SUNY Genesee Community College – College Catalog (2021-2022)
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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. -
2019-2020 Undergraduate Catalog Alfred University Undergraduate Catalog 2019-2020 1
2019-2020 Undergraduate Catalog Alfred University Undergraduate Catalog 2019-2020 1 Table of Contents Alfred at a Glance Alfred University Vision, Mission and Values Academic Calendars Campus Map, Location and Directions Admissions Tuition and Fees Financial Aid Policies Student Life Consumer Complaint Procedure Student Rights under the Family Educational Rights and Privacy Act Academics.................................................................................................................................................................2 Academic Regulations Degree Requirements.............................................................................................................................................2 General Education Goals .......................................................................................................................................2 Credits, Grades and Grade Point Average (GPA) ..................................................................................................3 Transfer Credit and Credit by Exam ......................................................................................................................4 Credit by Exam ...........................................................................................................................................5, 12-14 Academic Standing (Scholastic Standards)............................................................................................................6 Academic Honors ..................................................................................................................................................6 -
Picture Yourself Here
Picture Yourself Here Employment and Continuing Education Report Class of 2015 A career outcomes report collected by the Career Development Center reflecting outcomes in the first year after graduation. An Alfred State degree gets results. Project-based learning is a cornerstone of our culture. When students work on real-world problems, they learn how to think, not what to think. As a result, Alfred State has a 99% employment and continuing education rate. With more than 70 dynamic majors offering engaging course work—both in traditional classrooms and the real world—Alfred State provides students with unparalleled preparation. All programs and services of the college are administered without discrimination on the basis of age, sex, marital or military status, race, color, creed, religion, national origin, disability, or sexual orientation. This policy of nondiscrimination extends to admission, financial aid, housing, counseling, educational programs, athletic activities, and placement as well as to all aspects of employment. Contents Introduction ............................................. 4 Court Reporting & Captioning (Certificate) ....................................... 36 Three-Year College Summary .................... 5 Criminal Justice (AS) .............................. 37 Employers ................................................ 6 Culinary Arts (AOS) ................................ 38 Continuing Education Colleges & Universities......................... 9 Culinary Arts: Baking, Production & Management (AOS) .......................... -
Appendix A: Name Index
1997 Directory of Pollution Prevention in Higher Education APPENDIX A: NAME INDEX Appendix A: Name Index • 141 NAME INSTITUTION DEPARTMENT # A Ahlert, Robert C. RAMS Environmental Inc. 183 Allen, David University of Texas at Austin Chemical Engineering 184 Allison, Richard University of Houston—Clear Lake Business and Public Administration 48 Anderson, Paul Illinois Institute of Technology Chemical and Environ Engineering 227 Andrews, Clinton J. Princeton University Public and International Affairs 367 Andrews, Richard U of North Carolina at Chapel Hill Environ Sciences & Engineering 366 Annis, Phillip (Jack) UW—Milwaukee Co–op Extension Solid and Haz Waste Education Center 169 Arnold, Matthew Mgmt Institute for Environ and Bus 61 Ashford, Nicholas Mass Institute of Technology Ctr for Tech, Policy & Indust Devt 368 Atchison, Michael University of Virginia School of Commerce 45 Atkinson, John University of Missouri—Columbia Engineering Extension 145 Atreya, Arvind University of Michigan Industrial Assessment Center 114 Austrian, Ziona Cleveland State College Great Lakes Environ Finance Ctr 62 Ausubel, Jesse Rockefeller University Program for the Human Environ 278 B Babatunde, Ade Minnesota Office of Env Assistance 170 Baillod, C. Robert Michigan Technological University Civil and Environmental Engineering 228 Baker, Craig M. Consumnes River College Environmental Technology Program 131 Baker, Kenneth R. Dartmouth College Business Administration 27 Ball, Terence University of Minnesota Social Sciences 313 Barker, John R. University of Michigan Atmospheric, Oceanic, & Space Sciences 386 Barnett, Stanley M. University of Rhode Island Chemical Engineering 115 Bawn, Kathleen University of California—Los Angeles Political Science 369 Becker, Monica M. University of Massachusetts—Lowell Mass Toxics Use Reduction Institute 116 Beckman, Eric J. -
