Location of Minority Serving Institutions
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October 2008
Volume 20 Issue 8 Published monthly by the Union of Ontario Indians - Anishinabek Nation Single Copy: $2.00 October 2008 IN BRIEF Saskatchewan first province Film school launched Treaty education mandatory TORONTO– With files from the Office of the Treaty Commis- Artist and film- The Leader-Post sioner (OTC) and the Federation maker Shirley REGINA – Saskatchewan be- of Saskatchewan Indian Nations Cheechoo has came the first province to imple- (FSIN). It came as a result of the fulfilled her ment mandatory treaty education 2007 Throne Speech, in which the dream of launch- on Sept. 15, which was also the provincial government commit- Shirley ing a film and ted to mandatory treaty education Cheechoo 134th anniversary of the signing television train- of Treaty 4. for children from kindergarten ing centre for Native youth Under the new agreement, ev- through to Grade 12. and people of diversity. The ery student in the province will be Speaking for the 42 member Weengushk Film Institute educated about the true meaning communities of the Anishinabek will be located on Manitoulin of the treaties and what it means to Nation, Grand Council Chief Beau- Island. be treaty people. cage applauded the Saskatchewan “This is exactly what we’d initiative, but said it shouldn’t have like to see happening in our ter- taken the establishment of a treaty Fire funding ritory and across Canada,” said commission to make it happen. Anishinabek Nation Grand Coun- “The Ipperwash Inquiry rec- out of date cil Chief John Beaucage. “Un- ommendations call for the estab- By Margaret Hele less today’s students who will be lishment of a treaty commission SAULT STE. -
Year Three Self-Evaluation Report (File 1)
Table of Contents: Year Three Self-Evaluation Report (File 1) I. Institutional Overview 1 II. Basic Institutional Data Form 3 III. Preface 15 A. Brief update on institutional changes since the last report 15 B. Response to topics previously requested by the Commission 17 IV. Update Chapter One: Mission, Core Themes, and Expectations 18 A. Executive Summary of Eligibility Requirements 2 and 3 18 B. Standard I.A, Mission 18 1. Mission statement 18 2. Interpretation of mission fulfillment 18 3. Articulation of an acceptable threshold of mission fulfillment 20 C. Standard I.B, Core Themes 22 1. Core Theme 1: Academic Quality 22 2. Core Theme 2: Cultural Integrity 25 3. Core Theme 3: Student Success 28 V. Chapter Two: Resources and Capacity 32 A. Executive Summary of Eligibility Requirements 4 through 21 32 B. Standard 2.A: Governance 35 C. Standard 2.B: Human Resources 54 D. Standard 2.C: Education Resources 58 E. Standard 2.D: Student Support Resources 67 F. Standard 2.E: Library and Information Resources 79 G. Standard 2.F: Financial Resources 84 H. Standard 2.G: Physical and Technological Infrastructure 93 VI. Conclusion 100 Support Documents I. Related Materials (Provided in print and Adobe Acrobat format – File 2) A. Year One Self-Evaluation Report, February 25, 2011 B. Year One Peer-Evaluation Report, March 1 – May 20, 2011 C. Aaniiih Nakoda College Catalog, 2013-2014 D. Aaniiih Nakoda College Personnel Policies and Procedures Manual E. Aaniiih Nakoda College Board of Directors Policies and Procedures Manual F. Aaniiih Nakoda College Finance Policies and Procedures Manual G. -
Educating the Mind and Spirit 2006-2007
Educating the Mind and Spirit 2006-2007 ANNUAL REPORT ENVISIONING OUR POWERFUL FUTURE MISSION The American Indian College Fund’s mission is to raise scholarship funds for American Indian students at qualified tribal colleges and universities and to generate broad awareness of those institutions and the Fund itself. The organization also raises money and resources for other needs at the schools, including capital projects, operations, endowments or program initiatives, and it will conduct fundraising and related activities for any other Board- directed initiatives. CONTENTS President’s Message 2 Chairman’s Message 3 Tribal Colleges and Students by State 4 The Role of Tribal Colleges and Universities 5 Scholarship Statistics 6 Our Student Community 7 Scholarships 8 Individual Giving 9 Corporations, Foundations, and Tribes 10 Special Events and Tours 12 Student Blanket Contest 14 Public Education 15 Corporate, Foundation, and Tribal Contributors 16 Event Sponsors 17 Individual Contributors 18 Circle of Vision 19 Board of Trustees 20 American Indian College Fund Staff 21 Independent Auditor’s Report 22 Statement of Financial Position 23 Statement of Activities 24 Statement of Cash Flows 25 Notes to Financial Statement 26 Schedule of Functional Expenses 31 1 PRESIDENT’S MESSAGE The Circle of Life, the Circle of Hope Dear Friends and Relatives, ast year I wrote about the challenges that faced Gabriel plans to graduate with a general studies the nation and how hope helps us endure those degree from Stone Child College, then transfer to the L -
Do North Carolina Students Have Free Speech:? Spotlight Ratings for Four-Year Institutions in North Carolina by Azhar Majeed
