Understanding US Higher Education: a Glossary
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Undergraduate Education 1
Undergraduate Education 1 transfer applicants at the freshman or sophomore level, nor for the spring Undergraduate semester. Education Applications for admission are available beginning in August of the year prior to the year in which you would enter Berkeley. The application filing period is November 1-30. All applications must be submitted by As a prospective freshman or transfer student at UC Berkeley, you should November 30. give careful thought to preparing yourself adequately in reading, writing, mathematics, and other areas related to your intended major. The more Berkeley does not offer any early admissions or any early decisions. comprehensive and challenging your high school or college program is, the better prepared you will be for work at Berkeley. Helpful UC Links Please explore the tabbed information on this page to learn more about UC Admissions (http://www.universityofcalifornia.edu/admissions/) undergraduate education at UC Berkeley. Academic Requirements (http://www.universityofcalifornia.edu/ Undergraduate Degree Requirements admissions/freshman/requirements/) The Guide helps you learn about the requirements you will have to fulfill to earn your bachelor's degree. These requirements are prescribed by Application Fees and Fee Waivers four sources: the University of California system, the Berkeley campus, The basic application fee of $70 entitles you to apply to one University your college or school, and your major and, if applicable, a minor. All campus. (The fees is $80 for international and non-immigrant are summarized in the tabs to the right. For detailed requirements of applicants.) If you apply to more than one campus, you must pay your specific program, please see the Major Requirements tab on your an additional $70 for each campus you select. -
Higher Education Reopening Guidance
june 11, 2020 higher education reopening guidance Guidance overview This document provides guidance to Virginia institutions of higher education regarding their plans for offering in-person instruction and reopening their campuses in the 2020-21 academic year. The criteria outlined here, in consultation with the Virginia Department of Health, concern measures relating to COVID-19 that institutions should take for promoting and fostering the health and safety of students, faculty, staff, and surrounding communities as equitably as possible. Additionally, it recognizes the widely varied missions and circumstances of the many different colleges and universities, public and private, across the Commonwealth. Institutions are asked to prepare campus plans specific to their unique constituencies and settings, for timely submission to the Commonwealth. The Virginia Department of Health (VDH), the State Council of Higher Education for Virginia (SCHEV), and local health departments will serve as close partners to institutions throughout the duration of this pandemic, providing guidance, data, and assistance facilitating relationships with local health infrastructure as needed. section i: why safe and sustainable offering of in-person instruction and reopening of higher education are crucial for virginia Virginia’s colleges and universities are anchor institutions for the Commonwealth, and Virginia is widely regarded as having the best array of public and private institutions of higher education in America, as well as powerful workforce development and credentialing programs. COVID-19 has put at risk the more than $39.074 billion in annual economic impact higher education creates for the Commonwealth, and the 167,000 jobs tied directly or indirectly to Virginia colleges and universities. -
Glossary of Data Terms
Glossary of Terms The Texas Higher Education Coordinating Board has produced this Glossary of commonly used Texas higher education terms. By its nature, the Glossary will be an evolving document. If you have suggestions for clear wording for terms in the Glossary or for terms whose definition you would like to have included, please send your suggestions to Torca Bunton at [email protected] at the Coordinating Board. TEXAS HIGHER EDUCATION COORDINATING BOARD Educational Data Center Glossary of Terms August 14, 2017 AAT Associate of Arts in a Teaching degree. Board-approved collegiate degree programs consisting of lower-division courses intended for transfer to baccalaureate programs that lead to initial Texas teacher certification. (CTC CBM009) Academic Course Guide Manual (ACGM) The official list of approval numbers for general academic transfer courses that may be offered for state funding by public community and technical colleges in Texas. It lists a basic core of general academic courses which are freely transferable among all public institutions of higher education in Texas in accordance with the Texas Education Code, §61.051(g). TCCNS numbers are assigned to most courses in the manual. Academic courses reported on the CTC CBM004 must appear either on this list of approved courses or in the Special Approval/Unique Need Inventory. See Lower Division Academic Course Guide Manual. (CTC CBM004) Academic Credit Course A college-level course that, if successfully completed, can be applied toward the number of courses required for achieving a degree, diploma, certificate, or other formal award. Academic Program Instructional program leading toward an associate’s, bachelor’s, master’s, doctor’s, or first-professional degree or resulting in credits that can be applied to one of these degrees. -
