DOCSLIB.ORG

COURSE CATALOG 2018–2019 Table of Contents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

COURSE CATALOG 2018–2019 Table of Contents 3 College Calendar 4 Mission Statement 4 History of Mitchell College 5 Directions to Mitchell College 6 Admission to Mitchell College 9 Financial Aid at Mitchell College 17 Tuition and Fees 22 Student Affairs 25 Athletics 25 Adult and Returning Students 26 General Information 28 Campus Information 30 Academic Information and Standards 33 Definition of Terms 35 Academic Policies and Procedures 44 Requirements for a Mitchell College Degree 47 Academic Support Services 51 First Year Experience 53 Programs and Degree Offerings 53 Bachelor Degrees 54 Associate Degrees 55 The Mitchell Academic Model 70 Course Descriptions 129 Board of Trustees 130 Full Time Faculty Directory 132 Accreditation Statement 133 Index This Course Catalog attempts to present information as accurately and completely as possible. Mitchell College reserves the right to change any of the provisions, statements, policies, curricula, procedures and regulations found in this Course Catalog. College Calendar 2018-2019 Fall 2018 Semester Winter 2019 MiniMester AUGUST JANUARY 22 New Students Move-In/Check-In 3-16 Winter Session - MiniMester Freshman Induction 26 Returning Students Move-In/Check-In 27 Session I, First Day of Classes Spring 2019 Semester Add/Drop Begins JANUARY 29 Convocation 16 All Students Move In/Check In SEPTEMBER 17 Session I, First Day of Classes 3 Labor Day - No Classes, College Offices Add/Drop Begins Closed 21 Martin Luther King, Jr. Day - No Classes, 4 Add/Drop Ends at 5pm College Offices Closed 12 Early Academic Reports Due to Registrar 24 Add/Drop Ends at 5pm 17 Constitution Day FEBRUARY OCTOBER 4 Early Academic Reports Due to Registrar 8 Mid-term Grades Due to Registrar 18 Presidents’ Day - No Classes, 8 Columbus Day - No Classes College Offices Closed 8 Admissions Fall Open House 25 Mid Term Grades Due to Registrar by 9am 12-14 Fall Weekend MARCH 26 Last Day to Withdraw from a Class 4-8 Spring Break Week - No Classes NOVEMBER 29 Last Day to Withdraw from a Class 5 S’19 Registration Begins APRIL 9 Academic Day 1 Registration Begins 12 Reading Day - No Classes 8 Academic Day Veterans Day Observed 9-12 Session I Final Exam Period 13-16 Session I Final Exam Period 12 F’19 Registration Ends 16 S’19 Registration Ends 15 Grades Due to Registrar by 9am 19 Grades Due to Registrar by 9am 18 Session II, 1st Day of Classes 19-23 Thanksgiving Break for Students Add/Drop Begins 26 Session II, 1st Day of Classes 19 Add/Drop Ends Add/Drop Begins 23 Last Day to Withdraw from a Class 27 Add/Drop Ends 24 Academic and Student Affairs 29 Last Day to Withdraw from a Class Awards Ceremony, 1:00pm DECEMBER MAY 11 Reading Day 3 Session II Final ExamDay 12 Session II Final Exam Day 6 Grades Due to Registrar by 9am 14 Grades Due to Registrar by 9am 11 Commencement, 10:00am 3 Mitchell College Mission Statement Mitchell College celebrates and develops the power of unique minds. History of Mitchell College In 1998, the College offered its first baccalaureate program in the area of human development and currently offers four-year degrees in 14 programs of study as well as three associate’s degrees. In 2006, Thames Academy (now Thames at Mitchell College) launched its distinctive post-graduate program on campus, providing college-bound students with learning differences a structured year on a college campus to gain skills for a successful transition to a traditional college. In 2007 Mitchell College officially joined the Division III National Collegiate Athletic Association and was a founding member of the New On September 14, 1938, a group of New London England Collegiate Conference, where they have citizens founded New London Junior College as a earned championship titles across multiple years in private, nonprofit, coeducational, two-year college in many sports. their community. In 1950, the name Mitchell College was officially adopted by the trustees to honor the Mitchell College celebrates a long and proud tra- descendants of the Alfred Mitchell family, principal dition of educating students to discover and build benefactors of the College since its founding. The on their strengths while gaining an appreciation for high quality of Mitchell’s academic program was diversity in thought and the richness of a full life. recognized in 1956 when the College was awarded membership in the New England Association of Schools and Colleges. Taking a leading role in edu- cating students with learning differences, Mitchell established it specialized learning center, now called the Bentsen Learning Center, in 1981. 