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COLLEGE and CAREER FAIR TUESDAY, OCTOBER 8 Th 6 - 7:30 P.M
2019 Stark County COLLEGE AND CAREER FAIR TUESDAY, OCTOBER 8 th 6 - 7:30 p.m. $30.7 96% 7 Canton Memorial Civic Center MILLION SUCCESS RATE U.S. NEWS AND IN GRANTS AND 10-YEAR GRADUATE WORLD REPORT 1101 Market Avenue North, Canton, OH 44702 SCHOLARSHIPS SUCCESS AVERAGE RANKING FOR BEST ARE OFFERED COLLEGES IN THE 2019 Stark County Whether you’ve just begun to look for the right EACH YEAR MIDWEST college or narrowed down your search to a few, the Stark County College and Career Fair will be a great opporitunity for you. COLLEGE AND VISIT OUR CAMPUS Make plans now to attend the largest college career fair in Stark County! Visit us at Mount Union to experience our beautiful CAREER FAIR campus, state-of-the-art facilities, and dynamic campus life Representatives from more than 100 colleges and firsthand. Visit, mountunion.edu/visit-campus to schedule universities will be available to provide information a visit. TUESDAY, OCTOBER 8 on choosing a college, persuing a career and 6 - 7:30 p.m. planning your future. DOWNLOAD OUR MOBILE APP Canton Memorial Civic Center • No registration is necessary Download the Discover Mount Union App to learn more 1101 Market Avenue North, Canton, OH 44702 • Free admission about our upcoming events, explore our academic majors, • Contact your school counselor for more information and enagage with one of our admission counselors. • More than 100 colleges and universities present The Discover Mount Union App is available on both Apple and Android devices. • Learn the fundamentals of financial aid 1101 Market Ave N • Contact your guidance office for more information Canton, OH 44702 • Free parking in the Cultural Center parking lot 6 - 7:30 p.m. -
Teacher Education Policies and Programs in Pakistan
TEACHER EDUCATION POLICIES AND PROGRAMS IN PAKISTAN: THE GROWTH OF MARKET APPROACHES AND THEIR IMPACT ON THE IMPLEMENTATION AND THE EFFECTIVENESS OF TRADITIONAL TEACHER EDUCATION PROGRAMS By Fida Hussain Chang A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Curriculum, Instruction, and Teacher Education - Doctor of Philosophy 2014 ABSTRACT TEACHER EDUCATION POLICIES AND PROGRAMS IN PAKISTAN: THE GROWTH OF MARKET APPROACHES AND THEIR IMPACT ON THE IMPLEMENTATION AND THE EFFECTIVENESS OF TRADITIONAL TEACHER EDUCATION PROGRAMS By Fida Hussain Chang Two significant effects of globalization around the world are the decentralization and liberalization of systems, including education services. In 2000, the Pakistani Government brought major higher education liberalization and expansion reforms by encouraging market approaches based on self-financed programs. These approaches have been particularly important in the area of teacher education and development. The Pakistani Government data reports (AEPAM Islamabad) on education show vast growth in market-model off-campus (open and distance) post-baccalaureate teacher education programs in the last fifteen years. Many academics and scholars have criticized traditional off-campus programs for their low quality; new policy reforms in 2009, with the support of USAID, initiated the four-year honors program, with the intention of phasing out all traditional programs by 2018. However, the new policy still allows traditional off-campus market-model programs to be offered. This important policy reform juncture warrants empirical research on the effectiveness of traditional programs to inform current and future policies. Thus, this study focused on assessing the worth of traditional and off-campus programs, and the effects of market approaches, on the implementation of traditional post-baccalaureate teacher education programs offered by public institutions in a southern province of Pakistan. -
Liberal Arts Colleges in American Higher Education
