Brevard Community College BCC POLICY STATEMENT of NON-DISCRIMINATION EQUAL ACCESS/EQUAL OPPORTUNITY
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State-Supported Higher Education Among Negroes in the State of Florida
Florida Historical Quarterly Volume 43 Number 2 Florida Historical Quarterly, Vol 43, Article 3 Number 2 1964 State-Supported Higher Education Among Negroes in the State of Florida Leedell W. Neyland [email protected] Part of the American Studies Commons, and the United States History Commons Find similar works at: https://stars.library.ucf.edu/fhq University of Central Florida Libraries http://library.ucf.edu This Article is brought to you for free and open access by STARS. It has been accepted for inclusion in Florida Historical Quarterly by an authorized editor of STARS. For more information, please contact [email protected]. Recommended Citation Neyland, Leedell W. (1964) "State-Supported Higher Education Among Negroes in the State of Florida," Florida Historical Quarterly: Vol. 43 : No. 2 , Article 3. Available at: https://stars.library.ucf.edu/fhq/vol43/iss2/3 Neyland: State-Supported Higher Education Among Negroes in the State of Fl STATE-SUPPORTED HIGHER EDUCATION AMONG NEGROES IN THE STATE OF FLORIDA by LEEDELL W. NEYLAND TATE-SUPPORTED HIGHER EDUCATION among Negroes in s Florida had its beginning during the decade of the 1880’s. The initial step in this new educational venture was taken by Governor William D. Bloxham who, during his first administra- tion, vigorously set forth a threefold economic and social program. In his inaugural address he declared that in order to promote the interest, welfare, and prosperity of the state, “we must in- vite a healthy immigration; develop our natural resources by se- curing proper transportation; and educate the rising generation.’’ 1 He promulgated this combination as “the three links in a grand chain of progress upon which we can confidently rely for our future growth and prosperity.’’ 2 During his four years in office, 1881-1885, Governor Blox- ham assidiously endeavored to implement his inaugural pledges. -
鋢茚t茜 U苌闱 Ia U蓆躻 by Xw鈜t鄚汕
The Ipet-Isut Historical Preservation Foundation Presents à{ VÉÅÅxÅÉÜtà|Çz à{x HC TÇÇ|äxÜátÜç UÜÉãÇ iA UÉtÜw by Xwâvtà|ÉÇ ATTORNEY CHARLES HAMILTON HOUSTON THURGOOD MARSHALL, SUPREME COURT JUSTICE ATTORNEY WILLIAM MEREDITH HOLLAND You have a large number of people who never heard of Charlie Houston. But you're going to hear about him. That man was the engineer of all of it... if you do it legally, Charlie Houston made it possible.... -- Thurgood Marshall Historical Timeline of Black Education in Palm Beach County Florida Researched and Edited by Kimela I. Edwards Ineria E. Hudnell Margaret S. Newton Debbye G. R. Raing Copyright © 2004 The Ipet-Isut Historical Preservation Foundation All Rights Reserved “Discrimination in education is symbolic of all the more drastic discrimination in which Negroes suffer. In the American life, the equal protection clause in the 14th Amendment furnishes the key to ending separate schools.” Charles Hamilton Houston Brown itself is made up of five cases. This collection of cases was the culmination of years of legal groundwork laid by the National Association for the Advancement of Colored People (NAACP) in its work to end segregation. None of the cases would have been possible without individuals who were courageous enough to take a stand against the segregated system. Briggs v. Elliot The Briggs case was named for Harry Briggs, one of twenty parents who brought suit against R.W. Elliot, the president of the school board for Clarendon County, South Carolina. Initially, parents had only asked the county to provide school buses for the Black students as they did for Whites. -
Financial Aid & Scholarships