4 Directions to Mitchell College DIRECTIONS TO MITCHELL COLLEGE From Spring and Hartford From Boston and Providence From Springfield, follow Interstate 91 South to Hart- Proceed South on Interstate 95. ford. Take Route 84 East to Route 2 East to Route 11 in Colchester. After crossing the Gold Star Memorial Bridge over 'SPN4QSJOHGJFMEBOE)BSUGPSE the Thames River in Groton, take Exit 83 to Colman When'SPN the4QS JexpresswayOHGJFME GPMMPX ends,*O UFSTUBUFgo left 4Pfor oneVUI Umile.P) BSUTurnGPSE 5BStreet.LF 3PVUF &BTU UP 3PVUF &BTU UP 3PVUF rightJO$PMDIFTUFS onto route8IFO 85 for UIF13 milesFYQSFTTXBZ into NewFOET London.HPMFft GPSPOFNJMF5VSOSJHIUPOUP3PVUFGPSNJMFTJOUP /FX -POEPO 5VSO SJHIU POUP $PMNBO 4USFFU BOEHPUPTurnUIFF leftOE U IFontoOU VColmanSOMFGU POUP3PVUF #BOL4USStreet to the end. FFU TurnBOEU rightBLFUIFTFDPOESJHIUPOUP.POUBVL onto Colman Street* and go to "theWFO end,VF1 SPDFFENJMFTUPUIF$PMMFHFFOUSBODF5IF then"ENJTTJPOT turn leftBOE'JOBODJBM"JE onto Rout 1 (Bank0GGJDFTBSF Street) andMPDBUFE take theJO )FOSZ)BMMPO1FRVPUTurn left onto Route"WFOVFCZUIFXBUFS 1 (Bank Street andTFEHF take the sec- second right onto Montauk Avenue. ond right onto MontaukAvenue. 'SPN8PSDFTUFS Proceed5BLF3PVUFJO"VCVSO 4PVUIUP&YJU 1.5 miles to the College entrance. The5BL FMFGU POUP3PVUFUP$PMNBO4USFFUBTEFTDSJCFEBCPWFProceed 1.5 miles to the College entrance. The Admissions and Financial Aid Offices are located in Admissions and Financial Aid Offices are located in Henry'SPN #HallPTUPO on BOE1SPWJEFODFPequot Avenue by the water’s edge. Henry Hall on Pequot Avenue by the water’s edge. 1SPDFFE 4PVUI PO *OUFSTUBUF "GUFS DSPTTJOH UIF (PME 4UBS .FNPSJBM #SJEHF PWFS UIF 5IBNFT 3JWFS JO (SPUPO UBLF &YJU UP $PMNBO 4USFFU 5VSO MFGUPOUP $PMNBO 4USFFU UP UIF FOE 5VSO MFGU FromPOUP 3PWorcesterVUF #BOL 4USFFU BOE UBLF TFDPOE SJHIU JOUP .POUBVL "WFOVF 1SPDFFE NJMFT UP UIF Take$PMMFHF Route FOUSBODF5I 395 in Auburn,F "ENJTTJPOTBOE'JOBODJBM"JE South to Exit 77. Take left 0GGJDFTBSFMPDBUFEJO)FOSZ)BMMPO1FRVPU"WFOVF ontoCZUIF RouteXBUFS 85TFEHF to Colman Street as describe above*. 5 5 Admission to Mitchell College Admission Policy Secondary school graduates and students who have Our admissions requirements are designed to help attended post-secondary institutions in other coun- the College select those students best able to benefit tries and are applying for an F-1 Visa are subject to from the educational experiences at Mitchell College. the following procedures: Submission of SAT and/or ACT scores is optional. International students whose native language is not 1. Complete the application for admission. Mitchell English are required to submit the results of the Test College uses the Common Application. of English as a Foreign Language (TOEFL) or pro- 2. Forward an official record of work completed at vide proof of English proficiency. the secondary school attended (and all post-sec- ondary institutions attended) to the Mitchell Col- The Admission Committee reviews all applications lege Admissions Office. They must include a cer- holistically. We admit students without regard to tified translation for all documents in languages race, color, gender, disability, age, sexual orientation, other than English. and national and ethnic origin. The Admissions Re- view Committee is comprised of Admissions staff as 3. Submit evidence that English proficiency is ad- well as members of the College Faculty and Admin- equate to undertake a full academic program at istration. the College. 4. If a student’s native language is not English, s/he Admission to the College must: Students may apply to Mitchell College as either a first-year or transfer student. However, certain pre- a. Submit the official score report from the Test requisite courses are necessary to satisfy degree re- of English as a Foreign Language (TOEFL). quirements. Students may begin classes twice a year, Students must obtain a score of at least 500 fall or spring term. on the written test or a score of 71 IBT on the computer test to be considered for admission. Admission Decision OR If students apply for admission, they will be notified b. As an alternative to taking the TOEFL, in- of their status by a letter. The letter will define the ternational students residing in the United nature of their acceptance and indicate when they States may show evidence of having success- must reply in the form of an advance deposit. De- fully completed an official English Language posits are accepted on-line via our website. A reply School (ELS) Language Center program. The signifying an intention to enroll as a full-time stu- ELS Language Center must forward an official dent takes the form of an advance deposit of $500 for score report to the Mitchell College Admis- resident students and $300 for commuter students. sions Office. The deposit is non-refundable until May 1 for the fall OR semester. The deposit is not refundable for the spring c. They may substitute the Scholastic Aptitude semester. Test (SAT) as an alternative to the TOEFL exam. The official score report must be -for Admission of International Students on F-1 VISA warded from the College Entrance Examina- The College welcomes applications from interna- tion Board directly to the Mitchell College tional students and strongly urges them to com- Admissions Office. plete the application process well in advance of the OR projected date of enrollment.
Recommended publications
  • 2016 List of Colleges to Which Our High School Seniors Have Been Accepted