The Impact of Earning an Associate Degree Prior to Transfer on Bachelor’S Degree Completion: a Look at Recent High School Graduates
The Impact of Earning an Associate Degree Prior to Transfer on Bachelor’s Degree Completion: A Look at Recent High School Graduates Jonathan M. Turk, Ph.D. Senior Policy Research Analyst, Center for Policy Research and Strategy, American Council on Education Center for Policy Research and Strategy The American Council on Education’s Center for Policy Research and Strategy (CPRS) pursues thought leadership at the intersection of public policy and institutional strategy. CPRS provides senior postsecondary leaders and public policymakers with an evidence base to responsibly promote emergent practices in higher education with an emphasis on long-term and systemic solutions for an evolving higher education landscape and changing American demographic. Founded in 1918, ACE is the major coordinating body for all the nation’s higher education institutions, representing more than 1,600 college and university presidents and related associations. It provides leadership on key higher education issues and influences public policy through advocacy. Hobsons Hobsons is a leading education technology company that supports K-12 schools, systems, and higher education institutions to ensure that students finish what they start. Hobsons’ solutions promote self-discovery and interest exploration; academic and career planning; college preparation, best-fit admissions and enrollment; predictive analytics, advising and holistic student support. To learn more about Hobsons, visit its website at www.hobsons.com. Acknowledgements I would like to thank the multiple people who made this work possible. First, thank you to my partners at Hobsons for funding this project. I look forward to working with you all in disseminating the results of this and future work. -
General Occupational Technology (GOT)
CURRICULUM PROCEDURES REFERENCE MANUAL SECTION 12 General Occupational Technology (GOT) Approved by the State Board of Community Colleges on November 13, 1996. Revised by SBCC on 11/19/04. Revised by SBCC on 10/19/07. Editorial Revision 07/17/13 General Occupational Technology (GOT) (A55280) PROGRAM DESCRIPTION The General Occupational Technology (GOT) curriculum provides individuals with an opportunity to upgrade their skills and earn an associate degree, diploma, or certificate by taking courses that offer specific job knowledge and skills. The curriculum content will be individualized for students according to their occupational interests and needs. A program of study for each student will be developed from any non-developmental level courses from approved curriculum programs of study offered by the College. Graduates will become more effective workers, better qualified for advancements within their field of employment, and better qualified for a wide range of entry-level employment opportunities. All courses included in the GOT must be taken from approved associate of applied science, diploma or certificate programs. Career and College Promise Students may not be enrolled in General Occupational Technology programs. GENERAL GUIDELINES Approval to offer the General Occupational Technology program is granted by the System President. To gain program approval, the college president must submit a request in writing to the System President [Reference: 1D SBCCC 400.6 (3)]. Colleges are not required to file programs of study for the GOT with the System Office (CC-96-22 and 1D SBCCC 400.10 (d)) due to the unique nature of the program. A diploma or certificate may be pulled from the General Occupational Technology Associate of Applied Science degree to meet the needs of local industry. -
REQUEST for TERMINATION Child and Family Development - Early Childhood Education: Prekindergarten - Grade 2 Emphasis (B.S.F.C.S.)
REQUEST FOR TERMINATION Child and Family Development - Early Childhood Education: Prekindergarten - Grade 2 Emphasis (B.S.F.C.S.) I. Basic Information 1. Institution: University of Georgia Date: 12/5/2013 2. School/College: College of Family and Consumer Sciences 3. Department/Division: Human Development and Family Science (formerly Child and Family Development) 4. Program Degree: B.S.F.C.S. Major: Child and Family Development – Early Childhood Education: Prekindergarten – Grade 2 Emphasis 5. Deactivation _________________________ or Termination _________X________________ 6. Last date students will be admitted to this program ________Fall 2010_______________________ 7. Last date students will graduate from this program ________Spring 2012____________________ 8. Abstract of the deactivated or terminated program Provide a brief summary of the deactivated or terminated program that includes an overview and highlights of the response to the criteria in Section II. The Child and Family Development – Early Childhood Education: Prekindergarten – Grade 2 Emphasis major was established through the collaboration of the Departments of Human Development and Family Science (formerly Child and Family Development) and Educational Theory and Practice (formerly Elementary and Social Studies Education). The aim of the major was to develop exemplary teachers of young children for public or private settings. Upon completion of this major, students received a Bachelor of Science degree in Family and Consumer Sciences having met the Professional Standards Commission’s criteria for Pre-Kindergarten to Second Grade, allowing graduates to seek Pre-K to Fifth Grade teaching certification in the State of Georgia. This major, in a functional sense, has been discontinued since the spring of 2012, when the final students in the major graduated. -
