1888 in Ephraim, Utah, is one of the oldest two-year state colleges in the West. Beginning in November of 2012, the College will begin a year- long celebration of its 125th year of operation. The College was born as a residential academy – providing teaching and learning opportunities tailored to the critically important formative years of early adult and adult learning. Today the College is a residential junior college with dedicated and associated community college commitments of service to the residents of its six-county primary service region of central Utah. The student body of 3,483 full-time equivalent students and more than 4,000 headcount is approximately 49 percent from the six-county area, another 43 percent from elsewhere in Utah, and eight percent from other states and international locations. Snow College is one of eight public colleges and universities in the Utah System of Higher Education (USHE) governed by a nineteen-member Utah State Board of Regents appointed by the Governor. Each of the eight institutions also has a governor appointed ten-member board of trustees, with defined authority. Snow College offers a two-year, parallel university experience for freshmen and sophomore students. Nearly 65 percent of all Snow College students transfer to a four- year institution following their studies at the College. The College has also provided career and technical courses throughout its 124 year history. In 1998, the Utah State Legislature merged the former Sevier Valley Applied Technology Center, located in Richfield, Utah, (55 miles south of Ephraim) with Snow College. The Richfield campus adds an array of programs in career and technical education and a growing number of academic courses to complement the offerings on the Ephraim campus. The College is authorized to offer several degree programs, including the Bachelor’s of Music in Commercial Music (BMCM) and five associate’s degrees: Associate of Arts (AA), Associate of Applied Science (AAS), Associate of Pre-Engineering (APE), Associate of Science (AS), and Associate of Science Business (ASB). Short-term certificate programs are also provided. Most courses are delivered face-to-face, frequently with technology enhancement, with some courses broadcast from one Comprehensive Self-Evaluation Report 1 Snow College Overview campus to another. A small number of Snow College courses are offered at the Central Utah Correctional Facility in Gunnison and in area high schools as concurrent enrollment. Students also have access to Snow College programs through online distance education. Snow College employs 113 fulltime faculty and 139 fulltime staff members to efficiently serve the student body. In contrast to many institutions in large urban areas that employ numerous adjunct instructors, Snow College is in a rural location where 66 percent of the faculty members are employed full time, thus allowing them the security to devote their full attention to instructing students. Snow College is the state’s most residential college. Approximately 90 percent of the students matriculated at the Ephraim campus live on or within walking distance of the campus. The College serves as the intellectual, artistic, musical, educational, and sports’ center of central Utah and also provides unique programs for a two-year college, including a collaboration with The Juilliard School in New York City and a unique degree in historic traditional building skills. Snow College also holds the status of being one of a very small number of two-year colleges in the country to be accredited by the National Association of Schools of Music, the National Association of Schools of Theatre, and the Accreditation Council of Business Schools and Programs. Providing such opportunities to the citizens of rural Utah is an important part of the institution’s mission. Data from the U.S. Census Bureau report that Utah ranks 48th in the nation for personal income per capita, and, within Utah, the rural area served by Snow College has been among the hardest hit by the current economic downturn. The U.S. Bureau of Economic Analysis shows the per capita income of the college’s six-county primary service area falls well below the Utah state average. In Sanpete County, the home county of the College, the poverty rate is around 13.4 percent, one of the highest rates in the State (Utah Department of Workforce Services). Unemployment in these six counties also averages 1.5 percent higher than the state level. More than 75 percent of the Snow College student population receives some form of financial aid. For fiscal year 2010, Snow College disbursed nearly 9.3 million dollars in financial aid to students with financial need. Since 2008, Snow College has faced considerable budget cuts, like most colleges nationwide. The College responded with several budget reductions as the Utah Legislature cut Snow College’s appropriated budget by nearly 20 percent. For the coming year, Snow College will actually see an increase in the budget of 1.2 percent. It will be the first increase in four years. Despite the fiscal challenge