    2016 List of Colleges to Which Our High School Seniors Have Been Accepted

    2016 List of Colleges to which our High School Seniors Have Been Accepted Bulkeley High School American International College Capital Community College Central CT State University College of New Rochelle Connecticut College Dean College Delaware State University Eastern CT State University Hofstra University Iona College Johnson & Wales University Keene State College Lincoln College of New England Long Island University Manchester Community College Massachusetts College of Liberal Arts Mercy College Pace University Pine Manor College Porter & Chester Trade School Quinnipiac University Rhode Island College Rivier College Sacred Heart University Southern CT State University Southern New Hampshire University SUNY Binghamton College SUNY Plattsburgh SUNY Potsdam SUNY Stony Brook Syracuse University Trinity College Tunxis Community College University of Bridgeport University of Connecticut University of New Haven University of Saint Joseph University of Valley Forge Wentworth Institute of Technology West Virginia State University West Virginia University Western New England University Capital Prep American International College Assumption Bay Path CCSU Clark Atlanta Curry Curry Collge Dean ECSU Fisher Fisher College Hofstra Hussin Johnson & Wales Lincoln College of NE Maryland Eastern Shore Mitchell Morehouse New England College Penn St Penn State Penn Tech Purdue Quinnipiac Rivier Univ SCSU Springfield Suffolk Syracuse UCONN UHART Umass-Amherst Univ of Bridgeport Univ of FL Univ of Maine Univ of New Hampshire Univ of New Haven Univ of Rhode Island Univ of St Joesph Univ of St Joseph Univ of Texas WCSU West VA State Univ Western New England Classical Magnet School American University Amherst College Anna Maria College Assumption College Becker College Bryant University Cedar Crest College Central CT.
  • Ctrides Quarterly Report

