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Senior Newsletter Chugwater High S C H O O L Glendo High Welcome Back Class of 2020! S C H O O L
Senior Newsletter Chugwater High S c h o o l Glendo High Welcome back class of 2020! S c h o o l Hello seniors! Congratu- let me know. University of Wyoming lations, you must be excit- Www.uwyo.edu/admissions/vi I look forward to working ed to be in the final sit/index.html August 2019 with you and wish you a stretch of your high Campus Pass- wonderful senior year! school career. I am Ms. September 14, 2019 Broadaway, and I am the -Sarah Broadaway Register online school counselor for Glen- http://www.uwyo.edu/ad [email protected] In this Issue: do, Chugwater and missions/visit/campus- 307-316-2451 Wheatland Middle pass.html Welcome School. I will be in Chug- School Counselor Questions: 307-766-4075 Information from UW, water Wednesday morn- Other Campus Visits: Casper College, Central ing’s and in Glendo Tuesday, Wednesday, Wyoming College, Eastern Wednesday afternoons Thursday this year. I want to be Wyoming College, LCCC, request @ able to assist you in any Northwest College and www.uwyo.edu/admissio Western Wyoming college way I can. I will have ns/visit/index.html Senior newsletters con- **Individual visits require at SAT and ACT infor- taining information spe- least one week notice mation cific to the class of 2020 at least once a month. UW Discovery Days: This issue I have some April 11, 2020 information about the University of Wyoming Register online @ and the community col- www.uwyo.edu/ Inside this issue: leges in the state of Wyo- admissions/visit/ LCCC 2 ming. -
Wyoming Community College Commission
Wyoming Community College Commission th 2300 Capitol Ave., 5 Floor, Suite B, Cheyenne WY 82002 Commissioners Ex-officio Mr. Gregg Blikre, Gillette Governor Mark Gordon Mr. Dennis Boal, Evanston State Superintendent Ms. Katherine Dooley, Powell Jillian Balow Dr. Craig Frederick, Guernsey Executive Director Dr. Jackie Freeze, Rock Springs Dr. Sandra Caldwell Ms. Julia Newman, Torrington Phone: 307-777-7763 Ms. Ember Oakley, Riverton Fax: 307-777-6567 www.communitycolleges.wy.edu Memo To: Joint Appropriations Committee From: Dr. Sandy Caldwell, Executive Director, Wyoming Community College Commission Mr. Larry Buchholtz, CFO, Wyoming Community College Commission Date: December 10, 2020 RE: Update CARES HEERF Funds and State and GEER Funds to Community Colleges Total Costs Due to COVID-19: Approximately $85 million requested including student grants for Fall 2020 with $54.9 million funded via HEERF, GEER and CARES State Funds combined The Wyoming Community Colleges experienced significant impacts due to the impacts of COVID-19. As a result, the WCCC worked on behalf of the colleges and, in some respects, the University of Wyoming and private institutions to ensure student success and operational institutions. The WCCC worked across the funding sources of three primary components of CARES funding to focus on three specific phases of operations: 1. Mitigation; 2. Recovery and Re-Entry; and 3. Return to the New Normal. In order to achieve supporting the community colleges and higher education students statewide, the institutions had three primary sources of CARES funds: • HEERF Funds—Higher Education Emergency Relief Fund provided a direct distribution from USDE to the IHE equally split between institutional operations and student grants. -
University of Wyoming Engagement Task Force March 2018
University of Wyoming Engagement Task Force FOCUS GROUP REPORT March 2018 MICHAEL CHEEK ANNE EVEN Table of Contents Executive Summary Page 2 Purpose and Procedures Page 9 Appendix Page 11 ❏ Community Engagement Focus Group Questions Page 12 ❏ Site Summaries [Attendee List, Discussion Summary, Survey Summary] ❏ Fort Washakie (Eastern Shoshone Tribe) Page 14 ❏ Casper Page 19 ❏ Ethete (Northern Arapaho Tribe) Page 25 ❏ Powell Page 30 ❏ Rock Springs Page 35 ❏ Riverton Page 40 ❏ Afton Page 45 ❏ Sheridan Page 51 ❏ Gillette Page 56 ❏ Laramie Page 61 ❏ Cheyenne Page 67 ❏ Torrington Page 71 ❏ Facilitator Biographies Page 77 ❏ Site Transcripts ❏ Fort Washakie (Eastern Shoshone Tribe) Page 79 ❏ Casper Page 96 ❏ Ethete (Northern Arapaho Tribe) Page 115 ❏ Powell Page 128 ❏ Rock Springs Page 146 ❏ Riverton Page 172 ❏ Afton Page 192 ❏ Sheridan Page 214 ❏ Gillette Page 250 ❏ Cheyenne Page 273 ❏ Torrington Page 286 Executive Summary 1 Central Wyoming College The University of Wyoming (UW) has directly commissioned the gathering of information through focus groups that will help the UW Office of Engagement and Outreach meet the goals of the new UW Strategic Plan - Breaking Through 2017-2022. In particular, the task force is seeking to identify hallmarks and highlights of UW’s engagement and outreach in various communities throughout the state. The information gathered in this project will assist the task force in developing and implementing a plan for strengthening UW’s mission as a land grant university. It will also aid in the development of a plan to collaborate with all constituents and partners to enhance the wellbeing of the state’s communities through engagement and outreach programs. -
Distance Education State Almanac 2017. Wyoming
Distance Education State Almanac 2017 Wyoming Julia E. Seaman, Ph.D. Research Director, Babson Survey Research Group Jeff Seaman, Ph.D. Director, Babson Survey Research Group This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. by Babson Survey Research Group, e-Literate, and WCET State maps images are by TUBS [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons Wyoming % of State National Population 585,501 0.2% 18-55 Population 257,620 0.2% Number of Institutions 10 0.2% Wyoming has 10 degree-granting higher education institutions, which represent 0.2% of all such institutions in the United States. These institutions enrolled a total of 34,205 students as of fall 2015 (31,602 of which are studying at the undergraduate level and 2,603 at the graduate level). The fall 2015 figure is a decrease of 3,537 students (or -9.4%) from the number enrolled in the fall of 2012. Among the total student body, 10,923 (10,235 undergraduates and 688 graduate students) were taking at least one course at a distance. This is 31.9% of the enrolled student body, which is higher than the national average rate of 29.7%. The number of students taking distance education courses in the state decreased by 23 (or -0.2%) between fall 2012 and fall 2015. This is lower than the national level of growth of 11.0%. 4,130 students in Wyoming are taking all of their courses at a distance, made up of 3,603 undergraduates and 527 graduates. -
Assessment of Academic Program Alignment with Regional Occupation Projections
Assessment of Academic Program Alignment with Regional Occupation Projections Northern Wyoming Community College District Sheridan College, Sheridan College in Johnson County, and Gillette College May 14, 2015 Draft Posted to Trustee Portal 4/24/2015 Note: This paper is intended to inform discussions among NWCCD’s senior staff. As an institution that participates in the Academic Quality Improvement Process (AQIP) for accreditation we are committed to making data driven decisions. Sometimes we have examined data narrowly and written justification for a decision we have already made or for a potential initiative such as a grant proposal. Several white papers, grant applications, studies and cases for support have been based on labor market information, industry trends, and occupation projections. The research for this paper takes a broader view by starting with all occupations in Wyoming (demand) and all certificates of completion and associates of applied science degrees currently offered by NWCCD (supply). Contributing team: Susan Bigelow, Jay Lindsay (Gillette College White Paper), Joy Baule (Colleague Student Information System data queries), Sharon Elwood and Steffi Rawlings for technical support. White papers, studies, and spreadsheets are available from [email protected] . Assessment of Academic Program Alignment with Regional Occupation Projections Northern Wyoming Community College District ii Table of Contents Executive Summary ..................................................................................................................... -
Wyoming’S 2019 STEM & Innovation Report Card™