GW Strategic Planning Committee Report High-Quality Undergraduate Education (HQUE)
GW Strategic Planning Committee Report High-Quality Undergraduate Education (HQUE) Charge to the Committee Under the assumption of a residential undergraduate population of 8400 students, of which 30% ultimately complete a STEM major, develop a strategy with measurable outcomes to attract and retain a high-quality student body, and recommendations for the educational opportunities that we should provide to our students. The process for determining the strategy for high quality undergraduate education should involve consideration of two key elements: (1) a high-quality undergraduate student body, and (2) a high- quality and distinctive undergraduate education. Current State GW embarks on the strategic planning process from a position of strength. The University enjoys a unique location that attracts students and faculty while enabling opportunities for learning, service, and collaboration. Our student body has grown more diverse in the past 5 years, and our students are motivated and civic-minded. The building of the Science and Engineering Hall has helped to attract and retain STEM undergraduates. We enjoy a national reputation for undergraduate programs in politics, media, and international affairs, while supporting robust programs in the humanities, fine arts, business, nursing, social sciences, and engineering. At the same time, GW faces specific challenges in undergraduate education. Too many undergraduates describe their academic experience, especially in their early years, as an exercise in “checking boxes.” Many in our community express concern about GW’s affordability. Students, faculty and staff find the University burdened by silos that impede our creativity and ability to be responsive to curricular and other needs in a dynamic learning environment. -
Undergraduate Research and Higher Education of the Future
uarterlyCOUNCIL ON UNDERGRADUATE RESEARCH Summer 2017 Issue | Volume 37, Number 4 UNDERGRADUATE RESEARCH AND HIGHER EDUCATION OF THE FUTURE Also in this issue: Some Pathologies of Undergraduate Research — and How to Cure Them www.cur.org The Council on Undergraduate Research Quarterly is published uarterly in the Fall, Winter, Spring, and COUNCIL ON UNDERGRADUATE RESEARCH Summer by the Council on Summer 2017 Volume 37, Number 4 Undergraduate Research. Editor-in-Chief Engineering The mission of the Council on James T. LaPlant, College of Arts and Sciences Binod Tiwari, Civil and Environmental Undergraduate Research is to support Valdosta State University Engineering Department and promote high-quality undergraduate [email protected] California State University, Fullerton student-faculty collaborative research and [email protected] Issue Editors scholarship. Janice DeCosmo, Associate Dean Geosciences The Council on Undergraduate Research Undergraduate Academic Affairs Laura A. Guertin, Department of Earth Science Quarterly publishes scholarly work that exam- University of Washington Penn State-Brandywine ines effective practices and novel approaches, [email protected] [email protected] explores pedagogical models, and highlights Laurie Gould, Department of Criminal Justice and Health Sciences the results of assessment of undergraduate Criminology Niharika Nath, Life Sciences Department research. As a peer-reviewed publication of Georgia Southern University New York Institute of Technology- the Council on Undergraduate Research, the [email protected] -
Identifying Risks and Responses for Higher Education Institutions in Transition
Identifying Risks and Responses for Higher Education Institutions in Transition Identifying Risks and Responses for Higher Education Institutions in Transition Strategic Changes for the Future On top of these financial pressures, demographics have changed; the number of potential traditional-age students has actually decreased. Higher Education institutions are facing the pressure of finding their The bottom line as fewer potential students with less ability to pay way in a changing market. The question is no longer, “Should we means that price sensitivity is greater than ever. And that means adapt?” but is now, “What is the best way to adapt?” For many, the institutions must compete more fiercely. most important first step in adapting is to understand institutional risks These trends have led many colleges and universities to revisit their and to develop strategies to combat those risks. strategic plans and to question if they are effectively allocating their Following the onset of the Great Recession in 2008, 30 percent of limited resources to the most important areas. As part of these efforts, institutions did just that, adopting some form of short-term institutional leaders now must focus on: cost-reduction (i.e. hiring freezes, salary freezes, and downsizing). – Changing the nature of decision making It became clear that those efforts would not suffice. Comprehensive, – Developing deeper understanding of their markets systemic approaches were needed to keep institutions viable. Those approaches require that institutional leaders evaluate risk factors, – Embracing the concept of “academic auxiliaries” including institution size, operational expenses, tuition discounting, – Relentlessly pursuing an efficient bureaucracy and tuition dependence to project whether or not their institutions are sustainable. -
