Hispanic-Serving Institutions (Hsis): 2018-19
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Education (EDUC) This Course Covers Quantitative Methods in Marketing Analytics
ECON 462 SEMINAR IN QUANTITATIVE MARKETING: TIME SERIES ECONOMETRICS (4) Education (EDUC) This course covers quantitative methods in marketing analytics. The course will concentrate on theory and application of time series econometrics to marketing EDUC 150 PROSPECTIVE TEACHERS (3) topics such as pricing, promotion, branding and marketing return on investment. Focuses on realities of the classroom from the teacher’s point of view. Includes child The course will make extensive use of advanced time series econometrics methods development, teachers’ roles and responsibilities, and the culture of schools in a beginning with the multiple regression model. Prerequisite: ECON 304, 305, and 317. changing society. Includes an apprenticeship with a teacher. Grade only. Prerequisite: ECON 481 SEMINAR IN ECOLOGICAL ECONOMICS (4) consent of instructor. An exploration of the sustainable use of three types of capital: natural, human, and EDUC 250 TEACHING IN A CHANGING WORLD (3) financial. Public and private sector solutions are developed to promote the long- This course is designed to provide an introduction to the classroom from teachers’ term viability of market-based economies. Topics include pollution control, fishery points of view. Areas of content include child and adolescent development, teachers’ management welfare measurement, performance metrics, and product design. roles and responsibilities, the culture of schools in a changing society, as well as Prerequisites: ECON 204, 205, 304, 305 and 317, or consent of instructor. an apprenticeship with a practicing teacher. Particular emphasis will be on teacher ECON 488 SEMINAR IN ECONOMICS AND Law OF BUSINESS REGULATION (4) decision-making. Institutional changes that could improve teacher and student Advanced topics in economic and legal aspects of business regulation. -
Motion in Compliance with Resolution and Order Entered on March 26, 2021
NEPR0148 Received: GOVERNMENT OF PUERTO RICO PUBLIC SERVICE REGULATORY BOARD Apr 14, 2021 PUERTO RICO ENERGY BUREAU 5:36 PM IN RE: REVIEW OF THE PUERTO RICO CASE NO ELECTRIC POWER AUTHORITY´S 10- .: NEPR-MI-2021-0002 YEAR INFRASTRUCTURE PLAN – SUBJECT: Motion in Compliance with DECEMBER 2020 March 26 Order MOTION IN COMPLIANCE WITH THE RESOLUTION AND ORDER ENTERED ON MARCH 26, 2021 APPEARING before the Public Service Regulatory Board Energy Bureau (“Energy Bureau”), the Puerto Rico Electric Power Authority (PREPA), through its counsels of record, and respectfully submits and requests as follows: I. INTRODUCTION 1. On March 26, 2021, the Energy Bureau entered Resolution and Order regarding PREPA’s 10-Year Plan evaluation (the “March 26 Order”). Specifically, the March 26 Order was in response to previous resolutions and orders entered by the Energy Bureau and motion practice exercised by both PREPA and various Local Environmental Organizations regarding the PREPA 10-Year Infrastructure Plan December 2020 (“10-Year Plan”) and its relationship to the Final Integrated Resource Plan and Modified Action Plan approved by the Energy Bureau in case In Re: Final Resolution and Order on the Puerto Rico Electric Power Authority’s Integrated Resource Plan, case no. CEPR-AP-2018-0001 (the “Approved IRP”)1. 2. In alignment with the March 26 Order, PREPA is submitting the set of projects detailed in this motion to the Energy Bureau at least thirty (30) calendar days prior to submittal to the Puerto Rico Central Office for Recovery, Reconstruction and Resiliency (COR3) and/or the Federal 1 For a detailed procedural background please refer to the Response to Resolution and Order Entered on January 25, 2021 and Request for Approval of Revised 10-Year Infrastructure Plan filed on February 16, 2021 and the Resolution and Order Regarding PREPA’s 10-Year Plan Evaluation entered into by the Energy Bureau on March 26, 2021. -
With Pictures 10-11 PVC Catalog FINAL.Indd