(TM) ASTRA’s 2019 STEM Innovation Vital Signs Series Wyoming’s 2019 STEM & Innovation Report Card™ What’s in This 2019 STEM & Innovation Report Card ? A Call to Action for Wyoming.....................................................p. 1 What does “STEM” Mean?.......................................................p. 1 Global R&D Spending & Wyoming’s Future.........................p. 1 Wyoming’s Innovation X-Ray: Economic Overview..................pp. 2-3 Wyoming’s Fastest Growing STEM Jobs for 2028.........................p. 4 Wyoming’s Key Economic Metrics.........................................p. 5 How the SBIR Program Benefits US Economic Growth......p. 6 The EPSCoR Program and Wyoming R&D...........................p. 7 The Every Student Succeeds Act (ESSA)............................p. 8 onal Science Foundation. i t *STEM = There’s bipartisan consensus: R&D Expenditures of Selected Countries 2000 - 2015 2 (In billions of current PPP 4 dollars) Science “Keeping America Great” means Biology, Chemistry, protecting America’s World Leadership in Marine Biology, Science, Engineering & Technology. And Physics, Science that requires maintaining federal funding for science and engineering R&D as a top budget priority. Technology Computer / Information Expanding the innovation capacity of the Systems, Game Design, U.S. is the only way to address an increas- Developer, Web / ingly difficult struggle to maintain our U.S. Software Developer standard of living, national security and global economic competitiveness. Engineering Through sustained federal, state and private Chemical, Civil, Computer, Electrical / funding, we must also invest more in research CAUSE FOR ALARM: Share of Global R&D — Electronics, Photonics, programs and science & engineering infra- U.S. Share Continues to Decline 2000 - 2015 3 General & Mechanical structure. The U.S. must significantly improve Engineering the capabilities of our science, technology, engineering, and math (STEM) workforce. -
2021/2022 Catalog Volume I Published April 9, 2021
1889 Venture Drive Laramie, WY 82070 (800)521-7158 http://www.wyotech.edu 2021/2022 Catalog Volume I Published April 9, 2021 Accredited by Accrediting Commission of Career Schools and Colleges 2101 Wilson Boulevard, Suite 302 Arlington, VA 22201 703.247.4212 TABLE OF CONTENTS A Note from the President 1 Overview 3 Welcome to WyoTech 3 Statement of Ownership 4 Administration 4 History 6 Mission 7 Commitment to Students 7 Teaching Facilities 7 Technical Resource Center 8 Instructional Support 8 Advisory Committees 8 Accreditation 8 Licensing 8 Admissions 10 Requirements and Procedures 10 Readmission 10 Update Training 11 Transfer of Credit 11 Transferability of Credits to Other Institutions 12 Academic Policies 13 Curriculum 13 Student Advising 13 Grading System and Grading Period 13 Course Drops 14 WyoTech Professional Grading System 14 Standards of Satisfactory Academic Progress (SAP) 16 Failure to Meet Satisfactory Academic Progress (SAP) 18 Retaking Coursework 19 Attendance Policy 20 Graduation Requirements 23 WyoTech Student Code of Conduct 24 Personal Property 25 WyoTech Student Appearance Code 25 Violations of Academic, Attendance, Appearance, and Conduct Codes 27 Student Grievance Procedure 27 Student Appeals Procedure 28 Attendance Violations Appeals 29 Final Course Grade Appeals 29 Satisfactory Academic Progress Appeals 29 Social Conduct Suspensions 30 Housing Evictions 30 Notification of Rights Under FERPA 30 Student Records 31 Transcripts and Diploma Release 31 P a g e i | TABLE OF CONTENTS Financial Aid 32 Student Eligibility -
Wyotech Laramie 2019/2020 Catalog Addenda to Volume II, Published November 1, 2019 Effective Date: 9/2/2020
