Quincy College 2020-2021 Catalog (Published 8/25/20)
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Mergers in Public Higher Education in Massachusetts. Donald L
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1990 Mergers in public higher education in Massachusetts. Donald L. Zekan University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Zekan, Donald L., "Mergers in public higher education in Massachusetts." (1990). Doctoral Dissertations 1896 - February 2014. 5062. https://scholarworks.umass.edu/dissertations_1/5062 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. FIVE COLLEGE DEPOSITORY MEaRGERS IN PUBLIC HIGHER EDUCATIOJ IN MASSACHUSEHTS A Dissertation Presented DCmLD L. ZERAN Subonitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DCXnOR OF EDUCATIOI MAY 1990 School of Education Cc^^ight Donald Loiiis Zekan 1990 All Rights Reserved MERGERS IN PUBLIC HIGHER EDUCATIC^J IN MASSACHUSETTS A Dissertation Presented by DCmiiD L. ZEKAN ACKNOWLEDGEMENTS Hiis dissertation was canpleted only with the support and encouragement of many distinguished individuals. Dr. Robert Wellman chaired the committee with steady giiidance, numerous suggestions and insights, and constant encouragement. Dr. Franklin Patterson's observations and suggestions were invaluable in establishing the scope of the work and his positive demeanor helped sustain me through the project. Dr. George Siilzner's critical perspective helped to maintain the focus of the paper through the myriad of details uncovered in the research. At Massasoit Community College, the support and understanding of President Gerard Burke and the Board of Trustees was essential and very much appreciated. -
Quincy College and Curry College Partner for Criminal Justice Joint Admissions Program
Quincy College and Curry College partner for Criminal Justice Joint Admissions Program Figure 1 Suggested Caption: Quincy College President Michael G. Bellotti (Left) and Curry College President Kenneth K. Quigley, Jr. (Right) sign the Joint Admissions Program Agreement during a June 10th event held at the Quincy College Quincy Campus. Quincy & Milton, MA (6/11/2019): Quincy College and Curry College are pleased to announce a new joint admissions Criminal Justice program. As part of this collaborative program, Quincy College students who intend to complete an associate’s degree in Criminal Justice at Quincy College will be conditionally accepted to the Curry College’s Division of Continuing and Graduate Studies for a Criminal Justice baccalaureate program. The first joint admissions cohort is expected to begin in the fall of 2019. Quincy College students may apply to the joint admissions program during their first two semesters at Quincy College and are required to complete the Associate Degree in Criminal Justice with a cumulative grade point average of 2.0 or better and earn 90 credits to be transferred to Curry College toward a baccalaureate degree. Participants in this joint admissions program effectively enter Curry College as a senior to complete their final year of study. “The Criminal Justice field is ever-changing. Leaders in the field are law enforcers, community resources, and human service collaborators, who support community discussions and problem solving in the communities in which they serve. At Quincy College, we are developing interdisciplinary ways to educate the next generation of criminal justice professionals. Quincy College empowers students to pursue higher education at every level," said Michael G. -
Quincy College Catalog 2018-2019
Quincy College Catalog 2018-2019 The College of the South ShoreTM | www.quincycollege.edu | 800.698.1700 The information in this publication is provided solely for the convenience of the reader, and Quincy College expressly disclaims any liability which may otherwise be incurred. While every effort has been made to ensure the accuracy of the information contained in this publication, the College reserves the right to make changes at any time with respect to course offerings, degree requirements, services provided, or any other subject addressed in this publication. School Profile Quincy College Quincy College is a fully-accredited two-year college offering approximately 475 courses and over a thousand sections each semester, and awarding Associate Degrees and Certificates of completion in a wide variety of studies. 1958 Presidents Place Saville Hall 1250 Hancock Street 24 Saville Avenue Quincy, MA 02169 Quincy, MA 02169 Plymouth Campus 36 Cordage Park Circle Plymouth, MA 02360 617-984-1700 (Quincy Campus) 508-747-0400 (Plymouth Campus) www.quincycollege.edu Students Enrolled 5,343 (Headcount) (Based on end of semester 3,159 FTE (Fall) Fall 2017 data) Gender Ratio 68% Female 32% Male Ethnicity 42% White, Non-Hispanic 27% Black, Non-Hispanic 5% International Students 8% Hispanic 6% Asian or Pacific Islander 2% Two or more races 10% Race/Ethnicity Unknown Age Range 14-92 Average Age 28 Average Class Size 20 Retention Rate (Fall to Fall) 2007-2008 42% 2008-2009 56% 2009-2010 56% 2010-2011 57% 2011-2012 49% 2012-2013 58% 2013-2014 52% 2014-2015 -
Sponsored by Featuring Special Guest the Cape Cod Foundation