College Catalog and Announcement of Courses Palo Verde College 2010-2011 A California Public Community College Accredited by The Western Association of Schools and Colleges One College Drive Blythe, California 92225 (760) 921-5500 www.paloverde.edu 1 NOTICE TO STUDENTS The trustees, faculty, staff, and administration of Palo Verde College welcome and congratulate you on your decision to accept the challenge to further your education. This catalog is a guide to this college and the educational programs it offers. The catalog contains rules and regulations which govern this college and you, the student. It is your obligation to become familiar with its contents. It has been prepared with your success in mind. The staff has made every effort to ascertain that the information contained in this catalog is accurate; however, the trustees and administrators of this college reserve the right to modify its programs, tuition and fees, procedures and regulations, and other matters that may be within their control, not withstanding any information set forth in this catalog. The Student Services Offi ce will provide you with the latest information on student admissions, standards, and program availability. Students maintaining continuous attendance at Palo Verde College have “catalog rights” in their choice of regulations determining graduation requirements. By maintaining attendance, students may use the requirements in effect at either the time they begin their studies at Palo Verde College, or the time they graduate from Palo Verde College. Maintaining attendance is defi ned as successfully completing at least one credit course in each calendar year, or not having a break in attendance for more than two (2) successive semesters, excluding summer sessions. -
FACULTY Dates Listed in Parentheses Indicate Year of Tenure-Track Appoint- Chiara D
FACULTY Dates listed in parentheses indicate year of tenure-track appoint- Chiara D. Bacigalupa (2007) ment to Sonoma State University. Associate Professor, Literacy, Elementary, and Early Education List as of September 26, 2014 B.A. 1987, University of California, Santa Cruz M.A. 1991, California State University, Northridge Judith E. Abbott (1991) Ph.D. 2005, University of Minnesota Professor, History B.A. 1970, University of Minnesota Christina N. Baker (2008) M.A. 1977, Ph.D. 1989, University of Connecticut Associate Professor, American Multicultural Studies B.A. 2000, University of California, Los Angeles Emily E. Acosta Lewis (2013) M.A. 2003, Ph.D. 2007, University of California, Irvine Assistant Professor, Communication Studies B.A. 2005, California State University, San Diego Jeffrey R. Baldwin (2009) M.A. 2008, Ph.D. 2012, University of Wisconsin-Madison Associate Professor, Geography and Global Studies B.A. 1979, M.A. 1998, Ph.D. 2003, University of Oregon Theresa Alfaro-Velcamp (2003) Professor, History Melinda C. Barnard (1990) B.A. 1989, California Polytechnic State University, San Luis Obispo Associate Vice President for Faculty Affairs, M.S. 1990, London School of Economics and Political Science and Chief Research Officer M.A. 1995, Ph.D. 2001, Georgetown University Professor, Communication Studies B.A. 1975, Ph.D. 1986, Stanford University Ruben Armiñana (1992) M.A. 1976, Harvard University President, Sonoma State University; Professor, Political Science A.A. 1966, Hill College Edward J. Beebout (2007) B.A. 1968, M.A. 1970, University of Texas at Austin Associate Professor, Communication Studies Ph.D. 1983, University of New Orleans B.A. 1981, Humboldt State University M.S. -
Online Via Zoom April 5, 2021, 1Pmagenda the Inland
Inland Empire Desert Regional Consortium CTE Deans Meeting Minutes Location: Online via Zoom April 5, 2021, 1pmAgenda Roll Call (Quorum = 8 colleges; 7 votes required to carry any motion). Called to order at: 1:02pm Present: Crystal Nasio (Barstow College), Yolanda Friday (Chaffey College), Dan Word (Crafton Hills College), Melody Graveen, Phillip Rawlings (Moreno Valley College), Joyce Johnson (Mt. San Jacinto College), Jason Parks, Ashley Etchison (Norco College), Biju Raman (Palo Verde College), Shari Yates, Tammy Vant Hul (Riverside City College), Vaness Thomas (San Bernardino Valley College) McKenzie Tarango, Todd Scott (Victor Valley College), Michael Goss (Center of Excellence), Julie Pehkonen (IEDRC), Diann Thursby (recorder) Not Present: Matthew Barboza (Copper Mountain College), Guests: Harry Bennett (Victor Valley College), Julie Padilla (RCCD), Wendy Deras, Rebecca Elmore, Susanne Mata, and Larry McLaughlin Regional Recommendation Process: The Inland Empire/Desert