A presentation based off of my own research on successful students, and from relevant literature on vocational and career-technical education (Mitchell and Ryan 2008; University of California, Riverside).
r_ j- 1 Th »,1Forging 21st Century Partnerships .docxanhlodge
r_ j- 1 Th »,
1
Forging 21st Century Partnerships
with Community Colleges
Glennda M . Bivens, Frankie Santos Laanan, & Lyn A . Brodersen
What happens to youth after they leave high school? Com munity colleges share common
goals with Extension and Outreach through land-grant universities and can partner in
educating diverse citizens to benefit individuals and communities.
W hile Cooperative Extension formally links research and practice through land-grant
institutions and youth-centered programs such
as 4-H, are there missed opportunities for further
developing students and communities through
com m unity colleges? Extension and Outreach
and com m unity colleges, working together, have
the potential to transform communities. How can
com m unity colleges complement the Extension
and Outreach mission?
Population migration poses unique challenges to
Extension and Outreach in traditionally rural and
agricultural states. For example, between 2000
and 2oro, while the population of Iowa increased
by 4.1 percent, rural populations decreased by
5.4 percent, and urban areas experienced a ro.r
increase (Swenson, 2or3). Essentially, residents of
rural areas are migrating to urban areas in search
of jobs and educational opportunities. Given this
reality, it is im portant to meet communities where
they are. One of the ways is through partnering
with com m unity colleges.
Land-grant institutions are unique because of their
mission to provide education to historically-mar
ginalized and first-generation populations as well
to provide community empowerment through
research and Extension in the community. Many
informal educational opportunities are under the
umbrellas of 4-H or youth development through
land-grant institutions. What happens to 4-H youth
who attend community college after high school?
Why Community Colleges?
The mission of community colleges has been to
offer open access to postsecondary education by
providing educational opportunities that meet
the needs of the local community (Cohen, Brawer,
& Kisker, 2or3). Due to changing student demo
graphics and the increasing demands on commu
nity colleges, these institutions play a critical role
in educating and training 2rst century workers in
high-wage, middle-skill career and technical edu
cation fields (Compton, Laanan, & Starobin, 2oro;
Laanan, Starobin, Compton, & Freidel, 2009). Also,
more women and historically underrepresented
individuals are choosing to start their postsecond
ary education at a community college with the
aspiration to transfer to a four-year college (Bragg,
2001). In 2012, 45 percent of all undergraduates, or
7.2 million students, were enrolled in community
colleges. Community college students come largely
from historically-marginalized groups such as low-
income, first-generation, females, students from
underrepresented racial and ethnic backgrounds,
and students over 25 years old.
There are a number of reasons that c.
A presentation based off of my own research on successful students, and from relevant literature on vocational and career-technical education (Mitchell and Ryan 2008; University of California, Riverside).
r_ j- 1 Th »,1Forging 21st Century Partnerships .docxanhlodge
r_ j- 1 Th »,
1
Forging 21st Century Partnerships
with Community Colleges
Glennda M . Bivens, Frankie Santos Laanan, & Lyn A . Brodersen
What happens to youth after they leave high school? Com munity colleges share common
goals with Extension and Outreach through land-grant universities and can partner in
educating diverse citizens to benefit individuals and communities.
W hile Cooperative Extension formally links research and practice through land-grant
institutions and youth-centered programs such
as 4-H, are there missed opportunities for further
developing students and communities through
com m unity colleges? Extension and Outreach
and com m unity colleges, working together, have
the potential to transform communities. How can
com m unity colleges complement the Extension
and Outreach mission?
Population migration poses unique challenges to
Extension and Outreach in traditionally rural and
agricultural states. For example, between 2000
and 2oro, while the population of Iowa increased
by 4.1 percent, rural populations decreased by
5.4 percent, and urban areas experienced a ro.r
increase (Swenson, 2or3). Essentially, residents of
rural areas are migrating to urban areas in search
of jobs and educational opportunities. Given this
reality, it is im portant to meet communities where
they are. One of the ways is through partnering
with com m unity colleges.
Land-grant institutions are unique because of their
mission to provide education to historically-mar
ginalized and first-generation populations as well
to provide community empowerment through
research and Extension in the community. Many
informal educational opportunities are under the
umbrellas of 4-H or youth development through
land-grant institutions. What happens to 4-H youth
who attend community college after high school?
Why Community Colleges?
The mission of community colleges has been to
offer open access to postsecondary education by
providing educational opportunities that meet
the needs of the local community (Cohen, Brawer,
& Kisker, 2or3). Due to changing student demo
graphics and the increasing demands on commu
nity colleges, these institutions play a critical role
in educating and training 2rst century workers in
high-wage, middle-skill career and technical edu
cation fields (Compton, Laanan, & Starobin, 2oro;
Laanan, Starobin, Compton, & Freidel, 2009). Also,
more women and historically underrepresented
individuals are choosing to start their postsecond
ary education at a community college with the
aspiration to transfer to a four-year college (Bragg,
2001). In 2012, 45 percent of all undergraduates, or
7.2 million students, were enrolled in community
colleges. Community college students come largely
from historically-marginalized groups such as low-
income, first-generation, females, students from
underrepresented racial and ethnic backgrounds,
and students over 25 years old.
There are a number of reasons that c.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Running head FREE PUBLIC SCHOOLS1FREE PUBLIC SCHOOLS2.docxcowinhelen
Running head: FREE PUBLIC SCHOOLS
1
FREE PUBLIC SCHOOLS
2
· Webb. L. D. (2014). History of American education: Voices and perspectives. San Diego, CA: Bridgepoint Education, Inc.
· Chapter 7: Depression, War, and National Defense
· Chapter 8: The Struggle for Equal Educational Opportunity
History of American education: Voices and perspectives.
Chapter 7
7.2 Impact of the Depression on Education
For the first 2 years following the stock market crash, both the public schools and colleges and universities escaped the brunt of the Depression. In fact, from 1929 until 1931 enrollments and staff grew and salaries and total expenditures remained stable. College fundraising remained high, and in the academic year ending in June 1932, colleges and universities collected $6.5 million more than they did in 1930 (Orr, 1979).
Most school superintendents viewed the current economic condition as a temporary storm they could weather by "creative retrenchment" and greater "compactness and efficiency" (Tyack et al., 1984). They still had faith in scientific management and the cult of efficiency. However, as school districts began to feel the impact of the Depression and educators daily saw its impact in the lives of their children, their faith failed and they, like most other Americans, began to blame greedy business leaders for the plight of the nation.
Financial Impact
By 1932 education at all levels was in serious financial trouble. College and university enrollments were down, along with student fees and state appropriations. During the 1930s state appropriations to higher education declined an average of 40%, even as many private school students transferred to more affordable public institutions (Schrecker, 2009). Gift support was also down more than 70% at private colleges (Schrecker, 2009).
Colleges and universities responded to the drop in revenues by reducing capital expenditures (expenses for building construction and repairs), increasing faculty loads, reorganizing curriculum, hiring freezes, and cutting salaries. A survey by the American Association of University Professors found that 84% of colleges had reduced faculty salaries, sometimes more than once, with the average being about 15% (Schrecker, 2009). Public institutions that relied on state appropriations suffered the most (Orr, 1979).
