The Role of Community Colleges in Skills Development
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A Study of the Relative Effect of the Community College on Transfer Students: Achievement and Satisfaction Daniel Joseph Phelan Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1990 A study of the relative effect of the community college on transfer students: achievement and satisfaction Daniel Joseph Phelan Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Community College Education Administration Commons, Community College Leadership Commons, and the Higher Education and Teaching Commons Recommended Citation Phelan, Daniel Joseph, "A study of the relative effect of the community college on transfer students: achievement and satisfaction " (1990). Retrospective Theses and Dissertations. 11213. https://lib.dr.iastate.edu/rtd/11213 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. UMI MICROFILMED 1990 INFORMATION TO USERS The most advanced technology has been used to photograph and reproduce this manuscript from the microfihn master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. -
Early Childhood Education
Early Childhood Education childhood or elementary school teacher in the • The majority of credits within the program public school system. are transferable to four-year institutions should students decide to continue their Why choose early childhood education? education after completing their coursework Never has there been a better time to pursue a at HCC. career in education. The need for highly skilled and competent teachers and education parapro- Important information about the educational fessionals continues to grow each year. In the debt, earnings, and completion rates of stu- Early Childhood Education Program, students dents who attended this program can be have the option of only taking the few classes viewed at http://www.hagerstowncc.edu/gedp/ needed to meet the educational requirements for cer_ccp/19.0708-Gedt.html “preschool teacher” as defined by the Maryland What funding resources are available to State Department of Education Office of Child students? Care or pursuing a higher level of certification. HCC and the Maryland State Department of HCC offers students the practical courses and Education (MSDE) are offering a unique funding field work they need to gain experience and opportunity for childcare providers to earn an as- valuable credentials. Students are encouraged sociate’s degree (A.A.S. or A.A.T.) in early child- to join the ranks of astronaut Christa McAuliffe hood education, A.A.T. in elementary education, and others who have proudly stated, “I touch the or an A.S. in education.The Child Care Career future, I teach.” and Professional Development Fund (CCCPDF) What is the employment outlook? provides funding for college tuition, fees and books What is the Early Childhood Education The need for early childhood paraprofessionals for eligible child care providers, working in the Program? and professionals in the United States has been State of Maryland. -
Inspiring Life-Changing Learning
INSPIRING LIFE-CHANGING LEARNING INSTITUTIONAL ACCOUNTABILITY 2016/17 REPORTING CYCLE PLAN AND REPORT CONTENTS July 2017 Honourable Melanie Mark Minister of Advanced Education, Skills and Training Government of British Columbia Dear Minister, On behalf of Camosun College, we are pleased to submit the annual Institutional Accountability Plan and Report for the 2016/17 reporting cycle and to accept responsibility for its contents. This report was prepared in accordance with the Ministry of Advanced Education directives and Camosun College’s governance structure. Through our data, performance measures and stories we highlight the successes of our college and our community of students, faculty and staff; we illustrate how our outcomes align with our strategic plan and set performance targets for the future. We also demonstrate how Camosun College is aligning its priorities toward the BC Skills for Jobs Blueprint, the BCTech Strategy and the Aboriginal Post-Secondary Education and Training Framework and Plan through the successes of our trades, technology, business, Indigenous education and health care programs, as well as our co-operative education opportunities and our focus on applied learning. FIRST NATIONS TERRITORIAL CREATIVITY AND INNOVATION .............................20 ACKNOWLEDGEMENT .........................................4 The Taxpayer Accountability Table on page 32, together with specific performance measures on ENGAGED COMMUNITIES ................................... 21 page 28, illustrates Camosun’s commitment to achieving -
View the 2015-16 Selkirk College Academic Calendar
2015ACADEMIC CALENDAR -16 getconnected Stay up-to-date on the latest: Are you a school counsellor? Sign up for our email updates: facebook.com/selkirkcollege selkirk.ca/school-counsellors instagram.com/selkirkcollege twitter.com/selkirkcollege 2015-1 ACADEMIC INFORMATION CALENDAR ACADEMIC Important Dates..........................................................................................ii Admission Requirements ...........................................................................iv Fees ........................................................................................................... vii Academic Regulations ................................................................................ix College Services ..........................................................................................x PROGRAMS (A–Z) Adult Basic Education (ABE) .......................................................................3 Adult Special Education (ASE) .....................................................................9 Advanced Medical Transcription ...............................................................10 Anthropology .............................................................................................13 BC Electrical Code .....................................................................................14 BC Low Energy Code .................................................................................15 Biochemistry .............................................................................................17 -