American International College Drexel University Massachusetts Coll. of Liberal Arts Saint Joseph's College University of Massachusetts Dartmouth Anna Maria College Eckerd College Massachusetts Maritime Academy Saint Michael's College University of Massachusetts Lowell Assumption College Elmira College Massasoit Community College Salem State University University of New England Babson College Emerson College MassBay Community College Salve Regina University University of New Hampshire Bay Path University Emmanuel College MCPHS University Savannah College of Art and Design University of New Haven Beacon College Endicott College Merrimack College Simmons College University of Pennsylvania Becker College Fairfield University Montserrat College of Art Skidmore College University of Rhode Island Benjamin Franklin Institute of Tech Fisher College Mount Holyoke College Smith College University of South Carolina Bennington College Fitchburg State University MTTI Southern Maine Community College University of Southern Maine Bentley University Flagler College New England Board of Higher Education Southern New Hampshire University The University of Tampa Boston University Florida Tech New England College Springfield College University of Vermont Brandeis University Framingham State University New England Institute of Technology St. John's University Utica College Bridgewater State University Franklin & Marshall College Nichols College St. Mary’s College of Maryland Vermont Tech Bridgton Academy Franklin Pierce University Northeast Maritime Institute -
The Case for Community Colleges: Aligning Higher Education and Workforce Needs in Massachusetts
UNDERSTANDING BOSTON The Case for Community Colleges: Aligning Higher Education and Workforce Needs in Massachusetts Prepared for The Boston Foundation by Julian L. Alssid, Melissa Goldberg and John Schneider November 2011 About the Boston Foundation The Boston Foundation, Greater Boston’s community foundation, is one of the oldest and largest community founda- tions in the nation, with assets of $860 million. In Fiscal Year 2011, the Foundation and its donors made almost $78 million in grants to nonprofit organizations and received gifts of more than $81 million. The Foundation is made up of some 900 separate charitable funds established by donors either for the general benefit of the community or for special purposes. The Boston Foundation also serves as a major civic leader, provider of information, convener, and sponsor of special initiatives designed to address the community’s and region’s most pressing challenges. For more information about the Boston Foundation, visit www.tbf.org or call 617-338-1700. About Julian L. Alssid Julian Alssid, executive director of Workforce Strategy Center (WSC), is a nationally recognized expert in workforce development strategy and policy. He has more than 20 years of experience bringing together employers, workforce agencies, community colleges and clients to help move low-income people into high-wage jobs in key industries. WSC advises state and national leaders on developing effective education and employment policies that complement one another in order to better align public resources with employer demand. About Melissa Goldberg Melissa Goldberg, senior associate at WSC, has 20 years of workforce development experience. She has provided strate- gic planning assistance to education and workforce development leaders and practitioners in states, regions, the federal government and private foundations. -
Quincy College and Northeastern Articulation Agreement 04 13 2016
Quincy College For Immediate Release: April 13, 2016 Contact: Taggart Boyle, 617-984-1771, [email protected] Katy Spencer Johnson, 617-984-1759, [email protected] Emily Linendoll, 617-373-6627, [email protected] Quincy College and Northeastern University create a Pathway for Bachelor’s Degree Completion Offering a Streamlined Route to STEM Degrees Quincy, MA (4/13/16) - Quincy College and Northeastern University College of Professional Studies announce today that Quincy College graduates will be able to make a seamless transition into Northeastern University College of Professional Studies after earning their associate’s degree to complete their bachelor’s degree. Through this new partnership, via the newly negotiated articulation agreement, courses covered by the agreement taken at Quincy College count towards the bachelor's degree just as if they had been taken at the four-year university. This general articulation agreement supports all Quincy College majors providing a streamlined pathway to bachelor’s degree completion in science, technology, engineering, math (STEM) and health related fields. Under this agreement, Quincy College students must graduate with a strong academic record to attend the Northeastern University College of Professional Studies. Program specific articulation will be developed this spring. Quincy College and Northeastern University as separate institutions have developed curricula and programs working to fill the growing need for skilled workers in the STEM fields, particularly in Massachusetts. In addition, Quincy College has made capital investments of new laboratory space to support STEM skill development. Together, Quincy College and Northeastern University's Lowell Institute School will provide a simplified, streamlined, and innovative pathway from an associate degree at Quincy College to a bachelor’s degree from Northeastern University. -
University Reporter University Publications and Campus Newsletters