Elementary and secondary public schools found themselves in even worse shape than the colleges and universities. The public schools competed with other public institutions for tax revenues. Those revenues declined, since businesses and homeowners were often seriously in arrears in paying property taxes and the unemployed millions paid no taxes at all. By the end of the 1933–1934 school year, although total enrollments had increased by 750,000 since 1930, total revenues were down by almost $278 million (National Center for Education Statistics [NCES], 1993).
Retrenchment Strategies
The decline in revenues led many states, especially those in the har ...
Robinson, petra enhancing faculty diveristy focus v7 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Public relations, writing, instructors, management theory, faculty classification
Douglas F. Cannon, Virginia Polytechnic Institute and State University
Damion Waymer, University of Cincinnati
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
As technology evolves and becomes more complex over time, so must the training for those involved in
creating it. This article reviews the various programs that were developed throughout America’s history
to prepare individuals for designing and working with the technology that inevitably made it a great nation.
The necessities that warranted each program are discussed as well as the reasons for each of their demise.
This article also addresses the factors facing technology-based education and the importance of its future.
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed...William Kritsonis
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
CompetencyIn this project, you will demonstrate your mastery of .docxpickersgillkayne
Competency
In this project, you will demonstrate your mastery of the following competencies:
Craft a communication strategy for internal and external audiences
Leverage internal and external intelligence to inform decision making
Develop an adaptable leadership mindset and skill set
Scenario
The vice president of leadership and learning has shared your toolkit with the chief human resources officer (CHRO). The CHRO is impressed with the toolkit. She plans to roll it out to all people leaders in the organization—supervisors and above—and asks you to create a communication strategy for the rollout.
The CHRO shared her vision with you, which consisted of the following key points she wants you to take into consideration when crafting the communication strategy:
Inform your audience of the
who, what, when, where, why,
and
how.
Ensure the new leadership development strategy moves from a lofty vision with idealistic targets to reality, with direct impact on and with our front-line supervisors, our “boots on the ground,” and managers up through the organization.
Be clear when explaining WIIFM— “What’s in It for Me.”
Define the timetable for the rollout and implementation.
Ensure that the strategy defines what success looks like, with clear metrics and deliverables.
Directions
Construct an effective
communication strategy
that addresses all the deliverables the CHRO wants to achieve. The communication strategy will do the following:
State the business problem that will be addressed in rolling out the new adaptive leadership toolkit.
Explain why these specific leadership skills and behaviors are being targeted.
Provide a summary analysis of the employee satisfaction survey, identifying strengths and weaknesses.
Introduce the new adaptive leadership toolkit, including how it will be used and the value it provides.
Utilize your own personal development plan as an example for others.
Provide a strong conclusion that supports your thesis statement and goes beyond merely restating key points.
Ensure all key points are addressed in a logical order by using the Five
W
s and One
H
as an outline when developing the specific detail for each step of the communication strategy.
Why:
Why was the adaptive leadership toolkit developed?
Who:
Define who the audience, stakeholder(s), and owners are.
What:
What is the key message?
What is the organizational goal?
What is the personal goal?
What types of communication media will be used?
When:
What is the timeline for program implementation and achievement of program deliverables?
Where:
Where is the adaptive leadership toolkit located? Where are supporting documents, such as the FAQ?
How:
How will we measure success?
How will we track progress? How will we define important milestones?
How will we communicate updates?
How can employees provide feedback on any roadblocks, issues, or ideas for improvement?
What to Submit
To complete this project, you must su.
CompetencyExplore advocacy opportunities in the community..docxpickersgillkayne
Competency
Explore advocacy opportunities in the community.
Scenario
Victor, a new parent to the program and the community, arrives late to pick up his children for the fourth time in two weeks. As the director of All Kids Childcare and Education, you are proud of the compassion, respect, and patience Master Teacher Veronica has offered Victor. You know that Victor and his family have relocated after a family hardship and they are struggling to make ends meet. However, you become concerned about professional boundaries after observing the following interaction.
Veronica chats with Victor as they get the children ready to go home, not mentioning Victor's late arrival. She asks Victor if he has found beds for all of his family members to sleep in. Victor says, "Not yet. I have been busy working two jobs. I was offered the opportunity to pick up a few extra hours at my second job, so I haven't had time for anything else."
"Oh," says Veronica. "I have a couple of extra beds at my house. Why don't I bring them over with all the bedding later?" Victor is excited and says, "Yes, thank you! Thanks also for the table, chairs, and dishes you brought last week."
As they part, Veronica says, "And, Victor, don't worry about being late to pick up your children. We are very happy to have them here."
Instructions
As the director, identify if this in an ethical situation. Then outline a coaching plan with Veronica. The coaching plan should be a written Word document or PowerPoint Presentation and include the following:
A coaching plan for approaching Veronica. Will you have a casual conversation, a sit-down meeting, or use another coaching method? Support the method you choose with examples, and best leadership and ethical practices using outside resources.
A coaching plan for supporting Veronica. Were there boundaries crossed in Veronica's interaction with Victor? Explain your perspective and how you will facilitate your interaction with Veronica. Describe your actions and interactions with Veronica. Include two suggestions for how you might have handled the situation differently using outside resources for ethical conduct in early childhood education.
Support for Veronica and Victor. Describe at least one follow-up action step needed from Veronica and from you. Include a rationale for each step. Offer at least three resources to support Veronica, with one resource that Veronica can use to support Victor. Information on how to locate and use the resources must be clear and detailed
.
More Related Content
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Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Running head FREE PUBLIC SCHOOLS1FREE PUBLIC SCHOOLS2.docxcowinhelen
Running head: FREE PUBLIC SCHOOLS
1
FREE PUBLIC SCHOOLS
2
· Webb. L. D. (2014). History of American education: Voices and perspectives. San Diego, CA: Bridgepoint Education, Inc.
· Chapter 7: Depression, War, and National Defense
· Chapter 8: The Struggle for Equal Educational Opportunity
History of American education: Voices and perspectives.
Chapter 7
7.2 Impact of the Depression on Education
For the first 2 years following the stock market crash, both the public schools and colleges and universities escaped the brunt of the Depression. In fact, from 1929 until 1931 enrollments and staff grew and salaries and total expenditures remained stable. College fundraising remained high, and in the academic year ending in June 1932, colleges and universities collected $6.5 million more than they did in 1930 (Orr, 1979).
Most school superintendents viewed the current economic condition as a temporary storm they could weather by "creative retrenchment" and greater "compactness and efficiency" (Tyack et al., 1984). They still had faith in scientific management and the cult of efficiency. However, as school districts began to feel the impact of the Depression and educators daily saw its impact in the lives of their children, their faith failed and they, like most other Americans, began to blame greedy business leaders for the plight of the nation.
Financial Impact
By 1932 education at all levels was in serious financial trouble. College and university enrollments were down, along with student fees and state appropriations. During the 1930s state appropriations to higher education declined an average of 40%, even as many private school students transferred to more affordable public institutions (Schrecker, 2009). Gift support was also down more than 70% at private colleges (Schrecker, 2009).