Load more

Recommended publications
  • The Complexities of Sex Education in Utah
    1 The Complexities of Sex Education in Utah Grace Sponaugle Occidental College, Urban & Environmental Policy Professor Cha, Professor Matsuoka, & Professor Shamasunder April 8, 2019 Sponaugle 2 Abstract Utah has a state-wide policy of abstinence education. Abstinence education programs have been proven to be ineffective at delaying the initiation of sex and changing sexual risk behaviors (Santelli et al., 2017), correlating with high rates of teen pregnancies and STIs ​ ​ ((Stanger-Hall & Hall, 2011)(McCammon, 2017)). Limiting the standards by which sex ​ ​ education programs are deemed “effective” to disease and pregnancy prevention, neglects the holistic view of sexual health as defined by the CDC. Therefore, in an attempt to understand the broader implications that sex education has had on youth in Utah, this study examined, through a survey and interviews, the social, cultural, and educational influences that youth in Utah attributed to their sex education. Additionally, this study analyzed how these influences have played a role in the youth’s self perception of their sexual knowledge and sexual health. This research revealed that abstinence education is inherently limited, calling for Utah to expand its sex education framework beyond abstinence education and embrace a comprehensive model for sex education. Sponaugle 3 Acknowledgements First, I would like to thank Professor Cha, Professor Matsuoka, and Professor Shamasunder for their help and guidance not only on the completion of my thesis, but also throughout my journey at Occidental College. Additionally, I would like to thank everyone that participated in the survey and interviews. None of this would have be possible without your support and interest in my project.
    [Show full text]
  • Episcopalian Bishop Daniel S. Tuttle in Frontier Utah 1867-1886
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2006 Religious outsider: Episcopalian Bishop Daniel S. Tuttle in frontier Utah 1867-1886 Benjamin M. Cater The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Cater, Benjamin M., "Religious outsider: Episcopalian Bishop Daniel S. Tuttle in frontier Utah 1867-1886" (2006). Graduate Student Theses, Dissertations, & Professional Papers. 5567. https://scholarworks.umt.edu/etd/5567 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. mm Maureen and Mike MANSFIELD LIBRARY The University of Montana Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. ** Please check "Yes" or "No" and provide signature** Yes, I grant permission 1 / No, I do not grant permission Author's Signature:__ t Date: *» t Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. RELIGIOUS OUTSIDER: EPISCOPALIAN BISHOP DANIEL S. TUTTLE IN FRONTIER UTAH, 1867-1886 By Benjamin M. Cater B.A. Point Loma Nazarene University, 2002 presented in partial fulfillment of the requirements for the degree of Master of Arts The University of Montana July 2006 Approved by: Chairperson Dean, Graduate School Date UMI Number: EP41031 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted.
    [Show full text]
  • Welcome to Snow College
    The Utah Constitution Utah System of Higher Education Governance Snow College Board of Trustees’ Responsibilities Snow College Mission Statement & Strategic Plan Administration Overview The Utah Constitution State of Utah Constitution ARTICLE X -- EDUCATION Section 1. [Free non-sectarian schools.] The Legislature shall provide for the establishment and maintenance of a uniform system of public schools, which shall be open to all children of the State, and be free from sectarian control. Sec. 2. [Public school system. Maintenance.] The Public School system shall include kindergarten schools; common schools, consisting of primary and grammar grades; high schools; an Agricultural College; a University, and such other schools as the Legislature may establish. The common schools shall be free. The other departments of the