    Ctrides Quarterly Report

    Quarterly Report July—September 2016 Quarterly Report July—September 2016 1 Quarterly Report July—September 2016 CTrides.com 1-877- CTrides (287-4337) [email protected] A Service of the Connecticut Department of Transportation 2 Quarterly Report July—September 2016 CTrides: Quarter 3 Activity Summary July—September 2016 The third quarter of 2016 focused primarily on developing a holistic marketing plan for the upcoming year and finished with the first outreach-focused event of the year, CTrides College Month. 2016-2017 Planning During July and August, CTrides took a number of measures to carefully plan out its upcoming year, generating a broad marketing calendar of major campaigns. Planned CTrides marketing and outreach campaigns include: College Month, Kick Off Your Commute, Telework Week, a Winter Campaign, Business Forum, Earth Week, & CTrides Week Using this holistic view of the planned marketing efforts, CTrides then generated a calendar for each individual campaign with specific deliverables and touchpoints that centered around “due dates” for listed tasks. This included everything from concept development, to production and final delivery. This breakdown allowed CTrides to flush out every campaign and be able to transition fluidly from one to the next without missing any crucial dates or deadlines. As the quarter progressed, the focus shifted toward planning a media buy from Fall 2016 through Spring/Summer 2017. Included in this year’s media plan for CTrides is similar elements to what’s been featured in the past, but also some new mediums to continue to diversify the media in order to reach the target viewer in the most effective way possible.
  • Mary Ellen Jukoski

    Mary Ellen Jukoski

    EDUCATIONAL BACKGROUND: Academic Degrees: Ed.D. The University of Memphis, Memphis, Tennessee. Curriculum and Instruction, Higher Education, 1983. Dissertation: “Accreditation of Selected Non-Traditional Colleges and Universities.” M.A. College of St. Rose, Albany, New York. English, 1979. M.S. State University of New York at Albany, Albany, New York. Curriculum Planning and Development, 1974. B.A. College of St. Rose, Albany, New York. English/Secondary Education. Cum Laude, 1973. ADMINISTRATIVE EXPERIENCE: 1995-Present: President, Mitchell College, New London, Connecticut 1994-1995: Acting President and Academic Vice President, Mitchell College, New London, Connecticut 1990-1995: Academic Vice President and Dean of the College, Mitchell College, New London, Connecticut 1988-1990: Assistant Vice President for Academic Instruction, Sacred Heart University, Fairfield, Connecticut 1985-1988: Dean of Continuing Education, Sacred Heart University, Fairfield, Connecticut 1983-1985: Director, University Without Walls Program, Loretto Heights College, Denver, Colorado 1981-1983: Associate Director, National Institute of Mental Health Federal Grant Project, University of Memphis, Memphis, Tennessee 1980-1983: Staff Member, Center for the Study of Higher Education, University of Memphis, Memphis, Tennessee 1980-1981: Program Assistant, Institute for Academic Improvement, Center for the Study of Higher Education, University of Memphis, Memphis, Tennessee 1979-1980: Assistant Executive Dean, World University-Miami, Miami, Florida 1977-1979: Assistant
  • LGBTQIAP+ ETIQUETTE GUIDE and GLOSSARY of TERMS Co-Authored by Luca Pax, Queer Asterisk and the Vibrant Staff (2016, 2017)

    LGBTQIAP+ ETIQUETTE GUIDE and GLOSSARY of TERMS Co-Authored by Luca Pax, Queer Asterisk and the Vibrant Staff (2016, 2017)

