This document discusses the case for continued federal funding of Minority-Serving Institutions (MSIs) for science, technology, engineering, and mathematics (STEM) programs. It notes that $3.5 billion has been allocated to MSIs in recent legislation. The document argues that MSIs deserve funding because they educate many underrepresented minority students, face historical disadvantages in funding, and help close educational gaps in STEM fields. It also claims that MSIs benefit the public good by increasing national competitiveness and stimulating local economies. The document concludes that these reasons answer questions about the rationale for MSI funding while also raising issues for further research.
College Financial Aid Resources for High School Studentsriosalado
It is important to keep in mind that higher education is an investment and there are numerous college financial aid resources that can help make your dream a reality. View this presentation to learn more about college financial aid resources.
College Financial Aid Resources for High School Studentsriosalado
It is important to keep in mind that higher education is an investment and there are numerous college financial aid resources that can help make your dream a reality. View this presentation to learn more about college financial aid resources.
Estas sesiones muestran el camino más práctico y puramente metodológico, para la elaboración del proyecto de tesis ya sea de Maestría o de Doctorado.
Pagina web: http://conasin.web.officelive.com/default.aspx
Estas sesiones muestran el camino más práctico y puramente metodológico, para la elaboración del proyecto de tesis ya sea de Maestría o de Doctorado.
Pagina web: http://conasin.web.officelive.com/default.aspx
Funding Dries Up For Non Profit And Educational Institutions Serving Black Co...Larry Cochran, MBA
Presentation on a proposed study dealing with the funding disparities with non-profit institutions and education systems serving black communities. Presented at Argosy University 8th Annual Business Conference in Sarasota Florida.
How do we measure the economic impact of a better educated and trained U.S. workforce? The McGraw-Hill Research Foundation’s new position paper argues that adult education and career training is potentially one of the most cost-effective tools the U.S. has to recover its economic health in the aftermath of the “Great Recession.”
The paper was written by sector experts Dr. Lennox McLendon, Executive Director, National Council of State Directors of Adult Education and National Adult Education Professional Development Consortium; Debra Jones, California Director of Adult Education and Chair, NAEPDC Research Workgroup, and Mitch Rosin, Editorial Director, McGraw-Hill School Education Group.
In the policy paper, “The Return on Investment (ROI) From Adult Education and Training,” the authors contend that billions of dollars could be earned, saved and pumped back into the struggling economy as a result of investments in effective and efficient workforce development programs.
Dr. Freeman A. Hrabowski, III, president of the University of Maryland, Baltimore County (UMBC), offers practical and scalable solutions to that problem in a new policy paper released by The McGraw-Hill Research Foundation. In the paper, Institutional Change in Higher Education: Innovation and Collaboration, Hrabowski discusses how his institution has addressed the shortage of STEM graduates, particularly among groups that have been underrepresented in these fields, including minorities, women, and students from low-income backgrounds. UMBC has been recognized widely as a leader in higher education innovation. For three years in a row, the U.S. News and World Report America’s Best Colleges Guide has ranked the university number one among “Up-and-Coming” national universities.
Presentación expuesta durante el III Workshop Internacional sobre Equidad en la Educación Superior organizado por la Cátedra UNESCO de Inclusión en la Ed. Superior (Santiago de Chile, 6 noviembre 2010)
Module OverviewLiberal and Market Models of Higher Education AlyciaGold776
Module Overview:
Liberal and Market Models of Higher Education Policy
Module Five focuses on two states, California and Minnesota, as the complexities of higher education policy are examined and the variety of political, social, economic, and environmental factors contributing to the ways in which policies are developed are discussed. These policies, in turn, deeply impact the higher education systems within both states, with a particularly strong influence on funding models for colleges and universities.
Higher Education Policy in California
The California Master Plan for Higher Education guided the development of three campus systems in California: the University of California (UC), California State University (CSU), and California Community Colleges systems (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Nearly four out of five college students in California attend one of the three public education systems and three out of every four bachelor degrees awarded annually are from either the UC or CSU systems (Johnson, 2014). Yet, the state is facing somewhat of an education crisis and Johnson projects a shortfall of one million college graduates by 2025.