atalo C2011-2012 g Mission Statement Our Vision B revard Community College is committed to Being our Community’s Center for • Quality Teaching and • Lifelong Learning Our Mission To engage our diverse population in quality, accessible, learning opportunities which successfully meet individual and community needs. B revard Community College fulfills its mission by offering the following: 1. Undergraduate Studies and Associate Degrees to pursue a Baccalaureate Degree. 2. Technical and vocational training for Associate Degrees and Certificates for entering the workforce, improving professional skills, and developing new competencies. 3. Instructional support services such as advisement and career guidance. 4. Activities supporting cultural enrichment, economic development, sports, wellness and quality of life. 5. Workshops and classes for personal growth, developmental instruction, and lifelong learning. Our Philosophy The College embraces the following key values and beliefs: 1. RESPECT FOR THE INDIVIDUAL (COURTESY/CIVILITY): Central to our philosophy is respect for the individual, manifested through courtesy and civility in every endeavor. 2. CONTINUOUS IMPROVEMENT/PROFESSIONAL COMPETENCE: Recognizing that we exist in a dynamic environment, we foster innovation to promote continuous improvement in student, employee, and organizational development. 3. PASSION FOR LEARNING: As an educational catalyst, the College sparks the flame of human curiosity by creating an environment to ignite and sustain a passion for lifelong learning. 4. LEADERSHIP, EMPOWERMENT, INTEGRITY: We value leadership styles that engender trust and confidence, and that empower people to make sound decisions. 5. TEAMWORK, SENSE OF BELONGING: We encourage a sense of belonging by employees and students through promoting an atmosphere of teamwork that embraces the college’s mission and goals. -
Trustee Manual
Florida College System Trustee Manual 2nd Edition, September 2013 TABLE OF CONTENTS Introduction.............................................................................................................................................. 3 1 The Florida College System ................................................................................................................ 5 1.1. History of the System ........................................................................................................... 6 1.2. Facts at a Glance .................................................................................................................... 8 1.3. Colleges and Presidents ..................................................................................................... 10 1.4. Key Contacts- Division of Florida Colleges ................................................................... 14 2 Florida College System Governance ............................................................................................... 15 2.1. Florida College System Governance ................................................................................ 16 2.2. Graphic Representation of Florida Higher Education Governance ........................... 17 2.3. Current Florida Statutes Regarding the FCS .................................................................. 18 2.4 Selected Statutory Provisions Related to Finance and Finance Related Charts ........ 25 2.5. Florida State Board of Education .................................................................................... -
Montgomery College Catalog Volume 71 • 2021-2022
Montgomery College Catalog Volume 71 • 2021-2022 Students who plan to graduate from Montgomery College should select one catalog during their enrollment and follow the curriculum outlined in that catalog, provided they graduate within seven years of the catalog chosen. Montgomery College's online catalog, located on the Official Policies and Documents page of the College's website at www.montgomerycollege.edu/catalog, is the official version of this document. In the case of conflicts between the printed catalog or other versions of the catalog and the Official Policies and Documents page of the website, the material on the online page shall control. 240-567-5000 Mission Statement Our Mission We empower our students to change their lives, and we enrich the life of our community. We are accountable for our results. Our Vision With a sense of urgency for the future, Montgomery College will be a national model of educational excellence, opportunity, and student success. Our organization will be characterized by agility and relevance as it meets the dynamic challenges facing our students and community. Our Values Excellence / Integrity / Innovation / Diversity / Stewardship / Sustainability Adopted by the Montgomery College Board of Trustees, June 20, 2011 2 Message From The President Welcome to the Montgomery College family! A Montgomery College education is about liberating your hopes and dreams and turning them into tangible goals. By fortifying yourself with an education, you make a commitment to empower yourself and, in turn, your whole family. This is not, and will not be, a solo venture. Your successes, and your challenges, are shared by so many around you: your family, your friends, your classmates, your professors, and your Montgomery County community. -