Association of Social Work Boards Introduction This Handbook Was Designed to Help You Register for and Take the ASWB Social Work Licensing Examinations
® ASWB Examination Candidate Handbook Contents Introduction 1 About ASWB 1 Preparing to take the ASWB Examination 3 Make sure you are eligible 3 Register for the exam 4 Authorization to Test 6 Schedule your exam 7 Take the exam 9 Examination security 11 ASWB Security Tip Line 12 Monitoring of results 12 After the exam 12 Content outlines 15 Sample Questions 19 School codes 21 Index 26 Copyright © 2013 by the Association of Social Work Boards Introduction This handbook was designed to help you register for and take the ASWB social work licensing examinations. This is not a complicated process, but it is important that you follow the registration steps carefully. Missing a step, or making a mistake during registration, can delay your examination, or prevent you from taking it entirely. Take the time to read through this handbook before you start to register—it will make the examination process easier for you and for the people who will be helping you along the way. If you have any additional questions, you can call the Association of Social Work Boards at 1-888-579-3926. You may also find it useful to visit our website, www.aswb.org. Finally, congratulations on your efforts to become a licensed social worker. In the midst of the paperwork involved in applying for and receiving your jurisdiction’s license, it’s easy to forget that what you’re doing is very important—not only to you, but to the people you will be serving. About ASWB You will be taking one of the examinations developed by the Association of Social Work Boards (ASWB). -
Cestar College (PDF)
Lambton College in Toronto at Cestar College T +1-416-485-2098 400-265 Yorkland Blvd E [email protected] Toronto ON, M2J 1S5 lambtoncollege.ca/Toronto Information for Prospective International Students Lambton College of Applied Arts and Technology (Lambton College) is a public college located in Sarnia, Ontario Canada. Lamb ton College has established a licensing agreement in Toronto, Ontario, Canada referred with Cestar College of Business, Health and Technology (Cestar College); a registered private career college. We refer to this licensing agreement as Lambton in Toronto. Students that are registered at Lambton in Toronto shall be deemed students of a public college and as such, shall receive full credit from Lambton College for all Lambton College courses completed at the Cestar College campus. Students who meet program graduation requirements will graduate with a credential from a public institution (Lambton College) in the Province of Ontario and operating under the Ministry of Training, Colleges and Universities. Cestar College is located at 265 Yorkland Boulevard, Toronto, Ontario, Canada. All services and classes at this location are delivered by Cestar College employees in accordance with our licensing agreement. The advantages of studying at Lambton in Toronto include: • Possible access to a great number of off-campus employment opportunities. • Public transportation options are more frequent and accessible. • Possibility of living closer to friends and family in the Greater Toronto Area. The main disadvantages of studying at Lambton in Toronto include: • Living costs may be higher in Toronto than Sarnia. • Classes are composed of only international students. • Due to the small size of the Cestar College campus in Toronto, the breadth of student services, computer and science labs, and recreational facilities will be much less than those offered at Lambton College’s main campus in Sarnia. -
Adelphi University the University of Akron the University of Alabama
Adelphi University Emmanuel College Mohawk Valley Community College University of Rochester The University of Akron Empire Beauty School Monroe Community College Rochester Institute of Technology The University of Alabama Finger Lakes Community CollegeMonroe Professional Engineers Society Ryerson University University at Albany SUNY SUNY Fredonia Morrisville State College Sacred Heart University Alfred University Gannon University Nazareth College Savannah College of Art and Design Alfred State College SUNY Genesee Community College University of New England Seton Hall University American University SUNY Geneseo University of New Haven Seton Hill University American International College University of Guelph SUNY New Paltz Siena College United States Army Herkimer Community College Niagara University Saint Michael's College Association for Teen Diplomats NYS Higher Education Services CorpNiagara County Community College The College of Saint Rose Binghamton University Hilbert College Nova Southeastern University St. Bonaventure University SUNY College of Brockport Houghton College NYS Financial Aid Admininstrators St. John Fisher Bryant & Stratton College Ithaca College Ohio University St. John's University University at Buffalo Jacksonville University Ohio Northern University Stevenson University Buffalo State College Jefferson Community College SUNY College of Oneonta Syracuse University Canisius College Johnson & Wales University SUNY Oswego The University of Tampa SUNY Canton Kent State University Paul Smith's College Unity College -
2021-2022 Suny Corning Community College Catalog