In recent years, the historic California model has broken down as the systems have been negatively impacted by the state’s fiscal woes. While colleges and universities have responded to funding cuts by reducing expenses, including cutting administrative costs and hiring more non-tenure track faculty, declines in state support have forced the UC system to increase tuition fees by 50% in three years while CSU fees have increase by 47% in the same period (Johnson, Cook, Murphy, and Weston, 2014). Students are increasingly becoming indebted in order to accomplish their educational goals in California; the average loan amounts among students have risen 36% between 2005 and 2010 (a figure adjusted for inflation) (Johnson, 2014). Hoping to save expenses, many students begin their college educations at California community colleges, which have become so overcrowded that in 2012, 137,000 students could not enroll into at least one class that they needed and community colleges resorted to “rationing” courses (Dellner, 2012). This evidence suggests new changes are needed in the California state system to support students at all levels of enrollment.
In part, California’s steady decreases in higher education funding are a consequence of a need to fund other state services; for example, Johnson (2012) notes that from 2002 to 2012, state expenditures for higher education fell by close to 10% whereas expenditures for corrections and rehabilitation increased by 26%. Historical trends suggest that the state’s priorities began shifting from higher education toward corrections since the 1970s, even though the majority of Californians (68%) opposed spending cuts in higher education to reduce state budget deficits and 62% supported spending cuts in corrections to balance state budgets (Baldassare, Bonner, Pet ...
Module OverviewLiberal and Market Models of Higher Education .docxaudeleypearl
Module Overview:
Liberal and Market Models of Higher Education Policy
Module Five focuses on two states, California and Minnesota, as the complexities of higher education policy are examined and the variety of political, social, economic, and environmental factors contributing to the ways in which policies are developed are discussed. These policies, in turn, deeply impact the higher education systems within both states, with a particularly strong influence on funding models for colleges and universities.
Higher Education Policy in California
The California Master Plan for Higher Education guided the development of three campus systems in California: the University of California (UC), California State University (CSU), and California Community Colleges systems (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Nearly four out of five college students in California attend one of the three public education systems and three out of every four bachelor degrees awarded annually are from either the UC or CSU systems (Johnson, 2014). Yet, the state is facing somewhat of an education crisis and Johnson projects a shortfall of one million college graduates by 2025.
In recent years, the historic California model has broken down as the systems have been negatively impacted by the state’s fiscal woes. While colleges and universities have responded to funding cuts by reducing expenses, including cutting administrative costs and hiring more non-tenure track faculty, declines in state support have forced the UC system to increase tuition fees by 50% in three years while CSU fees have increase by 47% in the same period (Johnson, Cook, Murphy, and Weston, 2014). Students are increasingly becoming indebted in order to accomplish their educational goals in California; the average loan amounts among students have risen 36% between 2005 and 2010 (a figure adjusted for inflation) (Johnson, 2014). Hoping to save expenses, many students begin their college educations at California community colleges, which have become so overcrowded that in 2012, 137,000 students could not enroll into at least one class that they needed and community colleges resorted to “rationing” courses (Dellner, 2012). This evidence suggests new changes are needed in the California state system to support students at all levels of enrollment.
In part, California’s steady decreases in higher education funding are a consequence of a need to fund other state services; for example, Johnson (2012) notes that from 2002 to 2012, state expenditures for higher education fell by close to 10% whereas expenditures for corrections and rehabilitation increased by 26%. Historical trends suggest that the state’s priorities began shifting from higher education toward corrections since the 1970s, even though the majority of Californians (68%) opposed spending cuts in higher education to reduce state budget deficits and 62% supported spending cuts in corrections to balance state budgets (Baldassare, Bonner, Pet.