Secondary School Course Classification System: School Codes for the Exchange of Data (SCED) (NCES 2007-341)
Secondary School Course Classification U.S. Department of Education NCES 2007-341 System: School Codes for the Exchange of Data (SCED) Secondary School Course Classification System: School U.S. Department of Education Codes for the NCES 2007-341 Exchange of Data (SCED) June 2007 Denise Bradby Rosio Pedroso MPR Associates, Inc. Andy Rogers Consultant Quality Information Partners Lee Hoffman Project Officer National Center for Education Statistics U.S. Department of Education Margaret Spellings Secretary Institute of Education Sciences Grover J. Whitehurst Director National Center for Education Statistics Mark Schneider Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. -
Community Colleges Special Supplement to the Condition of Education 2008
Community Colleges Special Supplement to The Condition of Education 2008 NCES 2008-033 U.S. DEPARTMENT OF EDUCATION THIS PAGE INTENTIONALLY LEFT BLANK Community Colleges Special Supplement to The Condition of Education 2008 Statistical Analysis Report August 2008 Stephen Provasnik Michael Planty National Center for Education Statistics NCES 2008-033 U.S. DEPARTMENT OF EDUCATION U.S. Department of Education Margaret Spellings Secretary Institute of Education Sciences Grover J. Whitehurst Director National Center for Education Statistics Mark Schneider Commissioner Te National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted all infor- mation contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. -
Data and Trends on Transfer
Data and Trends on Transfer Tulsa Regional CollegeTransfer Repor Executive Summary The Tulsa Collaborative, consisting of Tulsa Community College (TCC), Oklahoma State University-Tulsa, Northeastern State University, the University of Oklahoma- Tulsa, Rogers State University, Langston University, and the University of Tulsa, was formed in July 2017, with the support of the Charles and Lynn Schusterman Family Foundation. The formation of the Collaborative led member institutions to launch the Tulsa Transfer Project, designed to increase the number of students who attain post-secondary credentials in northeastern Oklahoma through enhanced transfer student success. The purpose of the Tulsa Transfer Project is to improve the outcomes for transfer students in the region. The project’s measurable goals are the following: 1. To increase the transfer rate of TCC students to four-year institutions 2. To increase the percentage of transfer credits accepted toward majors at the receiving universities The Tulsa Transfer 3. To increase rates of bachelor’s degree completion. Project was As a result of a Schusterman Family Foundation request for proposals for the created...to increase design and implementation of this project, the John N. Gardner Institute for the number of Excellence in Undergraduate Education was selected to aid the institutions in students who atain evaluating and improving their current approach to transfer. post-secondary Each of the six institutions that joined the Tulsa Transfer Project in spring of 2018 credentials in formed a task force to evaluate the transfer experience using a Gardner Institute- norheastern designed process, Foundations of Excellence Transfer. Across these six institutions, Oklahoma through a total of 228 administrators, faculty, staff, and students participated in the enhanced transfer evaluation of transfer at their institution. -
Exploring Outcomes of Service-Learning Participation: Evidence from Pakistan
Malaysian Journal of Learning and Instruction: Vol. 16 (No. 2) Disember 2019: 125-154 125 How to cite this article: Ahmad, I., Said, H., & Mohamad Nor, F. (2019). Exploring service-learning practices: Evidence from Pakistan vocational education. Malaysian Journal of Learning and Instruction, 16(2), 125-154. EXPLORING OUTCOMES OF SERVICE-LEARNING PARTICIPATION: EVIDENCE FROM PAKISTAN 1Iqbal Ahmad, 2 Hamdan Said & 3Faizah Mohamad Nor 1Faculty of Education, University of Malakand, Pakistan 2School of Education, Universiti Teknologi Malaysia, Malaysia 3Language Academy, Universiti Teknologi Malaysia, Malaysia Corresponding author: [email protected] Received: 14/8/2019 Revised: 3/12/2019 Accepted: 10/12/19 Published: 24/12/2019 ABSTRACT Purpose – This study explored the perspectives of teachers on outcomes of service-learning participation in vocational training institutes. The main purpose was to gain a better understanding of outcomes concerning service-learning participation of vocational training institute students in Pakistan. Methodology – A total of 315 respondents participated in the study. Data were collected from 15 randomly selected vocational training institutes using a self-designed questionnaire which was drafted and validated after expert approval. The construct validation of the questionnaire was established through Exploratory Factor Analysis. Findings – The findings indicated that participation in service- learning resulted in increased course content knowledge, the development of interpersonal skills, and the development of a volunteering attitude among the vocational institute students. Significance – This study is one of the few studies related to academic outcomes of vocational education students as a result of service-learning participation. The results facilitate understanding 126 Malaysian Journal of Learning and Instruction: Vol. -
The Impact of a National Program of Free Tuition at Public Community