Regional Consortium is comprised of the 12 community colleges in Riverside and San Bernardino counties. The California Community College Chancellor’s Office requires that all requests for new CTE program approvals include a recommendation from the “appropriate CTE Regional Consortium” (PCAH 7th Edition, page 22). This recommendation ensures program offerings meet regional labor market needs and do not unnecessarily duplicate programs. The IE/DRC vested responsibility for recommending new programs, program revisions, and other program matters with its CTE Deans subcommittee (click here to see IE/DRC Governance). Regional recommendation should occur at the beginning of new program development. Colleges seeking regional recommendation must submit their request online at RegionalCTE.org. Program Recommendation College: San Bernardino Valley College Program Name: Coaching Motion: Benoit moved to recommend Coaching Certificate of Achievement Seconded by: Raman Comments/discussion: Designed to prepare coaches for participation in youth and high school sports programs. -
Financial Aid Received by Students Enrolled in Public and Private Postsecondary Institutions in Puerto Rico: How Do They Compare?
Vol.2, Num.2 Año 2007 © Revista Paideia Puertorriqueña Universidad de Puerto Rico. Recinto de Río Piedras http://paideia.uprrp.edu Financial aid received by students enrolled in public and private postsecondary institutions in Puerto Rico: How do they compare? Autor: Marcos Torres-Nazario, Ed.D. Sumario Este estudio compara el tipo y la cantidad de ayudas económicas que reciben los estudiantes matriculados en las instituciones universitarias públicas y privadas en Puerto Rico. Los hallazgos revelan que existen diferencias en el perfil y el poder de compra de los estudiantes matriculados en las instituciones públicas y privadas. En general, el argumento de que un aumento en los costos de matrícula de las instituciones públicas limita el acceso a la educación de los estudiantes de bajos ingresos no se apoya con los datos recopilados de los IPEDS. Los estudiantes matriculados en instituciones públicas tienen mayor capacidad económica que aquellos matriculados en las instituciones privadas. Summary This study compared the financial aid received by students enrolled in public and private postsecondary institutions in Puerto Rico. The findings revealed differences in the student profile and purchasing power of public vs. private students. In conclusion, the argument that a higher tuition will affect low-income students forcing them to leave postsecondary education is not supported by the data. Findings revealed that student’s enrolled in public institutions have more purchasing power than those enrolled in private institutions. Introduction The University of Puerto Rico System (UPR) is the biggest public institution of Higher Education in Puerto Rico. In 2005, they enrolled about 70,000 undergraduate students in 11 campuses (Tendencias PR, n.d). -
Board Meeting Materials Per the 3/16 Revision of the Licensing Examination Passing Standard EDP-I-29 Document
Board Meeting Packet Supplemental Materials to the Board Meeting BRN Board Meeting | February 17-18, 2021 1 Table of Contents - BRN Board Meeting, February 17-18, 2021 2.0 General Instructions for Teleconference Call 5 6.0 Report of the Nursing Practice Committee 7 6.1 Discussion and Possible Action: Clinical Practice Experience Required for Nurse Practitioner Students Enrolled in Non-California Based Nurse Practitioner Education Programs. (Cal. Code Regs., tit. 16, § 1486.) 8 7.0 Report of the Education/Licensing Committee 19 7.1 Discussion and Possible Action on Whether to Accept Recommendation for Ratification of Minor Curriculum Revisions and Acknowledgement Receipt of Program Progress Reports (16 CCR § 1426) (Consent) 20 7.2 Discussion and Possible Action on Whether to Accept Recommendation for Ratification of Clinical Facility Approvals or Other Action (16 CCR § 1427) (Consent) 23 7.3 Discussion and Possible Action Regarding Education/Licensing Committee Recommendations 33 7.3.1 Discussion and Possible Action Regarding Whether to Accept Recommendation of Continuing Approval or Other Action for Approved Prelicensure Nursing Programs. (BPC § 2788, 16 CCR §§ 1421, & 1423) (Consent) American Career College Associate Degree Nursing Program Antelope Valley College Associate Degree Nursing Program College of the Redwoods Associate Degree Nursing Program Compton College Associate Degree Nursing Program El Camino College Associate Degree Nursing Program (Formerly Reedley College at Madera Community College Center) Evergreen Valley -