Liberal Arts Colleges in American Higher Education: Challenges and Opportunities American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 59 In Memory of Christina Elliott Sorum 1944-2005 Copyright © 2005 American Council of Learned Societies Contents Introduction iii Pauline Yu Prologue 1 The Liberal Arts College: Identity, Variety, Destiny Francis Oakley I. The Past 15 The Liberal Arts Mission in Historical Context 15 Balancing Hopes and Limits in the Liberal Arts College 16 Helen Lefkowitz Horowitz The Problem of Mission: A Brief Survey of the Changing 26 Mission of the Liberal Arts Christina Elliott Sorum Response 40 Stephen Fix II. The Present 47 Economic Pressures 49 The Economic Challenges of Liberal Arts Colleges 50 Lucie Lapovsky Discounts and Spending at the Leading Liberal Arts Colleges 70 Roger T. Kaufman Response 80 Michael S. McPherson Teaching, Research, and Professional Life 87 Scholars and Teachers Revisited: In Continued Defense 88 of College Faculty Who Publish Robert A. McCaughey Beyond the Circle: Challenges and Opportunities 98 for the Contemporary Liberal Arts Teacher-Scholar Kimberly Benston Response 113 Kenneth P. Ruscio iii Liberal Arts Colleges in American Higher Education II. The Present (cont'd) Educational Goals and Student Achievement 121 Built To Engage: Liberal Arts Colleges and 122 Effective Educational Practice George D. Kuh Selective and Non-Selective Alike: An Argument 151 for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges Richard Ekman Response 172 Mitchell J. Chang III. The Future 177 Five Presidents on the Challenges Lying Ahead The Challenges Facing Public Liberal Arts Colleges 178 Mary K. Grant The Importance of Institutional Culture 188 Stephen R. -
College Hill Preschool Manhattan-Ogden USD 383
College Hill Preschool Manhattan-Ogden USD 383 PARENT HANDBOOK 2016-2017 “Where All Can Grow” 2600 Kimball Avenue Manhattan, KS 66502 785-587-2830 Dear Parents, Welcome to College Hill Preschool! With a variety of program opportunities available for preschool children, we are excited that you have chosen us as the learning environment for your child. At College Hill you will find that our motto, “Where All Can Grow,” is the foundation of our program. We are dedicated to providing learning opportunities that help the children in our program grow and learn over time and have adopted a “whole child” approach to instruction. We strive to create classrooms where children are encouraged to solve problems and take pride in their individual accomplishments. We are devoted to developing strong relationships with families and watching these relationships grow and evolve through mutual respect. As your child’s first teacher, you will always bring a wealth of information to the classroom regarding your child’s individuality and we welcome you to share this information with us so that together we can help your child reach his/her highest potential. We are committed to helping our staff grow and strengthen their knowledge of early learning and child development. In conjunction with community partners we provide quality professional development to help them strengthen their skills, as well as training tracks to further their education. We are excited that you have chosen to grow with us this school year and are committed to ensuring your child leaves our program ready to succeed, not only in kindergarten, but later in life! Please feel free to contact me or your child’s teacher if you have questions or concerns throughout the school year. -
Helpful Phone Numbers
SF DL Helpful 10 WA Phone CS P O P LA R TM AH Aley Hall TB Erickson Thunderbird Gym S Numbers MA T . BU Thorson Institute of Business TM Tate Geological Museum Academic Testing - 268-3850 E V EC I EI E R CA Civic Apartments UU Union/University Bldg. V D 9 I Accounting and Financial R GE TA E D L Murane Fields CS McMurry Career Studies Center VA Goodstein Visual Arts Center L L O Management - 268-2691 C A D DL Doornbos Livestock Facility WA Grace Werner Agricultural Pavilion N E S Athletic Office/ O WH Wheeler Terrace Apartments J EC Early Childhood Learning Center T-Bird Tickets - 268-3000 Tennis WH EI Myra Fox Skelton Energy Institute WM Werner Wildlife Museum WT Courts E College Store - 268-2202 T -B V I R D I GW Walter H. Nolte Gateway Center WT Werner Technical Center D R R I V E D S U Career Services - 268-2089 E P HS Saunders Health Science Center V I CA R 8 AM D C 1 O KT Krampert Center for Theatre & Dance Parking Lots C Early Childhood Learning Center S I LH Liesinger Hall Handicap parking 6 L (daycare) - 268-2586 LI Goodstein Foundation Library spaces are available TB English Center- 268-2585 7 in all parking lots D LS Loftin Life Science Center A RH O R GW N Enrollment Services (admissions, I A MA Maintenance Building Selfie Spot T N 5 U O financial aid, registrar) - 268-2323 M MU Music Building R BU E P S A Housing/Student