Colleges and universities responded to the drop in revenues by reducing capital expenditures (expenses for building construction and repairs), increasing faculty loads, reorganizing curriculum, hiring freezes, and cutting salaries. A survey by the American Association of University Professors found that 84% of colleges had reduced faculty salaries, sometimes more than once, with the average being about 15% (Schrecker, 2009). Public institutions that relied on state appropriations suffered the most (Orr, 1979).
Elementary and secondary public schools found themselves in even worse shape than the colleges and universities. The public schools competed with other public institutions for tax revenues. Those revenues declined, since businesses and homeowners were often seriously in arrears in paying property taxes and the unemployed millions paid no taxes at all. By the end of the 1933–1934 school year, although total enrollments had increased by 750,000 since 1930, total revenues were down by almost $278 million (National Center for Education Statistics [NCES], 1993).
Retrenchment Strategies
The decline in revenues led many states, especially those in the har ...
Robinson, petra enhancing faculty diveristy focus v7 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Public relations, writing, instructors, management theory, faculty classification
Douglas F. Cannon, Virginia Polytechnic Institute and State University
Damion Waymer, University of Cincinnati
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
As technology evolves and becomes more complex over time, so must the training for those involved in
creating it. This article reviews the various programs that were developed throughout America’s history
to prepare individuals for designing and working with the technology that inevitably made it a great nation.
The necessities that warranted each program are discussed as well as the reasons for each of their demise.
This article also addresses the factors facing technology-based education and the importance of its future.
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed...William Kritsonis
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
CompetencyIn this project, you will demonstrate your mastery of .docxpickersgillkayne
Competency
In this project, you will demonstrate your mastery of the following competencies:
Craft a communication strategy for internal and external audiences
Leverage internal and external intelligence to inform decision making
Develop an adaptable leadership mindset and skill set
Scenario
The vice president of leadership and learning has shared your toolkit with the chief human resources officer (CHRO). The CHRO is impressed with the toolkit. She plans to roll it out to all people leaders in the organization—supervisors and above—and asks you to create a communication strategy for the rollout.
The CHRO shared her vision with you, which consisted of the following key points she wants you to take into consideration when crafting the communication strategy:
Inform your audience of the
who, what, when, where, why,
and
how.
Ensure the new leadership development strategy moves from a lofty vision with idealistic targets to reality, with direct impact on and with our front-line supervisors, our “boots on the ground,” and managers up through the organization.
Be clear when explaining WIIFM— “What’s in It for Me.”
Define the timetable for the rollout and implementation.
Ensure that the strategy defines what success looks like, with clear metrics and deliverables.
Directions
Construct an effective
communication strategy
that addresses all the deliverables the CHRO wants to achieve. The communication strategy will do the following:
State the business problem that will be addressed in rolling out the new adaptive leadership toolkit.
Explain why these specific leadership skills and behaviors are being targeted.
Provide a summary analysis of the employee satisfaction survey, identifying strengths and weaknesses.
Introduce the new adaptive leadership toolkit, including how it will be used and the value it provides.
Utilize your own personal development plan as an example for others.
Provide a strong conclusion that supports your thesis statement and goes beyond merely restating key points.
Ensure all key points are addressed in a logical order by using the Five
W
s and One
H
as an outline when developing the specific detail for each step of the communication strategy.
Why:
Why was the adaptive leadership toolkit developed?
Who:
Define who the audience, stakeholder(s), and owners are.
What:
What is the key message?
What is the organizational goal?
What is the personal goal?
What types of communication media will be used?
When:
What is the timeline for program implementation and achievement of program deliverables?
Where:
Where is the adaptive leadership toolkit located? Where are supporting documents, such as the FAQ?
How:
How will we measure success?
How will we track progress? How will we define important milestones?
How will we communicate updates?
How can employees provide feedback on any roadblocks, issues, or ideas for improvement?
What to Submit
To complete this project, you must su.
CompetencyExplore advocacy opportunities in the community..docxpickersgillkayne
Competency
Explore advocacy opportunities in the community.
Scenario
Victor, a new parent to the program and the community, arrives late to pick up his children for the fourth time in two weeks. As the director of All Kids Childcare and Education, you are proud of the compassion, respect, and patience Master Teacher Veronica has offered Victor. You know that Victor and his family have relocated after a family hardship and they are struggling to make ends meet. However, you become concerned about professional boundaries after observing the following interaction.
Veronica chats with Victor as they get the children ready to go home, not mentioning Victor's late arrival. She asks Victor if he has found beds for all of his family members to sleep in. Victor says, "Not yet. I have been busy working two jobs. I was offered the opportunity to pick up a few extra hours at my second job, so I haven't had time for anything else."
"Oh," says Veronica. "I have a couple of extra beds at my house. Why don't I bring them over with all the bedding later?" Victor is excited and says, "Yes, thank you! Thanks also for the table, chairs, and dishes you brought last week."
As they part, Veronica says, "And, Victor, don't worry about being late to pick up your children. We are very happy to have them here."
Instructions
As the director, identify if this in an ethical situation. Then outline a coaching plan with Veronica. The coaching plan should be a written Word document or PowerPoint Presentation and include the following:
A coaching plan for approaching Veronica. Will you have a casual conversation, a sit-down meeting, or use another coaching method? Support the method you choose with examples, and best leadership and ethical practices using outside resources.
A coaching plan for supporting Veronica. Were there boundaries crossed in Veronica's interaction with Victor? Explain your perspective and how you will facilitate your interaction with Veronica. Describe your actions and interactions with Veronica. Include two suggestions for how you might have handled the situation differently using outside resources for ethical conduct in early childhood education.
Support for Veronica and Victor. Describe at least one follow-up action step needed from Veronica and from you. Include a rationale for each step. Offer at least three resources to support Veronica, with one resource that Veronica can use to support Victor. Information on how to locate and use the resources must be clear and detailed
.
CompetencyEvaluate the role and impact of financial principl.docxpickersgillkayne
Competency
Evaluate the role and impact of financial principles on healthcare organizations.
Scenario
Metropolitan Memorial is seeking to expand its service offerings into underserved rural communities. The Board of Directors has expressed concerns given the emergence of new payment models, low reimbursement from Medicare and Medicaid, and uncertainty in terms of provider incentives offered through the Affordable Care Act. The Board of Directors has requested an executive summary outlining the organization’s financial viability given the challenges facing health organizations, particularly those operating in rural communities.
Instructions
The CEO has asked you to prepare an executive summary to present to the Board of Trustees, discussing the following information:
Identify the different types of healthcare payment models that could be utilized by Metropolitan Memorial.
Research the Triple AIM and discuss ways the organization can achieve the goals of the Triple AIM (improving the experience of care, improving the health of populations, and reducing per capital costs of health care ).
Discuss possible ways the payer mix may impact hospital revenue.
Explain how value-based healthcare delivery could be utilized to save money.
.
CompetencyEvaluate the impact of innovation on team success..docxpickersgillkayne
Competency
Evaluate the impact of innovation on team success.
Scenario
You are the CEO of Tech Log, a small startup technology company. You are beginning the expansion process and are wanting to hire a team. You recognize the team will need to have clear direction on the business mission, vision, and strategy. The strategy component that you think is most important to create and share with your team is your innovation strategy. Being in the technology industry, being innovative is critical to the organization’s success and longevity.