system shall be supported as provided by law: Provided, that high schools may be maintained free in all cities of the first and second class now constituting school districts, and in such other cities and districts as may be designated by the Legislature. But where the proportion of school monies apportioned or accruing to any city or district shall not be sufficient to maintain all the free schools in such city or district, the high schools shall be supported by local taxation. http://www.archives.state.ut.us/research/exhibits/Statehood/1896text.htm USHE Governance Utah’s Eight Public Colleges & Universities Research Universities •University of Utah (Flagship) – medical school, law school, pharmacy school, etc. •Utah State
    [Show full text]
  • M E a S U R I N G U T a H Higher Education
    USHE MEASURING UTAH HIGHER EDUCATION 2005 OFFICE OF THE COMMISSIONER OF HIGHER EDUCA TION USHE MEASURING UTAH HIGHER EDUCATION 2005 STA TE BOARD OF REGENTS Utah System of Higher Education 60 South 400 West Salt Lake City, Utah 84101 Nolan E. Karras, Chair; E. George Mantes, Vice Chair; Jerry C. Atkin; Daryl C. Barrett; Bonnie Jean Beesley; Janet A. Cannon*; Katharine B. Garff; David J. Grant; James S. Jardine; Michael R. Jensen; David J. Jordan; Trenton Kemp**; John C. Pingree*; Jed H. Pitcher; Sara V. Sinclair; Marlon O. Snow; Maria Sweeten Dr. Richard E. Kendell, Commissioner of Higher Education * Ex-Officio Member representing the Utah State Board of Education ** Student Regent MEASURING UTAH HIGHER EDUCATION 2005 INTRODUCTION CONTENTS It’s all about accountability. What are the public and students getting for their investment in Higher Education? ACCESS AND PREPARATION In its most recent Master Plan, the State Board of Regents reiterated its Total Headcount Enrollments . 5 commitment to be accountable to the people of Utah and pledged to Total FTE Enrollments . 5 report regularly “on education efficiencies, effectiveness, and the quality UCAT Enrollment . 6 of student learning outcomes.” For several years, the Commissioner of Participation Rates . 7 Higher Education has prepared reports, at least biennially, on a range of Education Pipeline to Higher Education. 7 performance measures. In 2004, the Board of Regents directed the Enrollment Ethnic/Racial Diversity. 8 Commissioner to bring a sharper focus to the report and zero in on Percent of Technologically-delivered Courses . 8 several measures—some used in previous reports and some new—to help the Board, other policy makers and the general public readily see QUALITY the performance of Utah’s public colleges and universities.
    [Show full text]
  • Number of Appliants and Accepted Students 250
    Dixie State University Bachelor of Science in Nursing Degree Differential Tuition Section I: Request A new Bachelor of Science in Nursing degree was approved by the Board of Regents on March, 2017. In order to support its objective to provide a top-quality education to students in the nursing program, Dixie State University’s College of Health Science Nursing Department request the upper division courses for this program adopt differential tuition. Rationale for the differential tuition of $75 for each upper division credit hour is twofold. First, the increased resources bring us in line with resources spent per student at other Utah state universities. If we hope to keep our promise of providing a top-tier quality nursing education to our students, we must have the resources to restructure the program and hire a simulation lab manager. Last, our student’s net out of pocket expenses (defined as tuition less scholarship dollars) still make DSU’s nursing program a value among peer institutions. Section II: Student and Market Demand for the Program Student demand for the nursing program at Dixie State University has always been strong as evidenced by there are more applicants for the program than the allotted slots. Support for the change from an Associate Degree program to a pre-licensure Baccalaureate of Science in Nursing program is evidenced by a request and support from Dixie Regional Medical Center. The number of applicants and accepted students for the past 5 years is depicted in the following table. Number of Appliants and Accepted Students 250 200 150 100 50 0 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 # of Applicants # Accepted Further evidence of a strong market demand is the Utah Nursing Consortium, of which DSU is a member, reports that more that 1000 qualified applicants are turned away from Utah nursing programs each year.