University of Massachusetts Boston ScholarWorks at UMass Boston 1996-2009, University Reporter University Publications and Campus Newsletters 12-1-2006 University Reporter - Volume 11, Number 04 - December 2006 Follow this and additional works at: http://scholarworks.umb.edu/university_reporter Recommended Citation "University Reporter - Volume 11, Number 04 - December 2006" (2006). 1996-2009, University Reporter. Paper 27. http://scholarworks.umb.edu/university_reporter/27 This Article is brought to you for free and open access by the University Publications and Campus Newsletters at ScholarWorks at UMass Boston. It has been accepted for inclusion in 1996-2009, University Reporter by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. N E W S A N D I N FORMAT I O N A B O U T T H E U ni VERS I T Y O F M ASSACHUSETTS B OSTO N THE UNIVERSI T Y � ReporterVolume 11, Number 4 December 2006 UMass and Chinese Officials Launch The University of Massachusetts Confucius Institute By Ed Hayward seventh established in the United Graduate College of Education, On November 20, the Univer- States and the first in New Eng- China Program Center, Interna- sity of Massachusetts and China’s land. The institute will provide tional Student Services, and Study Ministry of Education launched programs and services including Abroad Program will contribute the University of Massachusetts teaching the Chinese language, their expertise. Confucius Institute located at the training of Chinese teachers, China plans to create 1,000 UMass Boston, a non-profit pub- curriculum development, and Confucius Institutes worldwide lic institute to promote the teach- cultural events. -
MARC E. PROU (Jan
MARC E. PROU (Jan. 2011) Associate professor and Chair of Africana Studies and Haitian Studies AREAS OF INTERESTS AND SPECIALIZATIONS: • Africana Studies, Caribbean Studies, Social and cultural history, postcolonial literary studies, Race and Migration, and Transnational Experience. • Cultural Studies, Creole linguistics, Haitian-Creole Language, Haitian Cultural History, Creole Sociolinguistics. • Curriculum Development and Language Methodology, Urban education, Critical Pedagogy, Cultural diversity, multilingualism and International education. TENURED APPOINTMENTS Sept. 2008-Present: Associate Professor and Chair Department of Africana Studies Sept. 2006-2008: Associate Professor & Director of Haitian Creole Institute Department of Africana Studies University of Massachusetts-Boston, Boston, MA OTHER APPOINTMENTS Jan - June 2007: Visiting Associate Professor, French Studies and Center for Latin American Studies, Brown University, Providence, RI -- Research and study on Caribbean history /culture and Kreyòl Studies. -- Provided leadership in the development of a francophone Caribbean and transnational perspectives to the Center for Latin American Studies -- Development of the Haitian Kreyòl Studies Curriculum. 2000- 2006: Assistant Professor, & co-Director, Center for African-Caribbean & Community Development. (CACCD) Department of Africana Studies, U Mass Boston, Boston, MA. 1997-1999: Joint-Visiting Assistant Professor, Department of Africana Studies & Graduate Studies in Applied Linguistics, University of Massachusetts-Boston, Boston, MA. 1983-1997: Adjunct Senior Lecturer, Graduate Studies in Applied Linguistics, University of Massachusetts-Boston, Boston, MA. 1983 (summer): Visiting Teaching Fellow, Dept. of French and Linguistics, Indiana University Bloomington, IN. 1981-83: Lecturer, Department of Modern Languages, Boston State College, Boston, MA. 1 EDUCATION 1994 Ed.D., University of Massachusetts Amherst. Cultural Diversity and Curriculum Studies 1987 M.Ed., University of Massachusetts Amherst. International Education and Curriculum Studies. -
The Road Not Taken: the Evolution of a Municipal Junior College. PUB DATE 1998-05-00 NOTE 221P.; Ph.D
DOCUMENT RESUME ED 426 752 JC 990 086 AUTHOR Gratz, Donald B. TITLE The Road Not Taken: The Evolution of a Municipal Junior College. PUB DATE 1998-05-00 NOTE 221p.; Ph.D. Dissertation, Boston College. PUB TYPE Dissertations/Theses Doctoral Dissertations (041) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Administrators; Boards of Education; *Community Colleges; *Educational Change; *Educational History; Elementary Secondary Education; *Governance; Government School Relationship; Multicampus Colleges; Two Year Colleges IDENTIFIERS Quincy College MA ABSTRACT This study traces the evolution of Quincy Junior College, the third largest community college in Massachusetts, from its founding in 1956 to the present. As one of two municipal two-year colleges in the nation, Quincy presents an interesting case study of how a community college fared under city school board governance. This dissertation explores Quincy's history, the movement from individual control, clashes of organizational culture between the college and school system, and factors that ultimately forced the college's separation. Chapters include the following: (1) Introduction;(2) Related Literature; (3) Individual Leadership and Control: 1948-1986;(4) The Institution Comes of Age: 1985-1991;(5) Struggle Towards Resolution: 1991-1996;(6) Divergent Paths: An Analysis of Change at Quincy College; and (7) Implications: The Road Not Taken. An epilogue reviews events occurring from 1996 and 1997, such as the college's re-accreditation and the layoff of many of the college's senior leaders. Appended are enrollment statistics, and three charts illustrating Quincy's history. (Contains 74 references). (EMH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. -
Adult & Graduate Studies Catalog 2015-2016