The annihilation of haiti & the role of the western media for classnsealey
This presentation was part of a doctoral assignment on critical anaysis of presentation of Haiti and the Western Media. This presentation summarizes the types of Western Media's roles in the representation of Haiti, one of the nations in the African diaspora. The song "Forgive Them Father" belongs to Columbia. I do not own any of the clips, photos, or music shown in this compliation. This video was created expressly for EDUC 893 media presentation at George Mason University.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Alphabet soup
1. Nicole J. Sealey
CTCH 792 – A01, Summer 2010
Dr. Jaime Lester, Instructor
George Mason University
ALPHABET SOUP: Making the Case for Federal
Funding of MSIs for STEM in the New Economy
2. AN INTRODUCTION
Terms & Definitions
Issue Under Examination
In the past two years, a total of $3.5B have been
allocated to MSIs:
2008 Higher Education Opportunity Act (HEOA)
reestablished funding for Titles III-V to strengthen MSIs
& established priority funding for programs designed to
increase minority participation in STEM fields
2010 Student Aid and Fiscal Responsibility Act
(SAFRA) allocated $2.55B to MSIs; second largest
beneficiary
All occurred during one of the worse economic
times in American History
3. QUESTIONS
Why are we as a nation setting expectations and
sanctioning programs which target underrepresented
minorities degree attainment and in STEM fields in
particular?
Why are these MSIs singled out rather than all
institutions being equally charged with and supported
for educating underrepresented minority students?
What is the basis for providing large amounts of
funding to MSIs in multiple federal programs?
What does all this say about where American higher
education is headed?
4. THESIS
Although underrepresented minorities attend and are
successful at mainstream institutions, I argue that funding
support for MSIs, which includes:
HBCUs, HSIs, TCCUs, AN/NHIs, and other MMIs; is
appropriate and necessary on the grounds that:
Most MSIs are historically
overburdened, underfunded, and underrated institutions;
MSIs are better prepared to help close the existing
“educational debt” in mathematics and sciences
(Ladson-Billings, 2007) and are more successful at
educating underrepresented students;
Expanding resources at MSIs directly benefits the local
and national public good.
5. EVIDENCE THAT MOST MSIs ARE “HISTORICALLY
DISADVANTAGED INSTITUTIONS”
MSIs are bearing the brunt of the responsibility in
assuring minority student success
First generation/lower socioeconomic attributes
MSIs are among the nation's most financially-
challenged institutions
Historical disparity and treatment of MSIs
Result of having a low income population as a student
base.
MSIs also suffer from both an institutional and
social discrimination because of their affiliation or
mission for serving one or more particular ethnic
groups, they are often perceived as inferior
6. EVIDENCE THAT MSIS ARE “BETTER PREPARED”
& “MORE SUCCESSFUL” AT THEIR CHARGE
Minority-serving institutions by definition
have enrollment and graduation percentages
above parity in relation to local populations of
underrepresented groups. This is achieved
by:
Maintaining „lower‟ admissions standards
Offering developmental programming
Cultivating culturally sensitive academic
programming and ethos
7. EVIDENCE THAT FUNDING MSIs DIRECTLY
BENEFITS THE “PUBLIC GOOD”
MSIs critical to increase national competitiveness:
MSEIP legislation findings: “It is incumbent on the Federal
Government to support the technological and economic
competitiveness of the US… Underrepresentation of minorities
in science and technological fields diminishes our Nation‟s
competitiveness by impairing the quantity of well prepared
scientists, engineers, and technical experts in these fields.”
MSIs maintain symbotic relationships with local
communities (usually urban or remote, lower
socioeconomic status, PoC) that need economic stimulus
Employment of locals, faculty, students; recruitment &
retention
Attracts S, T, R & D industry
Encourages expanded civic engagement that creates a self-
sustaining cycle of economic viability
8. CONCLUSION
Questions are answered; alternative
responses possible.
Implications for Further Research &
Critical Discourse
Diverse goals/populations vs.
accountability/outcomes?
Should federal funds be used for prestige?
Opportunities for collaborative initiatives
between mainstream institutions and
community
Topic: My topic is examination of federal funding of minority-serving institutions when capitalism is exerting such pressures on higher education and state funding is at all time lows.Rationale: Combines interests of institutional culture and enrollment management. Studied codary-style education in the past and this course has allowed me to take a fresh look at trends affecting one grouping, namely, MSIs.