Activities - 268-2394 PS Wold Physical Science Center C RH Residence Hall Library - 268-2269 PS UU SF Storage Facility KT LS Math Learning Center - 268-2865 SH Strausner Hall 4 MU TA Thorson Apartments Operator - 268-2100 3 E V AH LI I R SECURITY - 268-2688 D C A M P U S D R I V E E G E L Student Wellness - 268-2267 D R I V E L A M P U S SH O C 2 C HS Student Services - 268-2201 1 Student Success - 268-2089 VA LH Tate Geological Museum - 268-2447 D RI V E C O L L E G E Theatre Box Office - 268-2500 N Want to get in shape? W Werner Wildlife Museum - 235-2108 O L C Run, or walk, the campus inner O Map produced by mapformation.com, July 2012 T T S T Writing Center - 268-2610 R E E loop. -
Robert A. Karl [email protected] Dickinson Hall 609-258-7249 Princeton University Princeton, NJ 08544
Robert A. Karl [email protected] Dickinson Hall 609-258-7249 Princeton University http://rakarl.com Princeton, NJ 08544 Teaching Princeton University, Department of History Assistant Professor 2010-present Instructor Fall 2009 Dartmouth College, Department of History Visiting Instructor Spring 2007 Publications Book Forgotten Peace: Reform, Violence, and the Making of Contemporary Colombia. Violence in Latin American History series, University of California Press (2017). • Spanish translation, Librería Lerner (forthcoming, 2018). • Reviewed by Choice (Highly Recommended), El Tiempo, NACLA Report on the Americas, ReVista: Harvard Review of Latin America. • Selected as preread for The Nation Travels’ 2017 Colombia tour. Articles “Century of the Exile: Colombia’s Displacement and Land Restitution in Historical Perspective, 1940s–1960s.” Canadian Journal of Latin American and Caribbean Studies / Revue canadienne des études latino-américaines et caraïbes 42, no. 3: Land, Justice, and Memory: Challenges for Peace in Colombia (November 2017): 298–319. “Reading the Cuban Revolution from Bogotá, 1957–62,” Cold War History 16, no. 4 (November 2016): 337–358. • Reviewed by H-Diplo. Forthcoming “From ‘Showcase’ to ‘Failure’: Democracy and the Colombian Developmental State in the 1960s,” in State and Nation Making in Latin America and Spain: Rise & Fall of the Developmental State, ed. Miguel A. Centeno and Agustin E. Ferraro. Cambridge University Press (forthcoming, 2018). In Progress “The Politics of Colombian Development in Latin America’s Long 1950s.” State of Impunity: Injustice and Legal Exception in Modern Colombia. Education Harvard University Ph.D., History 2009 Robert A. Karl 2 Dissertation: “State Formation, Violence, and Cold War in Colombia, 1957-1966” Committee: John Womack, Jr. -
University Basic Needs Insecurity: a National #Realcollege Survey Report
APRIL 2019 College and University Basic Needs Insecurity: A National #RealCollege Survey Report AUTHORS: Sara Goldrick-Rab, Christine Baker-Smith, Vanessa Coca, Elizabeth Looker and Tiffani Williams Executive Summary NEARLY 86,000 STUDENTS PARTICIPATED. THE RESULTS The #RealCollege survey is the nation’s largest annual INDICATE: assessment of basic needs security among college students. The survey, created by the Hope Center • 45% of respondents were food for College, Community, and Justice (Hope Center), insecure in the prior 30 days specifically evaluates access to affordable food and housing. This report describes the results of the • 56% of respondents were #RealCollege survey administered in the fall of 2018 at housing insecure in the previous year 123 two- and four-year institutions across the United States. • 17% of respondents were homeless in the previous year Rates of basic needs insecurity are higher for students attending two-year colleges compared to those attending four-year colleges. Rates of basic needs insecurity are higher for marginalized students, including African Americans, students identifying as LGBTQ, and students who are independent from The Hope Center thanks the their parents or guardians for financial aid purposes. Lumina Foundation, the Jewish Students who have served in the military, former foster Foundation for Education of youth, and students who were formerly convicted of a crime are all at greater risk of basic needs insecurity. Women, the City University Working during college is not associated with a lower of New York, the Chicago risk of basic needs insecurity, and neither is receiving City Colleges, the Institute for the federal Pell Grant; the latter is in fact associated with higher rates of basic needs insecurity. -