Instructions
You will write a plan that describes ways the company can be designed to be innovative. You will need to address structure, strategy, diversity and inclusion, communication, and collaboration. The following should be in your innovation plan/strategy:
Explanation of how the company will be designed and structured to be innovative.
Explanation of the leadership traits, skills, and styles that should be used to create an atmosphere that allows for innovation.
How innovation impacts organizational success.
Diversity and inclusion’s role in organizational innovation.
.
CompetencyEvaluate the role of identity, diverse segments, a.docxpickersgillkayne
Competency
Evaluate the role of identity, diverse segments, and cultural backgrounds within organizations.
Scenario Information
You have been hired as the Human Resources Director for a global organization that is headquartered in the United States. Your job is to evaluate and make recommendations in the area of diversity for your company. Each section will contain specific areas within diversity for you to focus on. You will be tasked with choosing from one of the diversity areas that are provided to you. Be sure to conduct research using the university library and other relevant sources.
ETHNICITY
Ethnicity
Instructions
There has been much talk about the interaction between your diversity area and the Millennial generation, and you have been asked by the leadership team to conduct research and findings to the board. You will need to conduct research and include the following questions addressed in your report:
Introduce your diversity area, and introduce Millennials.
Discuss similarities and differences between these two groups.
How does personal identity play a role with these two groups?
Discuss any proactive plans that you might use as a manager in the workplace.
Conclude your report.
.
CompetencyExamine leaderships role in executing successful change.docxpickersgillkayne
Competency
Examine leadership's role in executing successful change.
Instructions
Delta Pacific Case Study
As the change leader for Delta Pacific Company (DPC), you know certain elements need to be in place by leadership for a change to be successful. DPC wants to change the culture from the more traditional manufacturing environment to one of a contemporary consulting environment. Now it's time for you to help the leaders execute a successful change:
Determine how leadership impacts the organizational culture during this change
Examine elements that are critical to making this change sustainable
Assess the top mistakes leaders make and determine the best way to avoid those mistakes
As the change leader, it is your responsibility to help ensure a successful change in the shift of DPC's organizational culture. Part of this includes alerting leadership to how their own behavior impacts change and how change can be sustainable.Conduct academic research and create a plan to present to the CEO and board in which you complete the following successful change management plan:
Explanation of leadership behaviors that impact organizational change.
Description of critical factors that ensures this cultural shift will be sustainable.
Examination of the top mistakes leaders make during a change.
Explanation of your recommendations as to the best ways the leaders can avoid making those mistakes.
Remember that this is a proposal. Make sure to format your paper properly for your proposal. A proposal is a persuasive document, so make sure to use proper language and tone. Remember, you are the change leader, and you are writing to the CEO. So use a tone in your proposal that is specific to your audience (the CEO).
Include your APA-formatted reference page with at least two credible sources.A note about credible sources: Credible sources are reliable, accurate, and trustworthy. These sources are written by authors respected in their fields of study. You want to identify sources where the author of the article is listed if they've referenced other information. The sources should be cited so that you can check for the accuracy of and support what they have written.
.
CompetencyEvaluate psychological theories and their insights.docxpickersgillkayne
Competency
Evaluate psychological theories and their insights into the widely varying opinions and attitudes that are expressed through social media.
Instructions
We have been looking at different psychological theories and the way we can use them to better examine social media. For this assignment, you should choose yourself or another person (such as a celebrity or a politician). Spend some time looking through your/their social media accounts: Facebook, Twitter, Instagram, Pinterest, etc. Then write your analysis, being sure to cover these points:
A good introduction including who your subject is and a good overview of them and their social media use
Examples and discussion of schema/script theory in your subject
Examples and discussion of cultivation theory in your subject
Examples and discussion of agenda-setting theory in your subject
Examples and discussion of social learning in your subject
Examples and discussion of uses and gratifications theory in your subject
Conclusions
.
CompetencyEmploy contemporary economic principles that guide.docxpickersgillkayne
Competency
Employ contemporary economic principles that guide resource allocation decisions in health organizations.
Scenario
Upon reviewing the annual budget and fiscal standing of Metropolitan Memorial, the CFO has identified shortfalls that will impact the funding of its proposed expansion into rural communities. In order to secure adequate funding from the Board, the operational team must reduce current operating budget by a million dollars.
Instructions
The CFO requests that you draft a memo to the Board providing justification for the additional funding in light of the shortfall. You should review current literature to support your justification. Your memo should include the following information based on the literature:
Explain the possible impact of resource allocation within a rural communities .
Discuss the factors that may affect the quality of care by reducing healthcare resources to accommodate budgetary constraints.
Discuss a potential service line and five possible ways in which the service line may maximize resource allocation.
.
CompetencyDetermine how the environment and economies are in.docxpickersgillkayne
Competency
Determine how the environment and economies are interconnected.
Scenario
You are a member of a community planning committee. The committee is reminding local citizens about recently enacted environmental laws. You are responsible for developing an infographic to showcase one of these new laws. The infographic will be displayed at the next community meeting in the community center.
Instructions
The United States Environmental Protection Agency (EPA) website contains information concerning laws and regulations that impact the environment. Search this
EPA website
to choose one law to focus on.The infographic should contain:
A recently enacted environmental law (The law can be local or national, and focused on any part of an environment such as water, air, land, energy, wildlife, etc.)
Present the major players and the stakeholders (Who is involved and who is impacted by the new law?)
Examine the impact to the economy (Does the law help or hinder the economy and why? Do the benefits outweigh the costs?)
Identify the controversy surrounding the law (differences in opinion)
Your infographic should be clear and organized. References should be in APA format
.
CompetencyDescribe the atmosphere, biosphere, hydrosphere, g.docxpickersgillkayne
Competency
Describe the atmosphere, biosphere, hydrosphere, geosphere and how they interact.
Scenario
Each of us has directly or indirectly been impacted by a natural disaster or severe weather event. For this assignment you will be required to recall a personal, real-world experience about the power of one of the Earth’s four spheres that you have experienced in your lifetime, creating a mixed media PowerPoint presentation that brings this event to life. The goal is to illustrate the interconnectedness of the Earth’s four spheres to human health and safety, to the current state of our climate, and to the mitigation of such disasters in the future as the consequences of climate change continue to worsen.
Instructions
In a well-organized presentation using PowerPoint, you will construct a visual presentation that illustrates the power of a natural disaster/geologic event in history from the standpoint of a personal experience. Consider a time in your life when you have been impacted, either directly or indirectly, by a natural disaster or severe weather event. Your presentation should include the following elements as well as a robust discussion of each in the slides' speaker notes section:
Discuss background, history, and location of your chosen event/disaster. (Where did this event occur? How many people were impacted by this event?)
Specify measures taken to mitigate the event/disaster. (What was the response of the community/state/country to this event?)
Discuss how we might mitigate a similar event/disaster in the future. (How can we mitigate disasters to more fully protect human health and safety?)
Be sure to include images/maps/statistical information from your chosen event/disaster.
.