California Community Colleges 2015-16 Flexible Calendar Activity Submission Form
California Community Colleges 2015-16 Flexible Calendar Activity Submission Form Flexible Calendar Activity Submission Form This is the Flexible Calendar Activity Online Submission Form for the California Community Colleges. This online submission process is used to collect information about the planned activities for the 2015-16 Flexible Calendar year. The purpose of the Flexible Calendar program is to provide compensated time for faculty to participate in professional development activities that are related to “staff, student, and instructional improvement” (title 5, section 55720). The Flexible Calendar Certification Form FC-001, was sent to the Flexible Calendar Coordinator and the Chief Instructional Officer under separate cover and is the official certification form for the college. It will need to be completed and signed with original signatures by three people: Flex Calendar Coordinator, Chief Business Officer, and Chief Instructional Officer. The FC-001 must be mailed and received into the Chancellor's Office by June 1, 2015. 1) Please enter today's date* 5/1/2015 College information page This page collects information about the college and the Flexible Calendar Coordinator, or the person completing the form if the college does not participate in the flexible calendar program. 2) Select your college from the dropdown list below.* ( ) Alameda College ( ) Contra Costa College ( ) Grossmont College ( ) Allan Hancock College ( ) Copper Mountain ( ) Hartnell College College ( ) American River College ( ) Imperial College ( ) Cosumnes -
06-07 PVC Catalog.Indd
Catalog and Announcement of Courses Palo Verde College 2006-2007 A Public Community College Accredited by The Western Association of Schools and Colleges One College Drive Blythe, California 92225 (760) 921-5500 www.paloverde.edu 1 NOTICE TO STUDENTS The trustees, faculty, staff, and administration of Palo Verde College welcome and congratulate you on your decision to accept the challenge to further your education. This catalog is a guide to this college and the educational programs it offers. The catalog contains rules and regulations which govern this college and you, the student, as well. It is your obligation to become familiar with its contents. It has been prepared with your success in mind. The staff has made every effort to ascertain that the information contained in this catalog is accurate; however, the trustees and administrators of this college reserve the right to modify its programs, tuition and fees, procedures and regulations, and other matters that may be within their control, not withstanding any information set forth in this catalog. The Student Services Offi ce will provide you with the latest information on student admissions, standards, and program availability. Students maintaining continuous attendance at Palo Verde College have “catalog rights” in their choice of regulations determining graduation requirements. By maintaining attendance, students may use the requirements in effect at either the time they begin their studies at Palo Verde college, or the time they graduate from Palo Verde College. Maintaining attendance is defi ned as successfully completing at least one course in each calendar year, or not having a break in attendance for more than two (2) successive semesters, excluding summer sessions. -
Academic Affairs Annual Report 2020-2021