The Impact of a National Program of Free Tuition at Public Community Colleges and Free Tuition for Most Students at Public Four-Year Colleges and Universities on College Enrollments, Graduations, and the Economy Robert Shapiro and Isaac Yoder January 2021 Table of Contents Executive Summary ......................................................................................................................... 2 I. Introduction ............................................................................................................................ 5 II. College Enrollments and Graduations Since 2009 ............................................................... 8 III. The Costs of a College Education, Based on Household Income… ..................................... 13 IV. The Impact of a Free Tuition Program on College Enrollments ......................................... 15 V. The Impact of a Free Tuition Program on Graduation Rates ............................................. 20 VI. The Impact of a Free Tuition Program on Incomes and the Economy ............................... 21 VII. Conclusions ......................................................................................................................... 28 References ..................................................................................................................................... 30 About the Authors ......................................................................................................................... 34 1 Executive Summary The -
President's Welcome
President's Welcome Welcome to Camosun College! Whether you are here to pursue a degree, the world to learn in Victoria, and sending diploma, or certifi cate to advance your hundreds of our students into the world on career or challenge yourself with new skills study abroad programs. and ideas, our great faculty and dedicated I am so proud of Camosun's reputation as staff are here to help you achieve your one of British Columbia's leading community goal. colleges. Proud of our faculty, who make We like to say, "Camosun is its people," sure what they teach actually prepares meaning the incredibly diverse bunch of students for work, and helps "future-proof" people who create the College's teaching their careers. Proud of our students, who and learning environment. Our students - earn more of the prestigious Irving K. tens of thousands of them over the past 38 Barber scholarships than any other single years - our staff and faculty, our alumni, institution in the province. Proud of our and our community partners, all contribute support staff who help students with to making Camosun College a wonderful fi nancial aid, academic advising, exam place to learn. preparation, writing skills, career research, employment opportunities, personal A wonderful learning environment means counselling, First Nations support, disability that we continually update our curriculum, support, library services, recreation, child instruction, and support services to meet care, athletics, and much more. the emerging needs of our students and the community partners and industries who I know you'll love Camosun's combination hire our graduates. -
A Taxonomy of Beginning Community College Students and Their Outcomes 3 Years After Enrolling: 2003–04 Through 2006
On Track to Complete? A Taxonomy of Beginning Community College Students and Their Outcomes 3 Years After Enrolling: 2003–04 Through 2006 Statistical Analysis Report NCES 2009-152 U.S. DEPARTMENT OF EDUCATION THIS PAGE INTENTIONALLY LEFT BLANK On Track to Complete? A Taxonomy of Beginning Community College Students and Their Outcomes 3 Years After Enrolling: 2003–04 Through 2006 Statistical Analysis Report JULY 2009 Laura Horn MPR Associates, Inc. Thomas Weko Project Officer National Center for Education Statistics NCES 2009-152 U.S. DEPARTMENT OF EDUCATION U.S. Department of Education Arne Duncan Secretary Institute of Education Sciences John Q. Easton Director National Center for Education Statistics Stuart Kerachsky Acting Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. -
Clackamas Community College to Oregon Institute of Technology Bachelor of Applied Science in Technology and Management
Clackamas Community College to Oregon Institute of Technology Bachelor of Applied Science in Technology and Management Articulation Agreement 2020 - 2021 Catalog It is agreed that students transferring with an Associate of Applied Science (AAS) or Associate of Science (AS) from Clackamas Community College (CCC) to Oregon Institute of Technology’s (Oregon Tech) Bachelor of Applied Science in Technology and Management (BTM) will be given full credit for up to 60 credits of Career Technical Electives and additional listed courses as completed. This agreement is based on the evaluation of the rigor and content of the general education and technical courses at both CCC and Oregon Tech, and is subject to a reevaluation every year by both schools for continuance. This agreement is dated July 8, 2020. Baccalaureate students must complete a minimum of 60 credits of upper-division work before a degree will be awarded. Upper-division is defined as 300-and 400-level classes at a bachelor’s degree granting institution. Baccalaureate students at Oregon Tech must complete 45 credits from Oregon Tech before a degree will be awarded. Admission to Oregon Tech is not guaranteed. Students must apply for admission to Oregon Tech in accordance with the then-existing rules, policies and procedures of Oregon Tech. Students are responsible for notifying the Oregon Tech Admissions and Registrar’s Office when operating under an articulation agreement to ensure their credits transfer as outlined in this agreement. In order to utilize this agreement students must be attending CCC during the above catalog year. Students must enroll at Oregon Tech within three years of this approval.