OBJ (Application/Pdf)
A SURVEY OF A SELECTED NUMBER OF NEGRO JUNIOR COLLEGES AND THEIR LIBRARIES A THESIS SUBMITTED TO THE FACULTY OF ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN LIBRARY SERVICE BY ELLEN CORINNE SIBLEY SCHOOL OF LIBRARY SERVICE ATLANTA UNIVERSITY ATLANTA, GEORGIA AUGUST, 1962 -4 * \> /:* TABLE OF CONTENTS Page LIST OF TABLES iii Chapter I. INTRODUCTION 1 Purpose and Scope Methodology II. AN ANALYSIS OF INFORMATION ON THE NEGRO JUNIOR COLLEGE AND ITS LIBRARY 10 An Analysis of the Negro Junior College Objectives Organization Junior College Curricula Analysis of the Negro Junior College Library Personnel Library Relationships Finance Library Services Materials Collections Physical Facilities III. SUMMARY AND CONCLUSIONS 43 APPENDIX 51 BIBLIOGRAPHY 56 ii LIST OF TABLES Table Page 1. Distribution, of Negro Junior Colleges in Eight Southern States by State. 5 2. Distribution of Negro Junior Colleges in Seven Southeastern States by State and Control 13 3. Organization of Negro Institutions as Junior Colleges by Institution and State 14 4. College Preparatory Curricula Offerings by Negro Junior Colleges by Number of Institutions and State ... 20 5. Vocational and Terminal Curricula Offerings by Negro Junior Colleges by Number of Institutions and State ... 22 6. Librarians' Experience, and Number of Years in Present Position 25 7. Number and Status of Library Staff by Junior College .. 29 8. Salary Ranges of Nine Negro Junior College Librarians . 29 9. Total Library Budget Reported for the Period 1959 to 1961 34 10. Book Budget Reported For the Period 1959 to 1961 34 11. Total Number of Volumes in Collections of Nine Negro Junior Colleges by Classification and Number ... -
2016 Fact Book
THE FACT BOOK REPORT FOR THE FLORIDA COLLEGE SYSTEM Compiling the fact book begins in the fall with completion being the early part of the following year. 2016 FloridaFlorida C Collegeollege System System Table of Contents Foreword Table of Contents Florida College System Florida College Funding Policy Introduction Student Information [1 Fall Headcount Enrollment [2 Annual Headcount Enrollment [3 FTE Enrollment [4 Program Enrollment [5 Credit Program Completions [6 Employee Information [7 Financial Information PART 1: Fall Headcount Enrollment 1.1F Fall Headcount Enrollment: Full-Time/Part-Time, Beginning-of-Term Fall 2015-16 1.2F Race/Ethnicity Fall Headcount Enrollment: Beginning-of-Term Fall 2015-16 1.3T Fall Headcount Enrollment: Full-Time/Part-Time by Ethnicity and Gender, Beginning-of-Term Fall 2015-16 1.4T Fall Headcount Enrollment: Colleges by Ethnicity and Gender, Beginning-of-Term Fall 2015-16 1.5F Fall Headcount Enrollment: Beginning-of-Term Fall 2011-12 through Fall 2015-16 1.6F Race/Ethnicity Fall Headcount Enrollment: Beginning-of-Term Fall 2011-12 through Fall 2015-16 1.7T Fall Headcount Enrollment: Full-Time/Part-Time by Age Ranges, Beginning-of-Term Fall 2015-16 FloridaFlorida C Collegeollege System System PART 2: Annual Headcount Enrollment 2.1F Annual Student Headcount: 2010-11 through 2014-15 2.2T Annual Unduplicated Student Headcount Enrollment by College, 2014-15 2.3T Annual Unduplicated Student Headcount Enrollment by College, 2010-11 through 2014-15 2.3.1T - Students Served - Lower Division/Non-Credit 2.3.2T - -
University of Florida Thesis Or Dissertation Formatting
PUBLIC 4-YEAR COLLEGE AND UNIVERSITY FINANCE: EQUALITY OF STATE FINANCIAL SUPPORT TO PUBLIC HISTORICALLY BLACK COLLEGES AND UNIVERSITIES By CHRISTOPHER WEAVER A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2018 © 2018 Christopher K. Weaver To my mother, Dianne Weaver, without her none of this would be possible. ACKNOWLEDGMENTS I would like to acknowledge my dissertation Chair and Co-Chair Dr. David Hedge and Dr. Sharon Austin. I would also like to acknowledge my committee members Dr. Lynn Leverty, Dr. Beth Rosenson, and Dr. Paul Ortiz. This also would not be possible if it wasn’t for the support of the University of Florida’s Office of Graduate Minority Programs administered by Dean Henry Frierson, Dr. Tyisha Hathorn, Earl Wade, and Sarah McLemore. I must also acknowledge Florida A&M University, for this illustrious institution is the inspiration of this study, the