2021-2022 Course Catalog & Information Guide 2 | Page Learning Transforms Lives at SUNY Corning Community College Table of Contents Vision Statement ........................................................................................................................................................................................ 4 Mission Statement ..................................................................................................................................................................................... 4 Accreditation ............................................................................................................................................................................................. 4 SUNY CCC Institutional Learning Outcomes ........................................................................................................................................... 4 Non-Discrimination Notice ....................................................................................................................................................................... 4 Catalog Information .................................................................................................................................................................................. 6 Telephone Directory .................................................................................................................................................................................. 7 Calendar ................................................................................................................................................................................................... -
Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges
Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges Tet S. Lopez-Rabson, Seneca College, and Ursula McCloy, HEQCO, on behalf of the GTA Colleges Institutional Research (IR) Network Published by The Higher Education Quality Council of Ontario 1, Yonge Street, Suite 2402 Toronto, ON Canada, M5E 1E5 Phone: (416) 212-3893 Fax: (416) 212-3899 Web: www.heqco.ca E-mail: [email protected] Cite this publication in the following format: Lopez-Rabson, T. S. and McCloy, U. (2013). Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges . Toronto: Higher Education Quality Council of Ontario. The opinions expressed in this research document are those of the authors and do not necessarily represent the views or official polices of the Higher Education Quality Council of Ontario or other agencies or organizations that may have provided support, financial or otherwise, for this project. © Queen’s Printer for Ontario, 2013 Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges Acknowledgements The authors would like to extend their gratitude to the following senior leaders of the Institutional Research Office for their insights from the conceptualization of this collaborative work to the preparation of the preliminary report. Centennial College: Philip Alalibo – Faculty (former Manager of the Institutional Research Office) Durham College: Debbie McKee-Demczyk – Director George Brown College: Nancy Miyagi – Manager, Special Research & Evaluation Projects (former Manager of the Institutional Research Office) Humber College: Ruth MacKay – Director Sheridan College: Don Curzon – Faculty, George Brown College (former Director of the Institutional Research Office, Sheridan College) Special thanks are also due to the following: • R.A. -
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. -
Pathways Transfer Program Articulation Agreement in Allied Health
Pathways Transfer Program Articulation Agreement in Allied Health Associate of Applied Science Degree (A.A.S.) in Respiratory Care to a Bachelor of Science Degree (B.S.) in Allied Health Empire State College (ESC) and Sullivan County Community College (SUNY Sullivan), both of the State University of New York, agree to develop a Pathways Transfer Agreement in Allied Health. The agreement is designed to support transfer students during their transition to Empire State College, and: Ease the transition process for SUNY Sullivan graduates to an educational model comprised of online courses, independent study and small group seminars; Ensure a smooth transfer for SUNY Sullivan graduates to Empire State College; Provide an affordable and convenient baccalaureate degree option for SUNY Sullivan graduates who want to remain close to their homes and/or community; Provide clear guidelines for SUNY Sullivan graduates to follow during the transition. Empire State College will offer graduates with an A.A.S. degree in Respiratory Care from SUNY Sullivan an opportunity to participate in the Pathways Transfer Program into the B.S. in Allied Health program at Empire State College. SUNY Sullivan graduates meeting ESC’s admissions requirements will become Empire State College students upon admission. How the Pathways Transfer Program Works: During their first year at Empire State College, students in the Pathways Transfer Program may, with advisement, cross-register for additional credits at SUNY Sullivan beyond the associate degree (up to a total of 79 lower-division credits). These lower-division credits will be applicable to the baccalaureate degree program by satisfying SUNY General Education requirements, or needed prerequisite courses.