Do North Carolina Students Have Free Speech:? Spotlight Ratings for Four-Year Institutions in North Carolina By Azhar Majeed Associate Director of Legal & Public Advocacy Foundation for Individual Rights in Education (FIRE) FIRE Spotlight Ratings of NC Colleges 1 Public Colleges and Universities • Appalachian State University: Red Light (http://www.thefire.org/spotlight/codes/1159.html) • East Carolina University: Red Light (http://www.thefire.org/spotlight/codes/1170.html) • Elizabeth City State University: Yellow Light (http://www.thefire.org/spotlight/codes/1171.html) • Fayetteville State University: Yellow Light (http://www.thefire.org/spotlight/codes/1173.html) • North Carolina A&T State University: Yellow Light (http://www.thefire.org/spotlight/codes/1188.html) • North Carolina Central University: Red Light (http://www.thefire.org/spotlight/codes/1189.html) • North Carolina School of the Arts: Red Light o Major or Minor Offense: Actions which endanger property or well-being of any member of the school community o Disorderly conduct including, but not limited to, verbally abusive or inappropriate behavior. For example: discrimination against another student by using offensive speech or behavior of a biased or prejudiced nature related to one’s personal characteristics, including race, color, national origin, gender, religion, disability, age or sexual orientation.” (emphasis added) o College Handbook (http://www.uncsa.edu/studentlife/forms/Handbooks/CollegeHandbook- current.pdf) • North Carolina State University: Yellow Light (http://www.thefire.org/spotlight/codes/1191.html) -
Inuit Students' Experiences of Postsecondary Education
Qallunaaliaqtut: Inuit Students’ Experiences of Postsecondary Education QALLUNAALIAQTUT: INUIT STUDENTS’ EXPERIENCES OF POSTSECONDARY EDUCATION IN THE SOUTH THIERRY RODON Université Laval FRANCIS LÉVESQUE Université du Québec en Abitibi-Témiscamingue SHEENA KENNEDY DALSEG Carleton University ABSTRACT. The purpose of this study was to learn from the experiences of post- secondary Inuit students from Canada. Through surveys, interviews, and focus groups, we realized that despite the challenges associated with pursuing post- secondary education in the South, most respondents perceived their experience to be positive. Lack of access to sufficient and equitable funding was perceived by respondents to be a significant barrier, as was the lack of readily available information for prospective students from Inuit Nunangat. We conclude with a brief discussion of possible actions for improving access to university education in Inuit Nunangat, notably that governments should not only focus on training and should develop programs that reflect Inuit students’ needs and aspirations. QALLUNAALIAQTUT: L’EXPÉRIENCE DES ÉTUDIANTS INUITS DANS LES ÉTABLISSEMENTS POSTSECONDAIRES DU SUD RÉSUMÉ. L’objectif de cette étude est de mieux comprendre l’expérience des étu- diants inuits du Canada. Au moyen d’enquêtes, d’entrevues et de groupe focus, on constate qu’en dépit des défis importants rencontrés par ces étudiants, leur expérience est globalement positive. Les participants ont toutefois noté que le manque de financement et le manque d’information sur les études postsecon- daires étaient les obstacles les plus importants. En conclusion, on explore les actions qui permettraient d’améliorer l’accès aux études postsecondaires dans l’Inuit Nunangat, en insistant notamment sur le fait que l’on ne doit pas se concentrer uniquement sur les programmes professionnels, mais que l’on doit aussi répondre aux besoins et aspirations des étudiants inuits. -
Department of Student & Financial Aid Services
Department of Student & Financial Aid Services Policies & Procedures Manual Working Draft Effective Academic Year 2019-2020 By: Ululy R. Martinez, Esq. Date: June 14, 2019 Table of Contents Introduction .................................................................................................................................. 10 CHAPTER 1: Components of the Financial Aid System ................................................................. 11 A. Establishing Student Cost of Attendance Budgets (COA) ..................................................... 11 B. Determining Expected Family Contribution (EFC) ................................................................ 11 C. Packaging Student Aid Funds ................................................................................................ 12 CHAPTER 2 – Eligibility Requirements .......................................................................................... 13 A. Overview of the Title IV Student Eligibility Requirements ................................................... 13 B. Criteria Collected on the FAFSA or through the Application Process................................... 15 C. Documentation of Citizenship or Immigration Status .......................................................... 15 a. Eligible Categories .......................................................................................................... 16 b. Ineligible Categories ...................................................................................................... 16 D. Citizenship -
Indigenous Laws for Making and Maintaining Relations Against the Sovereignty of the State