The Child Development Center at Miracosta College One Barnard Drive • Oceanside, CA 92056 • (760) 795-6656 Or 795-6862 •
The Child Development Center at MiraCosta College One Barnard Drive • Oceanside, CA 92056 • (760) 795-6656 or 795-6862 • www.miracosta.edu/childdev Online Application: www.miracosta.edu/childdev click on “Applying to the Center” (Enrollment for Fall begins May 1st; enrollment for Spring begins November 1st) Admission is open to all children 18 months to 4.11 years of age regardless of race, creed, color, ability or national origin. Children may be enrolled in morning and extended care (extended days are only available in the preschool classrooms). As a campus-based child development program, priority enrollment and discounted tuition are provided to MiraCosta College student families. Children of MiraCosta staff/faculty and the community are welcome to enroll as space permits. All children must be enrolled in a minimum of two days per week to allow for program continuity. We strive to craft classroom enrollments that reflect the diversity of today’s families. As such, we include consideration of student status, age, gender, primary language, ethnicity, and developmental needs in our enrollment decisions. Programming Options Rooms 1 & 2 Room 3 Rooms 4 & 5 (entry at ages (entry at ages (entry at ages 18-30 months) 2.7-3.4 years) 3.5 – 4.5 years) Morning Program 8:30 am -11:30 am 8:45 am – 11:45 am 8:45 am – 12:00 pm Early Care 7:30 am – 8:30 am 7:30 am – 8:45 am 7:30 am – 8:45 am Extended Day Program* (Includes flexible pick-up Not Available 8:45 am – 4:45 pm 8:45 am – 4:45 pm beginning at 2:30pm) * Early Care, Lunch, and Extended Care are limited primarily to students attending MiraCosta College classes during those times or for MCC faculty and staff employed on campus. -
2010 BIG GREEN MEDIA GUIDE the 2010 BIG GREEN
Senior Captain Robert Young Baseball America Preseason All-Ivy 2010 BIG GREEN MEDIA GUIDE The 2010 BIG GREEN Front Row (l-r): Chad Piersma, Zack Bellenger, Kyle Hunter, Ennis Coble, Spencer Venegas, Matt Peterson, Chris O’Dowd, Michael Johnson. Middle row (l-r): Ezra Josephson, Jim Wren, Robert Young, Jake Pruner, Jeff Onstott, Joe Sclafani, Kyle Hendricks, Ryan Smith, Max Langford. Back row (l-r): Assistant Coach Nicholas Enriquez, Assistant Coach Jonathan Anderson, Jason Brooks, David Turnbull, Brett Gardner, Brandon Parks, Dan Ternowchek, Colin Britton, Ben Murray, Cole Sulser, Jake Carlson, Marco Mariscal, Head Coach Bob Whalen. Sophomore Sophomore Junior Junior Kyle Hendricks Joe Sclafani Jeff Onstott Ryan Smith Baseball America Baseball America Baseball America Baseball America Preseason Ivy Pitcher of the Year Preseason Ivy Player of the Year Preseason All-Ivy Preseason All-Ivy Contents/QuiCk FaCts InformatIon 1-2 QuIck facts Table of Contents, Quick Facts . 1 Location . Hanover, N .H . Media Information . 2 Founded/Enrollment . 1769/4,200 Nickname . Big Green Colors . Green and White Conference . Ivy League President . Dr . Jim Yong Kim Acting Athletics Director . .Robert Ceplikas Home Field . Red Rolfe Field at Biondi Park (1,300) the opponents 37-42 Dimensions . LF - 325, CF - 403, RF - 340 Press Box . .603-646-6937 Akron, Bethune-Cookman, Boston College, Bradley, Brown, Bucknell . 38 Head Coach . Bob Whalen (Maine ’79) Columbia, Cornell, Hartford, the Dartmouth Record at Dartmouth (Years) . 376-395-1 (20) Harvard, Holy Cross, Illinois . 39 Overall Record (Years) . 376-395-1 (20) experIence 3-12 Long Island, Northwestern, Ohio State,, Office Phone . .603-646-2477 Dartmouth College . -
2019-2020 Counselor's Guide
2019-2020 COUNSELOR’S GUIDE Ohio Independent Colleges and Universities Art Academy of Cincinnati | Ashland University | Aultman College | Baldwin Wallace University | Bluffton University | Capital University Case Western Reserve University | Cedarville University | The Christ College of Nursing & Health Sciences | Cleveland Institute of Art Columbus College of Art & Design | University of Dayton | Defiance College | Denison University | The University of Findlay Franciscan University of Steubenville | Franklin University | Good Samaritan College of Nursing and Health Science | Heidelberg University Hiram College | John Carroll University | Kenyon College | Kettering College | Lake Erie