Eastern Nazarene College Division of Adult & Graduate Studies AGS Student Handbook and Catalog 2015-2016 180 Old Colony Avenue, Quincy, MA 02170 (617) 774-6800 | http://www.enc.edu Publication Notice This document is intended to provide students with appropriate information about current policies and procedures, finances, and student services for the 2015-2016 academic year. It also provides curriculum information specific to students who start (or change) programs in 2015-2016. All information is subject to change at any time. In the event of changes, Eastern Nazarene College will give as much advance notice as it considers feasible or appropriate, but reserves the right to make changes without notice. 2.1.2016 2015-2016 STUDENT HANDBOOK Contents I. THE COLLEGE ................................................................................................................................. 11 1.01 Welcome ...................................................................................................................................... 11 1.02 History of Eastern Nazarene College ........................................................................................... 11 1.03 College Mission ........................................................................................................................... 11 1.04 An Explanatory Word on the Liberal Arts ................................................................................... 12 1.05 Accreditation, Affiliations, and Articulation Agreements .......................................................... -
2017-2018 Course Catalogue
Course Catalogue 2017-2018 2017-18 Course Catalogue 2 | Urban College of Boston Urban College of Boston—At a Glance History and Founding of the College UCB was established to provide a link to higher education and economic opportunity for members of the urban community who have traditionally been underserved by higher education. The College had its beginnings almost 40 years ago as the Urban College Program, established by Action for Boston Community Development (ABCD), Inc. UCB was chartered in 1993 by the Commonwealth of Massachusetts as a co- educational, two-year degree-granting institution. In 2000, UCB became a fully independent college. Demographics Urban College student body represents the rich cultural and ethnic diversity of the city of Boston. Many of our students are non-traditional adult learners who face tremendous challenges in deciding to return to the classroom – language barriers, single-parent family responsibilities, lower-paying jobs and housing issues. The average age of UCB students is 39. 93% are women. 91% are minorities: Hispanic (62%); African American (18%); & Asian American (11%). More than 70% speak English as a second language. 2017-18 Course Catalogue 3 | Urban College of Boston Accreditation and Non-Profit Tax Tuition and Financial Aid Status Tuition is $296 per credit hour. The College is accredited by the New England Association of Schools and 70% of all students receive financial aid. Colleges (NEASC) and is a 501(c) 3 non- profit organization. Pell grants and scholarships are available. Enrollment, Programs of Study, and Resources Location of the College The College enrolls over 1,400 students Urban College of Boston is conveniently annually and offers three Associate of located in downtown Boston, close to Arts degrees in Early Childhood the Boston Common, the State House Education, Human Services and the city’s vibrant theatre district. -
Jennifer Logue, Eastern Nazarene College, Strategic
FOR IMMEDIATE RELEASE: February 22, 2016 CONTACT: Jennifer Logue, Eastern Nazarene College, Strategic Communications Consulting, 617- 429-3080, [email protected] Taggart Boyle, Quincy College, 617-984-1771, [email protected] Katy Johnson, Quincy College, 617-984-1759, [email protected] Eastern Nazarene College, Quincy College join forces for new BA in Management program QUINCY, Mass.— Quincy College students who earn an associate’s degree are now able to continue their studies at Eastern Nazarene College (ENC), earning a bachelor’s degree in Management through a new partnership between the two colleges. Through a new articulation agreement between the two colleges, Quincy College graduates will be able to make a seamless transition into ENC’s Bachelor of Arts (BA) in Management program. Students will be accepted on a rolling basis into the 30-month BA program, which follows a cohort model whereby classes meet once a week for six weeks. The first cohort through the partnership with Quincy College begins April 4 at ENC’s Old Colony Campus in Quincy. A cohort based at Quincy College’s Plymouth Campus will begin in the fall. The partnership developed after both institutions recognized a local need for higher education programs that would enable associate’s degree graduates who live on the South Shore to continue their education locally. “Eastern Nazarene College is very excited about our new partnership with Quincy College,” said Dr. Jossie Owens, vice president for ENC’s Adult and Graduate Studies Division. “Our joint partnership will further enhance our students’ local community experiences and at the same time broaden their academic and social development in preparing them to be global change agents.” Mary Burke, Quincy College’s vice president of academic and administrative affairs and dean of the Plymouth Campus, added, “Quincy College is happy to partner with Eastern Nazarene, providing a pathway to success for our students to pursue a bachelor’s degree in Management.