CompetencyDevelop examples of ethical and privacy concerns a.docxpickersgillkayne
Competency
Develop examples of ethical and privacy concerns associated with data supporting business intelligence efforts.
Instructions
You work for a tourism board at a top destination within the United States that among other tasks, sends information out to potential visitors, performs direct mailing campaigns, solicits newsletter sign ups, and helps drive economic growth by attracting visitors to the destination. The direct mailing team for your organization accomplishes this through email blasts, mailing flyers, and texting campaigns. The address list the organization has in place is seen as a strategic advantage, as it has extensive information about potential and repeat visitors, and has been compiled from various sources over the years.
The organization has recently developed a mobile application and hopes to leverage mobile devices and tablets to help make obtaining information easier for the visitors, as well as collecting more information on patterns of consumer behavior. Since the mobile application will have access to a great deal of personal information belonging to the users (email address, GPS data, phone number, etc.), it has been suggested this information be automatically uploaded to the direct mailing database, and signing them up for various promotional efforts and communications. It had also been suggested there may be an opportunity for the marketing department to partner with the local theme parks and attractions within the area, sharing the databases from each to form one large database to reach more users.
The idea has been presented to the organization's legal counsel for review, as the IT team is fairly certain the end user agreement for the mobile application states the collected information can be reused and sold as needed. The public relations team has taken a different position and feels there is potential for backlash in social media as well as other public outcries should the data be sold to or shared with other organizations, and questions whether the data should even be stored since there are additional pieces of data being collected that have no purposeful use for the tourism board. They have asked for your input on the matter.
The questions they are presenting you with include:
What are the general practices surrounding data collection?
How can privacy violations occur?
Are there any risks, issues, or problems associated with collecting and storing data that isn’t needed now, in the event it may be needed in the future? What information do other organizations collect?
The end user agreement says we CAN collect, reuse, and sell data as needed, but does that mean we should? Is there a level of ethical data collection and storage that we should be considering?
The task:
In addition to the presentation, prepare a memo to the head of the public relations department outlining any possible risks associated with collecting and using the data in the manner described. Your report should include general.
CompetencyAssess the causes and consequences of historical e.docxpickersgillkayne
Competency
Assess the causes and consequences of historical events on the U.S. healthcare system.
Scenario
You are the Director of Education in your healthcare organization. Your organization is a teaching hospital, and you are responsible for presenting information to new employees and volunteers during their orientation, many of whom are recent graduates of healthcare programs. This presentation is used to give them a better understanding of why the healthcare system is the way it is today, including a summary of historical events that have shaped the U.S. healthcare system, so that they understand the causes and consequences of these events.
Instructions
Create a timeline for the historical events that have shaped the U.S. healthcare system in the past century. Once the timeline has been developed, create a PowerPoint presentation using the record audio feature to add Voiceover narration.
The timeline information should include:
A minimum of 20 events with a minimum of a three sentence description for each event.
Descriptions should list at least one cause as to why the event took place and at least one consequence it had on the U.S. healthcare delivery system.
The voiceover PowerPoint presentation should:
Include the timeline information for the historical events that have shaped the U.S. healthcare system in the past century.
Describe the events in detail included in the timeline to your audience of new employees and volunteers who are graduates of healthcare programs (e.g., nurses, medical assisting, health information management, medical school residency, etc.).
Explain the cause(s) and consequences of each of the events outlined in your timeline.
Have a minimum of 20 slides (not including title and APA reference slides).
Be at least 10 minutes long.
Be visually appealing and engaging to the suggested audience.
Resources
For writing assistance, please visit the
Rasmussen College Writing Guide
.
APA formatting for the reference list, and proper grammar, punctuation, and form are required. APA help is available
here
.
Click this
link
for help on creating a PowerPoint presentation.
Click this
link
for help on creating an audio recording for a PowerPoint presentation.
Grading Rubric
1.Timeline includes a minimum of 20 events
And
Each event has comprehensive descriptions of causes and effects that are at least three sentences.
2. Narration of PowerPoint comprehensively describes the timeline to the audience of new employees and volunteers who are graduates of healthcare focused programs.
3. Narration includes clear and thorough descriptions of causes and effects of all timeline events.
4. Slides contain complex and interactive elements of effective design: graphics, fonts, col
.
CompetencyApply data analytic methodologies to diverse popul.docxpickersgillkayne
Competency
Apply data analytic methodologies to diverse populations to address population health needs.
Scenario
You have assessed your local population health needs and identified data sources and data sets that are needed to help providers make immediate gains in patient outcomes. Your health systems Board of Directors is requesting that you develop a high-level population health management program dashboard.For this assessment, you need to assess local population health needs and identify data sources and data sets that are needed to help providers make immediate gains in patient outcomes. It is a major undertaking to plan, design, and implement a robust PHM. Therefore, your health systems Board of Directors is requesting that you develop 1-2 page high-level population health management program dashboard. In this dashboard, list the health needs based on the community needs assessment and the critical data sources and data sets needed for the population health management program your health system is planning to launch.
Instructions
Using the information from the modules 01, 02, and 03 summative assessments, construct a dashboard that lists the health needs based on the community needs assessment that was performed and the critical data sources and data sets needed for the population health management program your health system is planning to launch.
Resources
Below is a list of resources that you can review to learn more about how to construct an executive dashboard.Byrnes, J. (2012).
Driving value: solving the issue of data overload with an executive dashboard
. Healthcare Financial Management: Journal Of The Healthcare Financial Management Association, 66(10), 116.Ballou, B., Heitger, D. L., & Donnell, L. (2010).
Creating effective dashboards
. Strategic Finance, 91(9), 27-32Ghazisaeidi, M., Safdari, R., Torabi, M., Mirzaee, M., Farzi, J., & Goodini, A. (2015).
Development of performance dashboards in
healthcare
sector: Key practical issues
. Acta Informatica Medica, 23(5), 317-321.Rosow, E., Adam, J., Coulombe, K., Race, K., & Anderson, R. (2003).
Virtual instrumentation and real-time executive dashboards.
Solution
s for
health care
systems
. Nursing Administration Quarterly, 27(1), 58-76.
.
CompetencyAssess the development of societal standards in re.docxpickersgillkayne
Competency
Assess the development of societal standards in relation to social media and how this can alter social norms in everyday life.
Instructions
The prevalence of social media has had a huge impact on society in the area of how we tend to relate to each other and on what is considered to be normal in general. Taking a look at the ways in which social media changes attitudes and "norms" makes for an interesting study, and one that is applicable to understanding how society is slowly changing over time.
For this assignment, you will first conduct your own research on the effects of social media on societal norms (Part 1), then you will examine what has been found through previous research conducted by others (Part 2).
Part 1:
Compare and contrast the attitudes of two cohorts of people; one that consists of five people that rarely use social media and one cohort of five people that uses social media 2 or more hours a day.
Create a list of five people that you know that use social media at least 2 or more hours per day. This group of people will make up your first cohort. Then create a list of five people that you know that either do not use social media or use it very rarely. Take into account age when creating the cohorts, and try to keep the ages as similar as possible between the cohorts. Keeping a certain level of consistency in the two cohorts will help to negate the potential effects of generational differences. Provide a brief description of each of the ten people you are going to interview divided into their respective cohorts.