provider of my doctoral fellowship, and the institution that helped mold me into the man that I am today. FAMU taught me how to do more with less, that excuses are tools of the incompetent, and the meaning of “Excellence with Caring.” I would also be remised if I did not acknowledge the greatest fraternity ever organized, The Omega Psi Phi Fraternity Incorporated. Through my association with this fraternity, I was able cultivate life long friendships with brothers who inspired me to be great. These brothers included but are not limited to: Tallie Brinson, Dr. Terrell Coring, Robert Little, Malachi Green, Reynaldo Russell, Riccardo Jean, Gregory Boler, Quinton Stroud, Quinton Strother, Derrick Heck, Zeddrick Barber, Omari Crawford, Brian Freeman, Jared Fields, Bradford Moye, Royle King, and Iman Sandifer. -
ACCREDITED Higherinstinmons---ALABAMA , 5
= - ..- _ag ., 5 9o ACCREDITEDHIGHER t .... .. INSTITUTIONS ..,. if . io j. -fta 1952 -1 v -4; By THERESABIRCHWILKINS ResearchAssistant DivisionofiligherEducotion Officeof Education BULLETIN1952, No. 3 .6 =7- 1 a FMERALSECURITYAGENCY OscarR. Ewing,Administrator OFFICEOF EDUCATION Earl JamesMc Gath,Commissioner UNITIDSTATIS 1 GOVERNMENT PRINTINGOFF1Cg WASHINGTONsItS2 INIMINANAAANAgr & ,.._,-- ININIINMIMMINMEINNIMMINIM.O.N EI V. - per sok by theSuperintendent of .E Documents, U.S. GoveramtPrinting Office, ..-- S [ Washington 2,D. C. i°mD Price 35cents `cs " FOREWORD Ism INQE1917 the Officeof Educationhas publishedat approxi. mately4-year intervalsacompilation ofthe lista of institutions accredithd byNation-wideregional,ezadtate accreditingagen- cies.This editionsthe ninth inthe series,the lastpreviousedition havingbeen issuedfor theyear1948. The bulletinisa sourceof ref- erencefor educationalofficers andstudents)desiringinformationabout theaccieditedstatus of institutionsof highereducation.Agencies *lb of theFederalgovernmentusethe bulletinconstantlyin various phases of theirwork. AccreditationbyNation-wide)andregionalagencies hasbeen indicated inthe annualpublicationEducation Diredorg7Part 3:Higher : Educationforanumberofyears.Accreditation byStateagencies ddesnot lend itselfto such frequentreporting andis not includedine annualdirectory butis carriedin thisbulletin. This bulletinbrings togetherlistkfurnishedbyprofessional, regicinal, and StateaccreditingagenciesazofFebruary,i1952. BUELL G.GALLAGHER, A8si4antComminionerfor HigherEducation. -
Equal Protection of the Laws in Public Higher Education
i;J fJ r~ -~ ., Thurgood Marshall Law Library 7 The University of Maryland School of Law "'t9 -f) ~,t UNITEDSTATES. -: COMMISSIONON CIVIL RIGHTS :t .,_·~ 9 9 ~\,-Wt ti =gj ~UAL PROTECTIONOF THE LAWS : IN !JsucHIGHER EDUCATION .,,,t - 1960 -i."t i:it tt•- MEMBERS OF THE COMMISSION JOHN A. HANNAH, Chairman REV. THEODORE M. HESBURGH, C.S.C. ROBERT G. STOREY, Vice Chairman GEORGE M. JOHNSON DOYLE E. CARLTON ROBERT S. RANKIN Staff Director, GORDON M. TIFFANY Deputy Staff Director, BERL I. BERNHARD EQUALPROTECTION OF THE LAWSIN PU.BLICHIGHER EDUCATION, 1960 CONTENTS Page Letter of Transmittal_ _ _ _ _ __ _ __ __ _ _ __ _ _ _ __ __ _ _ __ _ __ _ _ _ __ _ _ __ _ __ _ __ _ ix Acknowledgments_________________________________________________ x Introduction_____ _ _ _ _ _ __ __ __ _ __ _ _ __ _ _ _ _ __ _ __ __ _ _ __ _ _ _ _ __ _ __ __ _ _ __ xi PART I. SEGREGATION IN PUBLIC HIGHER EDUCATION IN THE SOUTHERN STATES BEFORE 1954____________ 1 Chapter 1. The Origin and Development of Segregated Colleges________ 2 Education for Negroes in the Pre-Civil War Period_________ 2 The Era of Reconstruction______________________________ 3 The Establishment of Publicly Controlled Colleges for Negroes_ 5 The Legal Basis of Racial Segregation in Southern Colleges__ 9 Chapter 2. The "Separate but Equal" Doctrine and Its Evolution______ 12 The Rule of the Plessy Case_____________________________ 12 Separate but UnequaL_________________________________ 13 Tuition Grants and the First Challenges to Segregation_____ 14 Equality Requires Educational Opportunity Within the State_______________________________________________ 17 Equality Will Brook No Delay___________________________ 23 The Southern Regional Education Compact_______________ 26 The Quality of Equality_________________________________ 28 Equality of Treatment After Admission___________________ 33 Separate Undergraduate Colleges: Convenience and Cost as Factors in Equality___________________________________ 37 PART II.