    LGBTQIAP+ ETIQUETTE GUIDE and GLOSSARY OF TERMS Co-authored by Luca Pax, Queer Asterisk and The Vibrant Staff (2016, 2017). www.queerasterisk.com www.bevibrant.com Sex, gender, and sexuality can be complicated subjects, and are deeply personal. Sex is comprised of our primary and secondary sex characteristics, anatomy, and chromosomes, and is separate from gender identity or expression. Gender identity can be described as an innermost understanding of self, and gender expression is how we embody or communicate who we are to the world. Sexual orientation is who we choose to be close with, and how. Sex does not always inform gender, and gender does not always inform sexuality. None of these categories exists solely on a continuum of male to female, or masculine to feminine, and people have non-binary genders and sexualities, as well as intersex, agender, and asexual identities. People with sex, gender, or sexuality identities that dominant society regards as “normative,” i.e. male or female, cisgender, or heterosexual, may have not actively thought much about how they define or claim their identities, because they have not had to. Many people whose identities are marginalized by society experience erasure and invisibility because they are seen as non- normative. This glossary of terms related to sex, gender, and sexuality is neither exhaustive nor absolute. Language and concepts of identity are constantly evolving, and often differ amongst intersections of race, class, age, etc. Many of these terms, as well as the communities that use them are White-centered. Everyone has a right to self-define their identities and have access to validating terminology that others will use to respect who they are.
  • Code Gray.Pub

    Code Gray.Pub

    Written by Christine Mitchell, RN, FAAN and Ben Achtenberg with a historical commentary by Susan Reverby, PhD and assistance from Joan Sawyer and Karen Wolf, RN, MS Contents INTRODUCTION ....................................................................................... 3 Background ............................................................................................3 Synopsis of the Film ..............................................................................3 Suggested Uses .......................................................................................4 Scheduling ..............................................................................................4 FILM AS A TOOL FOR DISCUSSION .......................................................4 WHAT IS NURSING ETHICS? ...................................................................5 GLOSSARY ...................................................................................................5 SOME GENERAL DISCUSSION QUESTIONS ........................................6 CASE 1: BENEFICENCE ............................................................................7 Description of the Case .........................................................................7 The Principle: Beneficence ...................................................................7 Questions for Discussion ......................................................................8 CASE 2: AUTONOMY ................................................................................9 Description
  • Arbitrator Resource Guide for Virtual Hearings Table of Contents Introduction

    Arbitrator Resource Guide for Virtual Hearings Table of Contents Introduction

    FINRA Dispute Resolution Services Arbitrator Resource Guide for Virtual Hearings Table of Contents Introduction ............................................................................................................................................ 2 Getting Started ........................................................................................................................................ 2 What You Need ................................................................................................................................... 2 Additional Considerations for Virtual Hearings ........................................................................................ 2 Fairness and Impartiality...................................................................................................................... 2 Confidentiality and Security ................................................................................................................. 2 Technology Challenges ........................................................................................................................ 3 Preparing for the Virtual Hearing ............................................................................................................. 3 Note to the Chairperson ...................................................................................................................... 3 Commencing the Virtual Hearing ............................................................................................................
  • Respect Rigor Results Performance Record

    Respect Rigor Results Performance Record

    Post-Secondary Plans Class of 2020 RESPECTStatement of Core Values and Beliefs: Avon High School is a student- 94% centered commun ty that empowers i enrolled directly in each member to engage in authentic an accredited and substantive learning, develop college or university 2Yr effective leadership, and demonstrate College humane character. PostGrad/other 4Yr Employment College community 4 Year College 86% Avon, CT is a picturesque New England 2 Year College 8% village that grew up along the wooded Employment 2% banks and meadow plains of the RIGORAvon High School is among the most PostGrad/Other 4% Farmington River. Avon is recognized as competitive high schools in the State of Connecticut. 80 one of the most outstanding communities GPA Class of 2020 for education in the State of Connecticut. Our community prides itself on its level 6 semesters of scholarship and involvement in co- curricular programs and activities. Nearly 80% of the student body avon schools Our Mission: To inspire in each student participates in athletics, with a strong a joy and passion for learning and a record of advancement to conference commitment to excellence, personal and state championships. Fine and integrity, and social responsibility. Performing Arts thrive at Avon High School. More than half of the student population participates in choral, instrumental, and art competitions. DISTRICT OFFICIALS Avon’s students participate in a broad Superintendent - Dr. Bridget Heston Carnemolla range of special interest and service- Assistant Superintendent - Dr. Donna Nestler-Rusack focused clubs and activities. SCHOOL OFFICIALS Principal Michael Renkawitz High 4.95 Median 3.64 Low 1.48 Assistant Principal Dr.
  • Your Guide to Business Gift Etiquette Reduce Your Holiday Hosting Risk