    [Show full text]
  • College Admission Requirements Info Weber State University
    College Admission Requirements Info Weber State University http://www.weber.edu/Admissions/apply.html Application Process 1. Fill out the online application. 2. Pay a $30 application fee. 3. Submit the following: o Official high school transcripts or GED documentation o ACT/SAT scores (these aren't mandatory. They help determine math and English placement) o Official transcripts from any college or university where you have completed work including concurrent enrollment and early college. University of Utah http://admissions.utah.edu/apply/undergraduate/freshman.php Application Process 1. Check the deadlines 2. Apply (Need ACT scores) 3. Pay the application fee ($30) 4. Have your transcripts sent to the Office of Admissions 5. Have your ACT (or SAT) scores sent to the Office of Admissions 6. Track your status online Utah State University http://www.usu.edu/admissions/freshmen/apply.cfm Deadlines - Spring 2015 application closes December 16, 2014 • Fall Semester: April 1 • Spring Semester: October 1 • Summer Semester: April 1 View Scholarship Deadlines Required Materials • Application (online or paper) • Application fee ($40 nonrefundable, $55 if late) • High school transcript or GED • ACT or SAT scores (may be waived for applicants 25 and older) • Concurrent enrollment transcripts Academic Requirements • 2.5 high school GPA or 656 Total GED (550 Battery Average prior to 2014) • 17 ACT or 820 SAT (does not include the writing portion) • 90 Index score • If your academic work does not meet this standard, your application will be considered on an individual basis for potential admission into a 2-year general studies program. High School Prep Coursework Fast Track Your Application • Submit an online application and pay the application fee.
    [Show full text]
  • Participation
    PARTICIPATION A LOOK BACK AT 2007 Hinckley Institute Holds 2000th Hinckley Forum “OUR YOUNG, BEST MINDS MUST BE ENCOURAGED TO ENTER POLITICS.” Robert H. Hinckley 2 In This Issue Dr. J.D. Williams Page 3 Hinckley News Page 4 Internship Programs Page 8 Outstanding Interns Page 16 Scholarships Page 18 PARTICIPATION Hinckley Forums Page 20 Alumni Spotlights Page 25 Hinckley Staff Page 26 Donors Page 28 Hinckley Institute Holds 2000th Hinckley Forum Since 1965, the Hinckley Institute has held more than 2,000 Hinckley Forums (previously known as “Coffee & Politics”) featuring local, national, and international political leaders. Hinckley Forums provide University of Utah students and the surrounding community intimate access to and interaction with our nation’s leaders. Under the direction of Hinck- ley Institute assistant director Jayne Nelson, the Hinckley Institute hosts 65-75 forums each year in the newly renovated Hinckley Caucus Room. Partnerships with supporting Univer- sity of Utah colleges and departments, local radio and news stations, our generous donors, and the Sam Rich Program in International Politics ensure the continued success of the Hinckley Forums program. University of Utah students can now receive credit for attend- ing Hinckley Forums by enrolling in the Political Forum Series course (Political Science 3910). All Hinckley Forums are free and open to the public. For a detailed listing of 2007 Hinckley Forums, refer to pages 20 – 24. Past Hinckley Forum Guests Prince Turki Al-Faisal Archibald Cox Edward Kennedy Frank Moss Karl Rove Al Saud Russ Feingold William Lawrence Ralph Nader Larry Sabato Norman Bangerter Gerald Ford Michael Leavitt Richard Neustadt Brian Schweitzer Robert Bennett Jake Garn Richard Lugar Dallin H.