WyoTech Laramie 2019/2020 Catalog Addenda to Volume II, Published November 1, 2019 Effective Date: 9/2/2020 ADDENDUM, Effective 9/2/2020: Updated Administration; Updated Program and Fees; Updated 2021 – 2023 Academic Calendars Administration Update Administration Campus President/CEO Jim Mathis VP of Admissions and Marketing Troy Chaney VP of Compliance Andy Vignone VP of Development Beth Jones VP of Operations Kyle Morris Director of Career Services Greg Taylor Director of Education Guy Jackson Director of Student Finance Alyson Moyer Training Director Shawn Nunley Registrar Revalee Weerheim Core Department Coordinator Mark Muhsman Specialty Department Coordinator Gary Puls Housing Manager Gabe Lucero Student Services Coordinator Katy Kunkleman Faculty Instructor Don Babbitt Instructor Timothy Caze Instructor Brian Duncan Instructor Howard Durfee Instructor Wayne Feltz Instructor Mike Fischer Instructor Devin Fly Instructor Mike Gibbens Instructor Levi Gemmill Instructor Derek Harris Instructor Gordon Heien Instructor Charles McDonald Instructor Mike McFadden Instructor Amber McGowan Instructor Brandon Newman Instructor Michael Ortega Instructor Eric Paul Instructor Thomas Ross Instructor Mark Roth Instructor Derek Russell Instructor Bryan Shuster Instructor Todd Steele Instructor Bryan Steinbock Instructor Randy Svalina Program and Fees Update *Effective January 1, 2021 for students enrolling for the October 2021 class start will have the tuition rates listed below: Program Credit Program Length Hours Tuition Diploma Programs Auto/Diesel Vehicle Technology 9 mo. 60.0 $29,000 Automotive Technology with High Performance Power Trains 9 mo. 60.0 $29,000 Automotive Technology with Trim and Upholstery Technology 9 mo. 60.0 $29,000 Collision/Refinishing and Upholstery Technology 9 mo. 60.0 $29,000 Diesel/Auto Vehicle Technology 9 mo. -
John J. O'hagan
JOHN J. O’HAGAN www.johnjohagan.com ADDRESS PHONE Merrick-Davis 157 work: (618) 374-5422 Principia College home: (618) 374-9487 cell: (618) 946-6299 EDUCATION 2005 M.F.A, Theatre Arts-Performance, University of Idaho, Moscow, ID. 1997 B.F.A., University of Idaho, Moscow, ID. ACADEMIC POSITIONS 2013-Present Associate Professor of Theatre, Department of Theatre & Dance, Principia College 2008-2013 Assistant Professor, Department of Theatre & Dance, University of Wyoming Spring 2008 Visiting Instructor, Sabbatical Replacement, Theatre, Department of Theatre and Film, University of Idaho, Moscow, ID Summer/Fall 2005 Instructor, Theatre, Department of Theatre and Film, University of Idaho, Moscow, ID Summer 2006/07 Instructor, Elderhostel/Center for Shakespeare Studies Programs, Southern Oregon University, Ashland, OR • A Week at the Theatre (recurring Elderhostel class) • Introduction to Stage Combat (Center for Shakespeare Studies) OTHER POSITIONS 2006-08 Actor, Oregon Shakespeare Festival, Ashland, OR 2001-03 Instructor, Riverstone International School, Boise ID • Theatre and the Environment • Introduction to Theatre 1999-03 Director of Education, Idaho Shakespeare Festival, Boise, ID 1999 Company Manager, Idaho Theatre for Youth, Boise, ID 1998-99 Director of Education, Idaho Theatre for Youth, Boise, ID 1997-98 Office Manager, Idaho Theatre for Youth, Boise, ID 1996-03 Actor/Instructor, Idaho Shakespeare Festival/Idaho Theatre for Youth, Boise, ID TEACHING Year Semester Course No./Title Cr. Hrs. Enrollment 2008 Fall 1100 – Beginning Acting -
Inclusivity Pillar Team Report, March 1, 2021
Inclusivity Pillar Team Report Draft 1 – Pending Team Input March 1, 2021 Introduction: The Inclusivity Pillar Team is one of four institutional pillars that is charged with the opportunity to reimagine the University of Wyoming as if it were building it from scratch. With inclusivity in mind, the vision of this team is on, “identifying, prioritizing, building, and strengthening, the most important future-forward asset of the university and ensuring we are attentive to providing an educated workforce to grow and sustain critical professions in the region.” Additionally, the Inclusivity Pillar Team used for inspiration, Rev. Dr. Martin Luther King, Jr.’s Beloved Community. To build the Beloved Community, the goal is to have a healthy society upheld by the pillars of economic and social justice and discrimination is nonexistent. To see the full charge for the Inclusivity Pillar, click here. Underlying Assumptions, Guiding Principles, and Goals: Assumptions • There is systemic/structural discrimination, subordination, oppression, and inequality of marginalized groups at the University of Wyoming (see eg. ODEI Campus Climate Survey, The Great Colleges to Work for Survey). • There is a desire on the part of a majority of the university community to address and eradicate such systemic and structural problems. • Addressing such systemic and structural problems is possible. Guiding Principles • Systemic and structural problems must be addressed systemically and structurally, meaning one offs in various units around campus or efforts by just a few units on campus will not be enough to address these issues. A university-wide plan that requires university- wide commitment, action, and buy-in, that includes campus-wide coordination and communication is needed to avoid leaving the overall systems and structures largely unchanged. -