Terms (Provide Appendix A of terms to class. BRIEFLY explain the institutions that qualify as MSIs, the complexity of definition and eligibility.)Issue Under Examination (talk freely, you know your points) in light of the Obama administrations goals of 1 year of college for all Americans by 2020 and charge to increase minority participation among underrepresented students
Why are we as a nation setting expectations and sanctioning programs which target underrepresented minorities degree attainment and in STEM fields in particular? And, if we all agreed that this is a desirable goal, why are these MSIs singled out rather than all institutions being equally charged with and supported for educating underrepresented minority students? And since the institutional focus seems to be debatable, one might question: what is the basis for providing large amounts of funding to MSIs in multiple federal programs? Finally, the overarching question remains: what does all this say about where American higher education is headed?
NATIONAL:(1) “It is incumbent on the Federal Government to support the technological and economic competitiveness of the United States by improving and expanding the scientific and technological capacity of the United States. More and better prepared scientists, engineers, and technical experts are needed to improve and expand such capacity. (2) As the Nation’s population becomes more diverse, it is important that the educational and training needs of all Americans are met. Underrepresentation of minorities in science and technological fields diminishes our Nation’s competitiveness by impairing the quantity of well prepared scientists, engineers, and technical experts in these fields. (3) Despite significant limitations in resources, minority institutions provide an important educational opportunity for minority students, particularly in science and engineering fields. Aid to minority institutions is a good way to address the underrepresentation of minorities in science and technological fields. (4) There is a strong Federal interest in improving science and engineering programs at minority institutions as such programs lag behind in program offerings and in student enrollment compared to such programs at other institutions of higher education” (“Findings” section).LOCAL:MSIs, like mainstream institutions, employ local population to work on campus in a variety of positions. Financial support in expanding facilities and programs will mean some increase in staffing, and employment of local (usually minority owned small) businesses have a potential of new contracts;MSIs attract educated faculty and staff from regional and national locations to fill positions which serves as a basis for stimulating sales of relocating personnel. Although MSIs have challenges with being able to pay faculty adequately, the new funding resources will allow them to recruit and retain qualified faculty who will be better prepared to support and build strong programs at the institutions;MSIs attract students who also are a basis for stimulating sales and housing. Increasing financial aid support through SAFRA, and student success support programs, will mean more students will be able to successfully persist and contribute to local economies for longer periods;Institutions in general attract businesses and corporate interaction which both support education through scholarships, but also provides jobs to recent graduates enticing them to stay in the local area. By increasing funding to STEM fields, this increases business growth, retention, and encourages entrepreneurship in these areas;MSIs also “perform immense amounts of public service in their communities and were doing so long before ‘service learning’ or ‘civic engagement’ became buzzwords on mainstream campuses” (Gasman, 2009, ¶ 15). Increasing SAFRA funding will increase the number of students available to contribute to their communities and STEM funding initiatives, grants, and programs will also encourage the increased college populations to engage in outreach to local students through tutoring and mentorship.
If MSIs are diverse as a group, and the qualifications are stratified based on the specific ethnicity they support, how can the expectations and outcomes be managed and measured among a wide range of science, technology, engineering, and mathematics fields?Since MSIs admittedly enroll significant numbers of Anglo and Asian students (e.g., HSIs Anglo/Asian populations are as much as 50% at large state institutions, and HBCUs like Bluefield in West Virginia has only a 20% Black student population) how does this funding ensure that underrepresented minorities are benefitted alongside their Anglo and Asian counterparts?How do we ensure that federal funds aren’t being used to promote ‘prestige-seeking’ among MSIs but that efforts are focused on achieving the public good?Since the funding resources allocated have been allocated to everything from facilities, to staffing, faculty salaries, to equipment, to student aid in formats which range from institutional grants to Pell Grants how will these institutions be held accountable for outcomes? And are grant reporting lines enough?If MSIs receive these funding incentives, in what ways are mainstream institutions being encouraged to contribute to the public good by increasing the production of underrepresented minority students in STEM fields?