    [Show full text]
  • Contents • Abbreviations • International Education Codes • Us Education Codes • Canadian Education Codes July 1, 2021
    CONTENTS • ABBREVIATIONS • INTERNATIONAL EDUCATION CODES • US EDUCATION CODES • CANADIAN EDUCATION CODES JULY 1, 2021 ABBREVIATIONS FOR ABBREVIATIONS FOR ABBREVIATIONS FOR STATES, TERRITORIES STATES, TERRITORIES STATES, TERRITORIES AND CANADIAN AND CANADIAN AND CANADIAN PROVINCES PROVINCES PROVINCES AL ALABAMA OH OHIO AK ALASKA OK OKLAHOMA CANADA AS AMERICAN SAMOA OR OREGON AB ALBERTA AZ ARIZONA PA PENNSYLVANIA BC BRITISH COLUMBIA AR ARKANSAS PR PUERTO RICO MB MANITOBA CA CALIFORNIA RI RHODE ISLAND NB NEW BRUNSWICK CO COLORADO SC SOUTH CAROLINA NF NEWFOUNDLAND CT CONNECTICUT SD SOUTH DAKOTA NT NORTHWEST TERRITORIES DE DELAWARE TN TENNESSEE NS NOVA SCOTIA DC DISTRICT OF COLUMBIA TX TEXAS NU NUNAVUT FL FLORIDA UT UTAH ON ONTARIO GA GEORGIA VT VERMONT PE PRINCE EDWARD ISLAND GU GUAM VI US Virgin Islands QC QUEBEC HI HAWAII VA VIRGINIA SK SASKATCHEWAN ID IDAHO WA WASHINGTON YT YUKON TERRITORY IL ILLINOIS WV WEST VIRGINIA IN INDIANA WI WISCONSIN IA IOWA WY WYOMING KS KANSAS KY KENTUCKY LA LOUISIANA ME MAINE MD MARYLAND MA MASSACHUSETTS MI MICHIGAN MN MINNESOTA MS MISSISSIPPI MO MISSOURI MT MONTANA NE NEBRASKA NV NEVADA NH NEW HAMPSHIRE NJ NEW JERSEY NM NEW MEXICO NY NEW YORK NC NORTH CAROLINA ND NORTH DAKOTA MP NORTHERN MARIANA ISLANDS JULY 1, 2021 INTERNATIONAL EDUCATION CODES International Education RN/PN International Education RN/PN AFGHANISTAN AF99F00000 CHILE CL99F00000 ALAND ISLANDS AX99F00000 CHINA CN99F00000 ALBANIA AL99F00000 CHRISTMAS ISLAND CX99F00000 ALGERIA DZ99F00000 COCOS (KEELING) ISLANDS CC99F00000 ANDORRA AD99F00000 COLOMBIA
    [Show full text]
  • Employer Surveys - 2016
    EMPLOYER SURVEYS - 2016 Introduction Every three years, UVU conducts two employer surveys: one survey specifically of employers of recent UVU graduates, the other survey more generally of employers across the state. Institutional Research & Information conducted the most recent iterations of these surveys in 2016. This report summarizes our findings, including significant differences from the last time we conducted these surveys in 2013. We spoke with 277 employers of UVU graduates and 351 general employers. Key Findings 61% of employers view UVU’s quality of education as either Very Good or Good and 82% are either Very Likely or Likely to hire a UVU graduate. UVU is tied as the fourth best university in Utah in terms of quality of education. On-Campus recruiting has increased by 10% since 2013. Employers of UVU graduates were asked to rate their graduate’s skill and knowledge in certain areas of their work and how important those skills are to that job. The categories rated highest in importance also had the highest skill and knowledge. The majority of employers rated their satisfaction with UVU graduate’s work habits as very satisfied or satisfied. EMPLOYER SURVEYS - 2016 Overall Quality The majority of respondents claim that they are either very likely or likely to hire UVU graduates (82%). Most employers in Utah give an assessment of UVU’s quality of education as either very good or good (61%). The remaining respondents either rated UVU’s quality of education as satisfactory (5%) or claimed they didn’t know (35%). UVU Compared to Other Schools On average, employers ranked UVU’s quality of education as lower than U of U, BYU and USU.