In other words, list the five people in the social media at least 2 or more hours a day, and provide a brief description of each along with why you chose them. Then provide a list of the five people that rarely or never use social media, and provide a brief description of each along with why you chose them.
Interview the participants to learn the similarities and differences between the two cohorts as it relates to attitudes, lifestyles, and relationships. Write a two-page paper comparing and contrasting what you learned about the two cohorts. Be sure to relate your findings to cultivation theory and socialization theory in the paper.
Part 2:
Now you will compare your research with research findings through previous research conducted by others. Look up at least 3 articles in the Rasmussen Library that relate to the topic of social media and its impact on society. You are not limited to articles that are strictly written on the specific topic of social media and norms. Articles that are covering social media and society are available from a wide number of angles. After studying these articles, write a two-page paper on what you learned on the topic of social media and its potential impact on societal attitudes, customs, and norms.
.
CompetencyAnalyze the evolution of social media standards an.docxpickersgillkayne
Competency
Analyze the evolution of social media standards and practices and how it relates to the potential need for regulation of social media, along with ethical concerns.
Instructions
Many people get all or most of their news from social media. For this project, we are going to be analyzing the content of several social media sites from major news sources, paying particular attention to social media standards, practices, and regulation.
Where do you get your news? Start by going to one major news site's FACEBOOK page (CNN, MSNBC, FOX, etc.) Try another different news site's TWITTER feed, and third choose another social media site such as Reddit, Pinterest, or another (preferably one you use, if there is one).
Analyze the sites in a 3-5 page total paper. In your analysis, be sure to include the following:
General introduction to your thoughts on the social media you studied
Several social media practices you observed (e.g., what gets the most interaction?)
Examples of regulation of social media and discussion of such regulation (Is it good, bad, or indifferent? How could circumstances change the situation?)
Analysis of ethical concerns (e.g., can you see examples of bias?)
What is the culture of each site – how do users seem to respond to questionable items? (Is racism or open mocking ignored or pursued?)
Conclusion of your findings
.
CompetencyAnalyze the evolution of social media standards and .docxpickersgillkayne
Competency
Analyze the evolution of social media standards and practices and how it relates to the potential need for regulation of social media, along with ethical concerns.
Instructions
Many people get all or most of their news from social media. For this project, we are going to be analyzing the content of several social media sites from major news sources, paying particular attention to social media standards, practices, and regulation.
Where do you get your news? Start by going to one major news site's FACEBOOK page (CNN, MSNBC, FOX, etc.) Try another different news site's TWITTER feed, and third choose another social media site such as Reddit, Pinterest, or another (preferably one you use, if there is one).
Analyze the sites in a 3-5 page total paper. In your analysis, be sure to include the following:
General introduction to your thoughts on the social media you studied
Several social media practices you observed (e.g., what gets the most interaction?)
Examples of regulation of social media and discussion of such regulation (Is it good, bad, or indifferent? How could circumstances change the situation?)
Analysis of ethical concerns (e.g., can you see examples of bias?)
What is the culture of each site – how do users seem to respond to questionable items? (Is racism or open mocking ignored or pursued?)
Conclusion of your findings
.
CompetencyAnalyze leadership and management roles in change ma.docxpickersgillkayne
Competency
Analyze leadership and management roles in change management
Evaluate different change management models.
Examine various roles in change management.
Analyze methods for understanding and mapping change in an organization.
Critique strategies for removing barriers to change.
Examine leadership's role in executing successful change.
Instructions
Delta Pacific Case Study
You serve as the change leader for Delta Pacific Company (DPC). Up until this point, the organizational culture has been one of a traditional culture as the company had a manufacturing environment.DPC has undergone an extensive change from manufacturing to consulting, including new employee roles and responsibilities, training, and resources. However, there have been organizational barriers and employee resistances to the changes, resulting in a declining profitability.You have decided to design a Change Leadership Strategy plan to present to the leaders of DPC to meet their goal of changing the culture from the more traditional manufacturing environment to one of a contemporary consulting environment. To complete your Leading Change Plan, please include the following:
Identify the problems facing Delta Pacific.
Analysis the different roles leaders and managers use for successful implementation of change.
Discuss the roles and responsibilities of leading team members for change.
Compare and contrast advantages and disadvantages of two (2) popular change models. Discuss at least three (3) similarities and three (3) differences of change models. Select one (1) model that you feel best compliments your strategy.
Explain how the change model you selected to use will ensure the most effective and efficient process of changing an organizational culture.
Discuss at least two (2) strategies for overcoming barriers to change.
Discuss the behaviors that Delta Pacific leaders need to exhibit to ensure a positive and successful cultural shift for the long-term.
Provide an APA formatted title page and attribution for credible references used in the development of content ideas following academic guidelines.
.
CompetencyAnalyze financial statements to assess performance a.docxpickersgillkayne
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
*****See attached balance sheet
.
Competency Checklist and Professional Development Resources .docxpickersgillkayne
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
competency checklist
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
USING DEVELOPMENTALLY EFFECTIVE APPROACHES
Directions: Each group will be assigned a different standard and each member will add at least one resource (such as yearly conferences, websites, leaders in the field, articles, blogs, etc.) that support that specific core standard. The resources will be organized on the attached Google Spreadsheet (which will also record who is submitting each resource). Through this group and class collaborative effort, you will be able to add resources from multiple perspectives that you can later include in your own mentoring portfolio.Be sure to include any relevant information and the following:
the APA citation (article) or organization name/contact information (address, phone number, website).
a brief description of their services in supporting early childhood professionals in their own growth and development.
R.
CompetenciesDetermine the historical impact of art on mode.docxpickersgillkayne
Competencies
Determine the historical impact of art on modern culture, society, and the workplace.
Identify the role of music, poetry, prose, and visual art in the modern world and workplace.
Utilize art elements in real-world contexts and the workplace.
Apply strategies for evaluating different art forms in various contexts.
Explain how art contributes to problem solving skills and idea creation in personal and professional experience.
Identify how art benefits wellness and creativity in the community and workplace.
Scenario
You are an independent contractor who has been hired by a multinational technology company to increase productivity at one branch office. The location in question is failing miserably and your contract with this company is a last ditch effort to bring this location’s productivity up, or else it will be shut down. The designers haven’t submitted a good, usable design to headquarters in months.When you begin your work figuring out what’s going wrong, you immediately see many red flags. Records show that employees call in sick frequently, come in late, leave early, and several complaints between employees have been filed by Human Resources.When you visit the office, you are immediately struck by what a dismal environment you see. Florescent lights flicker over beige cubicles, ambient noise of machines buzzing and phones ringing fills your ears, and employees look bored and tired. You notice only one communal work space piled over with old projects and clutter. The supply room is sparse. The break room is small and cluttered, and nobody is using it.You decide to interview employees and learn some alarming information; employees mostly work alone, do not seem to know each other well, some outright dislike one another, they report having no fun or enjoyment while at work, and some suffer chronic work-related health problems such as migraines and back pain. You notice wonderful diversity among employees, yet nobody seems to appreciate or understand the unique perspectives of their colleagues.It is clear to you that this office is not conducive to the kind of creative collaboration necessary to pull it out of its slump. Using what you know about the importance of art in the world and workplace, you will come up with a plan to solve these problems.