2 Academic Affairs Annual Report 2020-2021 I. Strategic Enrollment Management Since 2018, Sonoma State has experienced a general downward trend in enrollment. Impacts on that trend include demographic changes, new patterns of college-going with students staying closer to home, and outmoded recruitment tools and strategies. In addition, Sonoma State’s enrollment has been affected to some degree by the fires that have occurred in Sonoma County and the surrounding regions for the last four years, reducing our out-of-region enrollment. In fall 2020, the pandemic had a significant negative impact on first-time, first-year (FTFY) enrollment, particularly for students who live out-of-region. In response to the threats posed by declining enrollment and COVID, Sonoma State finalized its first Strategic Enrollment Management Plan (SEM) during this past year, supported by consultation with the American Association of Collegiate Registrars and Admission Officers (AACRAO) and aligned with Sonoma State’s Strategic Plan 2025. As a federally designated Hispanic-Serving Institution, we are committed to increasing our service to Latinx, Black, Indigenous, and Asian and Pacific Islander communities, as well as low-income students, with the intentional goal of serving a majority of students from historically underrepresented and Pell-eligible populations. Our SEM plan originally had a 10-year time frame, but we narrowed the scope to the period from 2021 to 2024 in recognition of the likely volatility of enrollment for the next few years. We have chosen to aim for modest yield targets over a shorter period, while focusing on enrollment strategies that position us for long-term, future growth. -
Hispanic-Serving Institutions (Hsis): 2019-20
Hispanic-Serving Institutions (HSIs): 2019-20 The mission of Excelencia in Education is to accelerate Latino student success in higher education. A critical group of institutions enrolling and graduating Latino students are Hispanic-Serving Institutions (HSIs). Summary of the 2019-20 HSI List In the 1980s, leaders recognized a small set of institutions enrolled a large percentage of Latino students but had low levels of resources to educate these students. The classification of Hispanic-Serving Institutions (HSIs) formally recognized these institutions for capacity-building and other support. HSIs are defined as accredited, degree-granting public or private nonprofit institutions of higher education with 25% or more total undergraduate Hispanic full-time equivalent (FTE) student enrollment.1 In 2019-20, 569 institutions met the enrollment definition of HSIs. HSIs represent 18% of colleges/universities and enroll 67% of Latino undergraduates. The list of institutions identified as HSIs in this analysis is not intended to designate eligibility for any specific program; rather, the list is meant to assist in considering and analyzing the institutions that meet the basic legislative definition of a Hispanic-Serving Institution. The following list of HSIs was created using data from the Integrated Postsecondary Education Data System (IPEDS).2 Location Sector State/Location # HSIs Sector # HSIs % HSIs California 175 Public, 2-year 235 41% Texas 100 Private not-for-profit, 4-year or above 169 30% Puerto Rico 64 Public, 4-year or above 150 26% -
HACU 2019-20 Hispanic-Serving Institutions % Hisp
HACU 2019-20 Hispanic-Serving Institutions % Hisp. Name City State Sect. UG FTE UG Hisp. HC Arkansas 1 Cossatot Community College of the University of Arkansas De Queen AR 2 Pub 27.15 424 Arizona 22 Arizona State University-Downtown Phoenix Phoenix AZ 4 Pub 33.94 2897 Arizona State University-West Glendale AZ 4 Pub 37.71 1723 Arizona Western College Yuma AZ 2 Pub 74.74 5587 Central Arizona College Coolidge AZ 2 Pub 36.82 1771 Chandler-Gilbert Community College Chandler AZ 2 Pub 26.46 4078 Cochise County Community College District Sierra Vista AZ 2 Pub 48.04 1607 CollegeAmerica-Phoenix Phoenix AZ 4 Priv 48.98 192 Estrella Mountain Community College Avondale AZ 2 Pub 56.93 5731 GateWay Community College Phoenix AZ 2 Pub 49.91 2506 Glendale Community College Glendale AZ 2 Pub 40.56 7090 Mesa Community College Mesa AZ 2 Pub 31.54 6382 Northern Arizona University Flagstaff AZ 4 Pub 25.08 6625 Ottawa University-Phoenix Phoenix AZ 4 Priv 28.65 106 Ottawa University-Surprise Surprise AZ 4 Priv 25.69 187 Paradise Valley Community College Phoenix AZ 2 Pub 27.05 2066 Phoenix College Phoenix AZ 2 Pub 57.63 6221 Pima Community College Tucson AZ 2 Pub 47.83 9216 Rio Salado College Tempe AZ 2 Pub 25.62 4866 South Mountain Community College Phoenix AZ 2 Pub 57.15 2472 Southwest University of Visual Arts- Tucson Tucson AZ 4 Priv 48.45 45 University of Arizona Tucson AZ 4 Pub 26.43 9201 University of Arizona-South Sierra Vista AZ 4 Pub 47.34 184 California 175 Allan Hancock College Santa Maria CA 2 Pub 65.92 7660 American River College Sacramento CA 2