College | Lourdes University | Malone University Marietta College | Mercy College of Ohio | Mount Carmel College of Nursing | Mount St. Joseph University | University of Mount Union Mount Vernon Nazarene University | Muskingum University | University of Northwestern Ohio | Notre Dame College | Oberlin College Ohio Christian University | Ohio Dominican University | Ohio Northern University | Ohio Wesleyan University | Otterbein University University of Rio Grande | Tiffin University | Union Institute & University | Urbana University | Ursuline College | Walsh University Wilmington College | Wittenberg University | The College of Wooster | Xavier University Cover photo provided by: University of Mount Union Table of Contents Why Independent Colleges? 2-3 Denison University 34 University of Northwestern Ohio 54 Frequently Asked Questions 4-5 The University -
2009 Our Big Green Future: Steps Toward Carbon Neutrality At
2009 Our Big Green Future: Steps Toward Carbon Neutrality at Dartmouth College An Environmental Studies 50 Report overseen by Senior Lecturer Karolina Kawiaka: Environmental Studies Dept. Dartmouth College Hanover NH, 03755 27 May 2009 Table of Contents Table of Contents .........................................................................................................................................ii Chapter 1: Introduction and Summary.........................................................................................................1 I. Our Proposal for Dartmouth College....................................................................................................1 II. Background on Climate Change and Carbon Neutrality ......................................................................1 1. What is carbon neutrality? ...............................................................................................................1 2. Why should we be concerned about Climate Change?...................................................................1 3. Peer Institutions Seeking a reduced Carbon Footprint:...................................................................2 III. Our Recommendations:......................................................................................................................2 Chapter 2: Phases.........................................................................................................................................4 I. Phase 1, Part 1: Reducing Load .............................................................................................................4 -
Pathway to a Pre-K-12 Future
Transforming Public Education: Pathway to a Pre-K-12 Future September 2011 This report challenges our nation’s policy makers to transform public education by moving from a K-12 to a Pre-K-12 system. This vision is grounded in rigorous research and informed by interviews with education experts, as well as lessons from Pew’s decade-long initiative to advance high-quality pre-kindergarten for all three and four year olds. The report also reflects work by leading scholars and institutions to identify the knowledge and skills students need to succeed in school and the teaching practices that most effectively develop them. Together, these analyses and perspectives form a compelling case for why America’s education system must start earlier, with pre-k, to deliver the results that children, parents and taxpayers deserve. Table of Contents 2 Introduction 24 Interviewees 6 Envisioning the Future of 25 Sidebar Endnotes Pre-K-12 Education 26 Endnotes 12 Pathway to the Pre-K-12 Vision 29 Acknowledgements 23 Conclusion Introduction More than two centuries ago, as he prepared to retire and attitudes rather than scientific evidence about from the presidency, George Washington counseled the children’s development or their potential to benefit young nation to prioritize and advance public education from earlier educational programs. We know now, because, he wrote, “In proportion as the structure of a from more than 50 years of research, that vital learn- government gives force to public opinion, it is essential ing happens before age five. When schooling starts at that public opinion should be enlightened.”1 Today, kindergarten or first grade, it deprives children of the that our public education system is free and open to chance to make the most of this critical period.