Instructions
Assemble a portfolio of recommendations on how to turn this office from a non-productive location to a creative hub of productivity.Portfolio should include the following parts:
Part 1
Compose an introduction (1-2 paragraphs) indicating the historical impact of art on modern culture, society, and the workplace.
Part 2
Create an infographic on how to use the arts to promote the following within the company:
Collaboration between colleagues
Multiculturalism/diversity
Community engagement
Part 3
Construct a visual model using diagram software of the ideal creative workspace that includes the following areas:
A space for individual work
A space for collabo.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter 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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
1. Cohen c11.tex V2 - 07/22/2013 3:48pm Page 303
11
Occupational Education
Growth and Change in Workforce
Preparation
Agroup of prominent citizens called together in 1964 by
theAmerican Association of Junior Colleges (AAJC) to serve as
a National Advisory Committee on the Junior College concluded
that “the two-year college offers unparalleled promise for
expanding
educational opportunity through the provision of comprehensive
programs embracing job training as well as traditional liberal
arts
and general education” (American Association of Junior
Colleges,
1964, p. 14). The committee recommended that “immediate
steps
be taken to reinforce occupational education efforts” (p. 1), a
statement similar to those emanating from many other commis-
sions and advisory groups, including the AAJC’s own
Commission
on Terminal Education a quarter-century earlier. Its words were
notable only because they came at a time when the floodgates
had
just opened and a tide of occupational education programs was
beginning to inundate the two-year colleges.
The year 1963 marked the passage of the federal Vocational
4. rv
ed
.
Cohen c11.tex V2 - 07/22/2013 3:48pm Page 304
304 THE AMERICAN COMMUNITY COLLEGE
This chapter considers various aspects of occupational educa-
tion, including the growth, successes, and limitations of courses
and programs designed to lead to initial job entry with no fur-
ther schooling or to modify the skills of people who have
already
been employed. Also covered are the broader implications of
occupational education: Is it a deterrent to baccalaureate
seekers?
How important is it in mitigating unemployment? How much
cooperation with business and industry is desirable?
Early Development
One of the criteria for professionalization is the number of
years of
schooling that a group requires before allowing neophytes to
enter
their rank. A major impetus to the expansion of higher
education
early in the century was the drive toward professional status
made by
numerous occupational groups. And as these professions
developed,
a set of auxiliary or support occupations, sometimes called
semipro-
5. fessional, developed around them. Professional training moved
into
the university, but the training of the auxiliaries remained
outside.
The community colleges grew in part because some of their
earlier
proponents recognized the coming need for semiprofessionals
and
despaired of the universities’ adjusting rapidly enough to
provide
this less-than-baccalaureate education.
Calls for vocational education in the two-year colleges had been
made from their earliest days. In 1900, William Rainey Harper,
president of the University of Chicago, suggested that “many
students who might not have the courage to enter upon a course
of
four years’ study would be willing to do the two years of work
before
entering business or the professional school” (cited by Brick,
1965,
p. 18). The founders of the junior colleges in California
postulated
that one purpose of their institutions was to provide terminal
programs in agriculture, technical studies, manual training, and
the domestic arts. Alexis Lange (1927) indicated that the junior
colleges would train the technicians occupying the middle
ground
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
http://ebookcentral.proquest.com/lib/capella/detail.action?docID
=1366278.
Created from capella on 2020-05-31 17:37:47.
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Occupational Education 305
between manual laborers and professional people, and Koos
(1924)
described and applauded the occupational curricula in the junior
colleges of the early 1920s.
Arguments on behalf of vocational education were raised at the
earliest gatherings of the AAJC. At its organizational meeting
in
1920 and at nearly every meeting throughout the 1920s and
1930s,
occupational education was on the agenda. Brick traced these
dis-
8. cussions and noted that “the AAJC was aware that it had to take
a leadership role in directing the movement for terminal educa-
tion” (1965, p. 120). He quoted C. C. Colvert, president of the
association, who, in a 1941 address, had admonished junior
college
educators for not encouraging the national government to fund
occupationaleducationforpeopleofjuniorcollegeage:“Hadnotwe
of the junior college been so busy trying to offer courses which
would
get our graduates into the senior colleges instead of working
and
offering appropriate and practical courses—terminal courses—
for
the vast majority of junior college students, we might have
thought
to ask for, and as a result of having asked, received the
privilege of
training these young people” (cited by Brick, 1965, p. 121).
The thesis of Brint and Karabel’s book The Diverted Dream
(1989) is that the AAJC was the prime force in effecting a
change in community college emphasis from prebaccalaureate
to terminal-occupational education. The extent to which local
school boards and college leaders were attentive to the national
association is debatable, but there is no doubt that AAJC had
been
diligent. In 1939, it created the Commission on Junior College
Terminal Education, which proceeded to study terminal
(primarily
vocational) education, hold workshops and conferences on its
behalf, and issue three books summarizing junior college efforts
in
its area of interest. Much had been done, but as the commission
noted, more remained to do: “At the present time probably
about
one-third of all the curricular offerings in the junior colleges of
11. the
students were enrolled in programs designed primarily to
prepare
them for what 25 percent would do: transfer to the upper
division.
In 1940, terminal programs were offered in about 70 percent of
the colleges. The most popular were business and secretarial
studies,
music, teaching, general courses, and home economics. Over
one-
third of the terminal students were in business studies;
enrollments
in agriculture and home economics were quite low. Table 11.1
presents data on the numbers of colleges and the percentage of
their offerings that were terminal.
Definitions
The terminology of occupational education has never been
exact:
the words terminal, vocational, technical, semiprofessional,
occu-
pational, and career have all been used interchangeably or in
combination. To the commission and the colleges of 1940,
terminal
meant all studies not applicable to the baccalaureate, but
programs
designed to lead to employment dominated the category. Earlier,
vocational had generally been used for curricula preparing
people for
work in agriculture, the trades, and sales. Semiprofessional
typically
referred to engineering technicians, general assistants,
laboratory
technicians, and other people in manufacturing, business, and
25. .
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308 THE AMERICAN COMMUNITY COLLEGE
Although the collegiate transfer function was dominant in com-
munity colleges until the late 1960s, the structure for
occupational
education had been present from the start. The community
college
authorization acts in most states had tended to recognize both.
The
California District Law of 1921 allowed junior colleges to
provide
college preparatory instruction; training for agricultural,
industrial,
commercial, homemaking, and other vocations; and civic and
lib-
eral education. The comparable 1937 Colorado act defined a
junior
college as an institution providing studies beyond the twelfth
grade
along with vocational education. Mississippi required that the
junior college curriculum include agriculture, home economics,
commerce, and mechanical arts. By 1940, nearly half of the
states’
junior college laws specifically set forth the occupational func-
tions along with the collegiate studies. The national and
regional
accrediting associations of the time also wrote that provision
into
their rules.