2019/2020 Catalog Volume II Published November 1, 2019
1889 Venture Drive Laramie, WY 82070 (800) 521-7158 http://www.wyotech.edu 2019/2020 Catalog Volume II Published November 1, 2019 Accredited by Accrediting Commission of Career Schools and Colleges 2101 Wilson Boulevard, Suite 302 Arlington, VA 22201 703.247.4212 TABLE OF CONTENTS A Note from the President .................................................................... 1 Overview ..................................................................................................... 3 Welcome to WyoTech .............................................................................................................. 3 Statement of Ownership .......................................................................................................... 4 Administration ........................................................................................................................ 4 History ......................................................................................................................................5 Mission .................................................................................................................................... 6 Commitment to Students ........................................................................................................ 6 Teaching Facilities ................................................................................................................... 6 Technical Resource Center ...................................................................................................... -
Helping Wyoming Families Turn Challenges Into Opportunities the Climb The
2010 PROGRESS REPORT Helping Wyoming families turn challenges into opportunities the climb our mission »» CLIMB»Wyoming,»a»non-profit»organization,» trains»and»places»low-income»single»mothers»in» careers»that»successfully»support»their»families. THE CLIMB statistics »» Wyoming»women»earn»only»65»cents» for»every»dollar»earned»by»men,»the» largest»wage»disparity»between» genders»in»the»United»States.»»» (2009 US Census Bureau) »» Nearly»45%»of»all»Wyoming»children» raised»in»single-parent»families»are» living»in»poverty.»»» (Kids Count Data Center 2009) »» In»Wyoming,»40%»of»all»babies»are» born»to»mothers»on»Medicaid.»» (Kids Count Data Center 2008) EMPLOY RATE OFFICE + HEALTH CARE FOOD STAMPS PERCENT AGE EMPLOYE D A VERAGE MONTHL Y W AGE PERCENT AGE ON FOOD ST AMPS 100% $2400 50% $2200 44% 85% $2026 82% $2000 80% 40% $1800 $1600 ANTS $1494 ANTS 60% $1400 30% TICIP $1200 TICIP 25% R 46% R PA 40% $1000 $925 PA 20% 20% DOLLARS $800 $600 % O F % O F the impact... 20% 10% $400 $200 0% $0 0% INT AKE 12 Months 24 Months INT AKE 12 Months 24 Months INT AKE 12 Months 24 Months CLIMB Program GraduationPOST Rate PROGRA M POST PROGRA M POST PROGRA M NON-TRAD AV E RAGE MONTHL Y W AGE $3600 $3200 $3062 $2800 $2507 $2400 $2000 $1600 DOLLARS $1200 $1209 $800 $400 $0 INT AKE 12 Months 24 Months POST PROGRA M 87% of single mothers who enter a CLIMB program successfully graduate. Employment Rate Before & After CLIMB PERCENT AGE EMPLOYE D PERCENT AGE ON FOOD ST AMPS PERCENT A GE ON PUBLIC HEAL THCARE 100% 50 50% 43% 80% 80% 40 40% 33% ANTS ANTS ANTS 60% 30 30% TICIP TICIP TICIP R 45% R 22% R PA 40% PA 20 PA 20% 11% % O F 20% % O F 10 % O F 10% 0% 0 0% INT AKE 24 Months INT AKE 24 Months INT AKE 24 Months POST PROGRA M POST PROGRA M POST PROGRA M CLIMB’s comprehensive training model and strong partnerships with local employers ensure NON-TRAD Certified Nursing Assistant (CAN) graduates successfully transition into higher paying careers.