    Your Guide to Business Gift Etiquette Reduce Your Holiday Hosting Risk

    November–December 2019 Your guide to Charitable business gift gift giving etiquette Your holiday Reduce your business rush holiday hosting survival guide risk Best holiday quiz ever! From the f irm A season of giving… ere we are at the tail end of the year. And that • A new take on milk and cookies—If your family H means it’s time to get things wrapped up so wants to serve up something a little different for you can breathe easy and enjoy this special season. Santa or just enjoy a seasonal sweet treat, dive Be sure to check out our year-end tips to help you. into our recipes. Then it’s time to unwrap some holiday cheer, starting Of course, business doesn’t completely stop at with everything this issue has to offer…including the holidays, and you probably have more than these holiday goodies: a few work-related gatherings and gifts on your • ’Tis the season for giving to friends, family and list. To help you get through everything as grace- coworkers. We keep you updated on the most fully as possible, check out our holiday etiquette current charitable giving and gift rules. for business. • Hosting tips to ensure everyone can enjoy Wishing you a wonderful holiday season! holiday cheer safely. • Take your guests for a trip around the globe Sincerely, this holiday with our festive quiz. Your trusted advisors 2 | NOVEMBER–DECEMBER 2019 In this issue November–December 2019 Features 4 4 • Your guide to business gift etiquette ’Tis the season for generosity and showing others appreciation.
  • Medical Ethics in Peacetime and Wartime: the Case for a Better Understanding

    Medical Ethics in Peacetime and Wartime: the Case for a Better Understanding

    International Review of the Red Cross (2013), 95 (889), 189–213. Violence against health care doi:10.1017/S1816383113000775 Medical ethics in peacetime and wartime: the case for a better understanding Vivienne Nathanson Vivienne Nathanson qualified in medicine at the University of London in 1978. She is Director of Professional Activities at the British Medical Association, and is responsible for public health, human rights, medical ethics, international affairs, medical education, and many other areas. She writes and lectures extensively on ethics, human rights, and public health, contributing chapters to books and e-learning resources on the same areas. She is currently an honorary Professor in the School for Health at the University of Durham. She was recently called as an expert witness to the public enquiry into the death in UK custody of Baha Mousa, and to the public enquiry into the use of contaminated blood products in Scotland (the Penrose Enquiry). Abstract Health-care workers face ethical dilemmas in their decision-making in every clinical intervention they make. In times of armed conflict the decisions may be different, and the circumstances can combine to raise ethical tensions. This article looks at the tensions in peacetime and in times of armed conflict and examines the types of cases that doctors and other health-care workers will face. It also discusses the common ethical decision-making framework and the role of communication within both clinical care and ethical analysis. © icrc 2014 189 V. Nathanson Keywords: ethical dilemma, ethical analysis, decision making, consent, confidentiality, communication, trust. Health-care workers worldwide follow the same ethical codes and principles, developed to protect patients from abuse and to make clear the limits that those professionals will apply to their decision-making.
  • Catalog of Services Consulting Services Learning & Development Workshops