    [Show full text]
  • The Utah State Board of Regents' Recommended High School Curriculum
    No. 2018-3 | February 2018 Julie Hartley, Ph.D. The Utah State Board of Regents’ Recommended High School Curriculum A Foundation for College Success Background This issue brief explains the research and rationale behind the college preparatory curriculum recommended for Utah high school students by the State Board of Regents. With one minor change, this curriculum was jointly agreed upon as the recommended basic college preparatory high school pathway by both the Board of Regents and the Utah State Board of Education in 2016 and has been the basic curriculum required for the statewide Regents’ Scholarship since its inception in 2008. In 2017, the Utah State Legislature made changes to the Regents’ Scholarship program, to take effect with the graduating high school class of 2019. Rather than outlining high school curriculum requirements in statute, as had been done in 2008, the new law tasked the State Board of Regents and the Office of the Commissioner of Higher Education with determining the scholarship eligibility requirements. The law did specify that those requirements should include minimum standards of academic performance and a core curriculum that would motivate students beyond basic state high school graduation requirements. Most of the original Regents’ Scholarship curriculum requirements have been retained, but with some modifications that should make the scholarship easier for students to navigate. Regardless of whether high school students plan to pursue the Regents’ Scholarship, the Board of Regents encourages them to follow this curriculum as much as possible to prepare themselves for college. College Readiness Standards The State Board of Regents and the Utah System of Higher Education define college readiness as the ability to successfully complete credit-bearing, college-level coursework in an associate or baccalaureate degree program without remediation.
    [Show full text]
  • By Study and Also by Faith
    B y S t u d y and also By Faith B y S t u d y and also By Faith One Hundred Years of Seminaries and Institutes of Religion Published by The Church of Jesus Christ of Latter-day Saints Salt Lake City, Utah © 2015 by Intellectual Reserve, Inc. All rights reserved. Printed in the United States of America English approval: 9/15 PD10051058 ISBN-13: 978-1-4651-1878-3 ISBN-10: 1-4651-1878-0 Contents Foreword: Elder Paul V. Johnson .............................vii Preface: Chad H Webb . .xi Acknowledgments ........................................xiii Prologue: Foundations of Education in the Church, 1830–1911 .....1 Chapter One: By Small and Simple Things, 1912–1935 ...........33 Chapter Two: The Charted Course, 1936–1952 .................93 Chapter Three: Follow the Brethren, 1953–1969 ...............139 Chapter Four: Go Ye into All the World, 1970–1979 ............211 Chapter Five: Teach the Scriptures, 1980–1989 ................323 Chapter Six: Live the Gospel, Teach Effectively, Administer Appropriately, 1990–2000 ..............................381 Chapter Seven: We Must Raise Our Sights, 2001–2012...........481 Epilogue, 2013–2015 .....................................589 Appendix 1: A Chronology of Administrators of the Church Educational System and Religious Education, 1888–2015 ...595 Appendix 2: LDS Academies Opening Dates, 1875–1888 .........597 Appendix 3: Seminaries Opening Dates, 1912–1938.............599 Appendix 4: Institutes of Religion Opening Dates, 1926–1946.....603 Appendix 5: Worldwide LDS Religious Education Beginnings .....605 Appendix 6: Seminary and Institute Enrollment by Year, 1912–2013..........................................611 Appendix 7: Administrator Biographies.......................615 Index .................................................639 v Foreword ot many days after the announcement was made of my appointment as administrator for Seminaries and Institutes of NReligion, President Boyd K.
    [Show full text]
  • Utah Education Policy History (1997 – 2015)
    UTAH EDUCATION POLICY HISTORY (1997 – 2015) Prepared for the Utah State Board of Education November 2016 http://uepc.utah.edu/ Bridging Research, Policy, & Practice The Utah Education Policy Center (UEPC) is a research-based center at the University of Utah founded in the Department of Educational Leadership and Policy in 1990 and administered through the College of Education since 2007. As an integral part of the College’s commitment to improving educational access and opportunities, the purpose of the UEPC is to improve the quality of educational policies, practices, and leadership in public schools and higher education by informing and influencing educational policy and practice in Utah and the surrounding region through research, evaluation, and TA. The UEPC provides advanced and balanced research and evaluation to facilitate sound and informed decisions about educational policy and practice. We are committed to helping our clients understand whether educational policies, programs, and practices are being implemented as intended, whether they are effective and impactful, and how they might be improved. Please visit our website for more information about the UEPC. http://uepc.utah.edu Andrea K. Rorrer, Ph.D., Director Phone: 801-581-4207 [email protected] 2 Table of Contents Executive Summary ....................................................................................................................................... 8 Overview ..................................................................................................................................................
    [Show full text]