We All Belong: Indigenous Laws for Making and Maintaining Relations Against the Sovereignty of the State by Amar Bhatia A thesis submitted in conformity with the requirements for the degree of Doctor of Juridical Science Faculty of Law University of Toronto © Copyright by Amar Bhatia 2018 We All Belong: Indigenous Laws for Making and Maintaining Relations Against the Sovereignty of the State Amar Bhatia Doctor of Juridical Science Faculty of Law University of Toronto 2018 Abstract This dissertation proposes re-asserting Indigenous legal authority over immigration in the face of state sovereignty and ongoing colonialism. Chapter One examines the wider complex of Indigenous laws and legal traditions and their relationship to matters of “peopling” and making and maintaining relations with the land and those living on it. Chapter Two shows how the state came to displace the wealth of Indigenous legal relations described in Chapter One. I mainly focus here on the use of the historical treaties and the Indian Act to consolidate Canadian sovereignty at the direct expense of Indigenous laws and self- determination. Conventional notions of state sovereignty inevitably interrupt the revitalization of Indigenous modes of making and maintaining relations through treaties and adoption. Chapter Three brings the initial discussion about Indigenous laws and treaties together with my examination of Canadian sovereignty and its effect on Indigenous jurisdiction over peopling. I review the case of a Treaty One First Nation’s customary adoption of a precarious status migrant and the related attempt to prevent her removal from Canada on this basis. While this attempt was ii unsuccessful, I argue that an alternative approach to treaties informed by Indigenous laws would have recognized the staying power of Indigenous adoption. -
2020-2021 Student Handbook
Faith in your Future 2020-2021 Student Handbook Revised 8/5/20 IMPORTANT PHONE NUMBERS Academic Affairs 252.398.6211 Academic Success 252.398.6389 Admissions 252.398.1236 Athletics 252.398.1239 Business Office 252.398.6478 Bookstore 252.398.6373 Career Services 252.398.6454 Development Office 252.398.1233 Disability Services 252.398.6570 Financial Aid 252.398.1229 HawksCard Office 252.398.6237 Hawk’s Nest 252.398.6276 Housekeeping 252.398.6353 Jenkins Center 252.398.6547 Maintenance 252.398.1226 Campus Ministry 252.398.6268 Murf’s 252.398.6275 Nurse (Wellness Center) 252.398.6248 Operator 252.398.6500 Post Office (Service Enterprise) 252.398.6372 Public Safety 252.398.1234 Registrar's Office 252.398.6280 Residence Life 252.398.6237 Student Affairs 252.398.1227 Thomas Dining Hall 252.398.6368 Title IX Coordinator 252.398.6437 University Counselor 252.398.6249 Whitaker Library 252.398.6202 Faith in your Future 2020-2021 Student Handbook Property of Address City, State Zip Phone# In case of emergency: Name Phone# Chowan University does not discriminate on the basis of race, color, religion, national origin, sex, disability, genetic information, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of Human Resources Jenkins Fine Arts Center 252.398.6204 The purpose of this Student Handbook is to inform students of the policies and procedures of Chowan University. This document is not static; it will be reviewed and changed as the need arises. -
Program Listings
Program Listings Confederation College is located in the city of Thunder Bay, a culturally CAMPUSES diverse community that serves as the education and government hub of Thunder Bay » northwestern Ontario. Located in the heart of one of the finest outdoor 1450 Nakina Drive recreation and tourism destinations in Canada, Confederation College P.O. Box 398 students enjoy the benefits of living and learning in a community that Thunder Bay, ON provides a rich lifestyle right at your doorstep. Canada P7C 4W1 Dryden » At Confederation College we change lives through learning. We are Fort Frances » committed to meeting the needs of our learners, employers and communities, Geraldton » and we are here to help you succeed in meeting your life goals. To arrange Kenora » for a Thunder Bay campus tour call (807) 475-6110 or book a tour online. Marathon » Red Lake » Sioux Lookout » Wawa » ADMISSIONS SERVICES FOR PROSPECTIVE STUDENTS The minimum admission requirement Click the title to visit Department webpage: for a postsecondary program is an Admissions & Recruitment » (807) 475-6213 Ontario Secondary School Diploma, Career & Placement Services » (807) 475-6193 or its equivalent, with minimally 2 senior credits at the college, college Centre for Continuing Education » (807) 475-6550 /university or university preparation Counselling Services » (807) 475-6110 level. Some programs have Distance Education » 1-800-563-9435 additional admission requirements. For specific admission requirements, Financial Aid » (807) 475-6637 please see the program descriptions Fitness Centre » (807) 475-6239 included in this publication, visit the General Inquiry » (807) 475-6110 Admissions website or contact our Health Centre » (807) 475-6169 Admissions Office at (807) 475-6213. -
Medical School Basic Science Clinical Other Total Albany Medical