Pathway to a Pre-K-12 Future
Transforming Public Education: Pathway to a Pre-K-12 Future September 2011 This report challenges our nation’s policy makers to transform public education by moving from a K-12 to a Pre-K-12 system. This vision is grounded in rigorous research and informed by interviews with education experts, as well as lessons from Pew’s decade-long initiative to advance high-quality pre-kindergarten for all three and four year olds. The report also reflects work by leading scholars and institutions to identify the knowledge and skills students need to succeed in school and the teaching practices that most effectively develop them. Together, these analyses and perspectives form a compelling case for why America’s education system must start earlier, with pre-k, to deliver the results that children, parents and taxpayers deserve. Table of Contents 2 Introduction 24 Interviewees 6 Envisioning the Future of 25 Sidebar Endnotes Pre-K-12 Education 26 Endnotes 12 Pathway to the Pre-K-12 Vision 29 Acknowledgements 23 Conclusion Introduction More than two centuries ago, as he prepared to retire and attitudes rather than scientific evidence about from the presidency, George Washington counseled the children’s development or their potential to benefit young nation to prioritize and advance public education from earlier educational programs. We know now, because, he wrote, “In proportion as the structure of a from more than 50 years of research, that vital learn- government gives force to public opinion, it is essential ing happens before age five. When schooling starts at that public opinion should be enlightened.”1 Today, kindergarten or first grade, it deprives children of the that our public education system is free and open to chance to make the most of this critical period. -
How and Why I Became a Principal Fellow of the Higher Education Academy
How and why I became a Principal Fellow of the Higher Education Academy D. M. Carter University of Reading n CUCD Bulletin 45 (2016) Ellie Mackin gives a useful and authoritative account of how CPD schemes offer a route to HEA Fellowship at various levels. In this article I shall try to give a I sense of what it means to apply for and gain Principal Fellowship. Ellie fully explains the UK Professional Standards Framework (UKPSF) and the mechanics of application, which I shall not to attempt to repeat here in any detail. I do however want to say something about the purpose of these schemes before offering some personal reflections on the process. The big picture The Higher Education Academy was established in 2003 with a mission to professionalise teaching in the sector. The main way in which HEA does this is by awarding four categories of fellowship (Associate Fellow, Fellow, Senior Fellow and Principal Fellow), which can be taken as equivalent to teaching qualifications for University academics. The years since 2003 have seen sharp rises in the proportion of staff in the sector who are qualified to teach, so that it is now normal (if not quite prevalent) for early career academics to apply for jobs with an FHEA next to their PhD. The HEA website tells us that (as of March this year) there are over 86,000 Fellows worldwide. It might be objected that plenty of academics are expert teachers who do not have this distinction, and I will return to this point, but it is undeniable that HEA’s role in the recognition of expertise has grown enormously. -
REINVENTING UNDERGRADUATE EDUCATION: a Blueprint for America’S Research Universities
The Boyer Commission on Educating Undergraduates in the Research University REINVENTING UNDERGRADUATE EDUCATION: A Blueprint for America’s Research Universities A Reinventing Undergraduate Education The Boyer Commission on Educating Undergraduates in the Research University REINVENTING UNDERGRADUATE EDUCATION: A Blueprint for America’s Research Universities © Permission, contact Shirley Strum Kenny This report is dedicated to the memory of Ernest L.Boyer, President of the Carnegie Foundation for the Advancement of Teaching until his death in December, 1995, and formerly Chancellor of the State University of New York and U.S. Commissioner of Education. During a lifetime of enthusiastic and thoughtful commitment to American higher education, he exhorted, advised, inspired, and invigorated a generation of academic leaders. His career was an extended exploration of what it means to be an educated person and how real education is attained. This report is an effort to continue examining the themes to which he brought so much. MEMBERSHIP of the Boyer Commission on Educating Undergraduates in the Research University Shirley Strum Kenny, Chair President, State University of New York at Stony Brook. Bruce Alberts President, National Academy of Sciences. Wayne C. Booth Professor Emeritus of English and Rhetoric, University of Chicago. Milton Glaser Designer, illustrator, and graphic artist. Charles E. Glassick Senior Associate, The Carnegie Foundation for the Advancement of Teaching. Stanley O. Ikenberry President, American Council on Education. Kathleen Hall Jamieson Dean, Annenberg School of Communication, University of Pennsylvania. Robert M. O’Neil Director, The Thomas Jefferson Center for the Protection of Free Expression, and Professor of Law, University of Virginia. Carolynn Reid-Wallace Senior Vice President for Education and Programming, Corporation for Public Broadcasting.