    Catalog of Services Consulting Services Learning & Development Workshops

    Catalog of Services Consulting Services Learning & Development Workshops For more information: Florida Institute of Government University of Central Florida College of Community Innovation (407) 882-3960 and Education www.iog.ucf.edu 12443 Research Parkway, Ste. 402 [email protected] Orlando, FL 32826-3282 Mari Rains, Director [email protected] Consulting & Technical Assistance Services Did you know that in addition to offering Training & Development Workshops the UCF Institute of Government also offers consulting services? Technical Assistance Services: Charter review Advisory Board Training Community Visioning/Strategic planning Meeting facilitation services Citizen Surveys Records management plans IT plans Tree inventories Process Improvement Performance Measurement & Benchmarking Conference Planning & Coordination HR, OD & Talent Management Services: HR Compliance Audits Developing or revising employee policy manuals, procedures, & managers’ handbooks Updating job descriptions Designing hiring procedures, including recruitment, interviewing & selection Developing performance appraisal systems Establishing performance coaching & improvement systems Investigating employee complaints & grievances Mediation & interventions between supervisors & staff Employee Morale/Climate Surveys Conducting Exit Interviews Succession Planning Leadership Assessments Team Assessments Leadership Coaching Competency Modeling Career Pathing Organization Development Change Management Strategies Facilitating Strategic Planning Sessions:
  • Research Within the District

    Research Within the District

    Instruction AR 6162.8(a) RESEARCH WITHIN THE DISTRICT Criteria and Guidelines for Approval of Research Studies 1. Criteria for approval of research studies within the district include the following: The research study should: a. Have the potential of immediate or ultimate value to the district. Research which offers no apparent benefit to the district at some level cannot be supported. b. Not disrupt or significantly interfere with student instructional duties and teaching or other staff duties. c. Be devoid of any procedure or element that might cause confusion, or interfere with student learning. d. Avoid duplication of existing data or literature and address relevant educational problems or issues. 2. In addition, the following guidelines must be met: a. Proposed research should be acceptable to the local community. Research which may be perceived as infringing on privacy, wasteful of money or resources, destructive or inhumane, or detrimental to community values would be unacceptable. b. The researcher must agree in writing to follow district procedures in conducting research. c. The district reserves the right to withhold permission to conduct research within the district. Further, the district may at any time terminate, disallow, or disapprove of any research or research procedure involving district personnel, students, or other district resources. d. No individual assessment/testing may be conducted with students without first obtaining informed student/parental consent in writing. This means the parent must be told what test(s) will be administered, what information will be obtained, why the test(s) will be administered, and what will be done with the results. In the case of federally funded projects requiring Federal Wide Assurance, all eight elements of the Informed Consent procedure must be met prior to review and approval.** AR 6162.8(b) RESEARCH WITHIN THE DISTRICT (continued) e.
  • 2018 Connecticut Higher Education System Data and Trends Report

    2018 Connecticut Higher Education System Data and Trends Report

    Office of Higher Education 2018 Connecticut Higher Education System Data and Trends Report Enrollment Admissions Graduation Rates Tuition & Fees Endowment State Funding Instructional Expenses Faculty and Staffing Student Financial Aid 450 Columbus Blvd., Hartford, CT 06103-1841 860-947-1801 www.ctohe.org Table of Contents 2018 Connecticut Higher Education Trends Enrollment 1-13 Admissions 14-15 Graduation Rates 16-19 Tuition and Fees 20-23 Endowment 24-26 State Funding 27-29 Instructional Expenses 30-34 Faculty and Staffing 35-38 Student Financial Aid 39-43 Appendix I - X 44-54 This report, produced by the Division of Finance and Administration of the Office of Higher Education, is an annual publication required by Public Act 12-10. For questions, please contact Keith Norton or Scott Ciecko, Division of Finance and Admin- istration, (860) 947-1842. Higher Education Statistics Enrollment Connecticut Higher Education Fall FTE Enrollment 2009-2018 180,000 160,000 140,000 120,000 42.2% 45.5% 100,000 80,000 60,000 40,000 57.8% 54.5% 20,000 0 09-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 18-19 Total Public Total Independent Public FTE Enrollment Independent FTE Enrollment 100,000 80,000 80,000 60,000 60,000 40,000 40,000 20,000 20,000 0 0 09-10 11-12 13-14 15-16 17-18 09-10 11-12 13-14 15-16 17-18 Public FTE Enrollment Independent FTE Enrollment Although still under 50% of total FTE Enrollment as a percent of total students enrolled, enrollment at independent institutions continues to increase as a percent of total students enrolled at Connecticut institutions.