Table 2: U.S. Medical School Faculty by Medical School and Department Type, 2020 The table below displays the number of full-time faculty at all U.S. medical schools as of December 31, 2020 by medical school and department type. Medical School Basic Science Clinical Other Total Albany Medical College 74 879 48 1,001 Albert Einstein College of Medicine 316 1,895 21 2,232 Baylor College of Medicine 389 3,643 35 4,067 Boston University School of Medicine 159 1,120 0 1,279 Brody School of Medicine at East Carolina University 92 349 0 441 CUNY School of Medicine 51 8 0 59 California Northstate University College of Medicine 5 13 0 18 California University of Science and Medicine-School of Medicine 26 299 0 325 Carle Illinois College of Medicine 133 252 0 385 Case Western Reserve University School of Medicine 416 2,409 0 2,825 Central Michigan University College of Medicine 21 59 0 80 Charles E. Schmidt College of Medicine at Florida Atlantic University 30 64 0 94 Chicago Medical School at Rosalind Franklin University of Medicine & Science 69 25 0 94 Columbia University Vagelos College of Physicians and Surgeons 282 1,972 0 2,254 Cooper Medical School of Rowan University 78 608 0 686 Creighton University School of Medicine 52 263 13 328 Donald and Barbara Zucker School of Medicine at Hofstra/Northwell 88 2,560 9 2,657 Drexel University College of Medicine 98 384 0 482 Duke University School of Medicine 297 998 1 1,296 East Tennessee State University James H. -
Indigenous Peoples and International Trade Edited by John Borrows , Risa Schwartz Frontmatter More Information
Cambridge University Press 978-1-108-49306-2 — Indigenous Peoples and International Trade Edited by John Borrows , Risa Schwartz Frontmatter More Information indigenous peoples and international trade The United Nations Declaration on the Rights of Indigenous Peoples is seen primarily as an international human rights instrument. However, the UN Declaration also encom- passes cultural, social and economic rights. Taken in the context of international trade and investment, the UN Declaration is a valuable tool to support economic self- determination of Indigenous peoples. This volume explores the emergence of Indigenous peoples’ participation in international trade and investment, as well as how it is shaping legal instruments in environment and trade, intellectual property and traditional knowledge. One theme that is explored is agency. From amicus interven- tions at the World Trade Organization to developing a future precedent for a trade and Indigenous peoples chapter, Indigenous peoples are asserting their right to participate in decision-making. The authors, who include both Indigenous and non-Indigenous experts on trade and investment, provide needed ideas and recommendations for governments, academia and policy thinkers to achieve economic reconciliation. John Borrows is the Canada Research Chair in Indigenous Law at the University of Victoria Law School in British Columbia. He is the author of numerous publications, including Resurgence and Reconciliation (2018) and Law’s Indigenous Ethics (2019). He is the 2017 Social Sciences Killam Prize winner and the 2019 Molson Prize winner. John is Anishinaabe/Ojibway and a member of the Chippewa of the Nawash First Nation in Ontario, Canada. Risa Schwartz is a sole practitioner, focusing on international law and the intersections among trade law, environmental law and Indigenous rights. -
Connect Connect Ollege Ollege Ions
CO LLEGE ONNECT I ONS Fall 2015 COLLEGE Winter 2015 ! Save C the Date Affording College/Cómo pagar la January 12 cIcu universidad Professional Development The 2016 editions of Affording College and Cómo pagar la ! ! Workshop ONNECT universidad, with information on ! CcIcu’s 2016 Professional Development (PD) inancial aid and how to pay for !Workshop for school guidance/college counselors, college, are now available in English !teachers, school administrators and community and Spanish. Included in this booklet !organizations will be held on Tuesday, January 12, are sections on how to apply for !2016, hosted by Pace University School of Education =inancial aid, the FAFSA, the !at Pace University/NYC Campus, in lower Expected Family Contribution (EFC), !Manhattan. ! inancial aid packages, grants, Independent college and university faculty, scholarships, work-study programs, admissions and =inancial aid professionals – and and loans, along with a list of more – will facilitate discussions and provide Internet resources and a college updates on =inancial aid and innovative programs. In campus locator map. Copies of each addition to a number of concurrent, small format, publication can be downloaded for T focused breakout sessions, the day will also feature free at www.nycolleges.org/get- substantive plenary sessions and an opportunity to more-resources/paying-college. network with cIcu member college and university admissions professionals during admissions speed- cIcu’s 8th Annual Latino College Fair ! dating sessions. The PD’s agenda will be updated on Saturday, November 21, 2015 at Fordham University, Rose Hill Campus. All the event registration page (link below) as sessions and speakers are con=irmed.