26. Enrollments in occupational programs did not reach parity with
those in collegiate studies, however; well into the 1950s, they
accounted for only one-fourth or less of the whole. In 1929, 20
percent of the students in California and 23 percent in Texas
were in terminal programs (Eells, 1941a, p. 24), and not all of
those were in occupational studies; the figures include high
school
postgraduate courses for civic responsibility. Eells reported 35
percent
in terminal curricula in 1938, but when nonvocational terminal
curricula were excluded the percentage dropped to less than 25,
a figure that held constant until 1960. Although 75 percent of
students entering junior college as freshmen did not continue
beyond the sophomore year and hence were terminal students by
definition, only about one-third of them were enrolled in
terminal
curricula. “The difference of these two figures shows that more
than
40 per cent of all junior college students are enrolled in
curricula
which are not planned primarily to best meet their needs”
(Eells,
1941a, p. 59).
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
http://ebookcentral.proquest.com/lib/capella/detail.action?docID
=1366278.
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Occupational Education 309
Limitations on Expansion
Why did the occupational programs fail to flourish before the
1960s?
First, their terminal nature was emphasized, and that tended to
turn
potential students away; few wanted to foreclose their option
for
further studies. For most students, going to college meant
striving
for the baccalaureate, the “legitimate” degree. That concept of
collegiate education had been firmly established.
Another handicap to the growth of occupational programs was
the small size of the colleges. Average enrollment remained
below
one thousand until 1946. Colleges with low enrollments could
29. not offer many vocational courses; the costs were too high.
Eells
(1941a) reported a direct relation between size and occupational
enrollments. Small colleges (up to 99 students) had 10 percent
in terminal curricula; medium colleges (100–499 students), 32
percent; large colleges (500–999), 34 percent; and very large
colleges (1,000 and over), 38 percent.
A third reason for limited terminal offerings was the association
of many early junior colleges with high schools. In these
colleges,
administrators favored collegiate courses because they were
more
attractive to high school students than occupational courses,
they
entailed no new facilities or equipment, they could be combined
with fourth-year high school courses to bolster enrollments, and
they would not require the hiring of new teachers.
The prestige factor was important. Most of the new junior
colleges were opened in cities and towns where no college had
existed before. Citizens and educators alike wanted theirs to be
a
“real college.” If it could not itself offer the bachelor’s degree,
it
could at least provide the first two years of study leading
toward
one. In the eyes of the public, a college was not a manual-
training
shop. Costs were an important factor. Many vocational
programs
used expensive, special facilities: clinics, machine tools,
automo-
tive repair shops, welding equipment. By comparison, collegiate
studies were cheap. The transfer courses had always been taught
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310 THE AMERICAN COMMUNITY COLLEGE
in interchangeable classrooms. The same chairs and
chalkboards,
and often the same teachers, could be used for English, history,
or
mathematics.
32. And last, the secondary schools of the 1920s and 1930s
provided
education in shop trades, agriculture, secretarial skills,
bookkeep-
ing, and salesmanship. Occupational education in community
colleges could not grow until employers in these fields began
demanding some postsecondary experience and until the health,
engineering, and electronic technologies gained prominence.
For all these reasons, and despite the efforts of Eells and
his commission and subsequent AAJC activities, college lead-
ers did not rally around the calls for terminal studies. In some
states—Mississippi, for example, where occupational education
was a requisite, and California, where the institutions were
large
enough to mount comprehensive programs in both occupational
and collegiate studies—occupational education did well. But in
the
smaller institutions in states where the popularizing function,
that
of promoting higher education, was dominant, sizable
occupational
programs were not developed until much later.
Growth
Occupational education enrollments began growing at a rate
greater than liberal arts enrollments in the 1960s and continued
to
do so for twenty years. This rise is attributable to many causes:
the
legacy left by early leaders of the junior college movement and
the importunities, goading, and sometimes barbs of later
leaders;
the Vocational Education Act of 1963 and later amendments;
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Occupational Education 311
College Terminal Education had noted that at least sixty-two
junior colleges in fourteen states were receiving federal funds
that
had been appropriated under the 1917 Smith-Hughes Act and
the 1937 George-Deen Act. The federal monies were earmarked
for institutions where education was less than college grade: “It
does not mean that the institution must be of less than college
grade—only that the particular work offered, for which federal
aid
is received, must be of less than college grade” (Eells, 1941a, p.
29). The U.S. Office of Education called programs of trade and
industrial education less than college grade if college entrance
requirements were not prerequisites for admission, the objective
was to prepare for employment in industry, the program did not
lead to a degree, and the program was not required to conform
to conditions governing a regular college course. According to
Dougherty (1988), as early as 1937, the AAJC was lobbying for
the
repeal of the provision restricting support to programs of less
than
college grade.
The 1963 Vocational Education Act and the amendments of
1968 and 1972 vastly augmented the federal funds available to
com-
munity colleges. Other federal programs provided additional
funds
that the community colleges shared: the Comprehensive
Training
36. and Employment Administration (1973), Job Training
Partnership
Act (1982), and Carl D. Perkins Vocational Education Act
(1984).
Subsequent years saw Job Opportunities and Basic Skills,
Omnibus
Trade and Competitiveness, Worksite Literacy, and Cooperative
Education—programs that were superseded, modified, or
extended
when the School-to-Work Opportunities Act of 1994 and the
Workforce Investment Act of 1998 were added to the set. In
1994, the Advanced Technical Education program was passed
and
the National Science Foundation subsequently funded more than
two hundred programs, along with laboratory improvements. In
summation, several specific acts were marked clearly for
workforce
preparation and occupational studies, whereas most federal
funds
dedicated to other types of education were run through Pell
Grants
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
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=1366278.
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312 THE AMERICAN COMMUNITY COLLEGE
and loan programs directed toward individual students. The
federal
government’s direction was evident.
The states were active as well. In Illinois, where many of the
new districts were formed on the promise to the electorate of
having
more than 50 percent of the programs in career education, 1,871
curricula, or 66 percent of the total, were occupational (Illinois
Community College Board, 1976). In Florida, associate degree
and certificate occupational programs exceeded two hundred.
The
small Hawaii system offered eighty different programs. As
detailed
in McCabe’s (1997) review, “The states … are better positioned
than the federal government to reform workforce development.
Although workforce reform has traditionally centered on
federally
funded programs, state expenditures for these efforts far exceed
39. federal monies” (p. 9).
Although many individual colleges offered one hundred or more
different occupational programs, those that led to the greatest
vari-
ety of career options were the most popular. Programs in
business
drew the most students because of the breadth of opportunity
they
presented. The health professions and the engineering
technologies
drew large numbers of students because of the expanding base
of
the professions in those areas and the ever-growing need for
support
staff. Computer science became popular in the 1980s because of
the rapidly expanding applications of computers in all career
fields.
Other programs ebbed and flowed depending on job markets.
Some of the enrollment increases resulted from the upgrad-
ing of institutions and the transfer to the community colleges
of functions formerly performed by other segments of
education:
secondary and adult schools, technical institutes, and area voca-
tional schools or centers. This trend was most marked in
Florida,
where fourteen of the twenty-eight community colleges had a
department designated as an area vocational education school,
and
others had cooperative agreements with school boards that
operate
area vocational-technical centers; in Iowa, where all the public
community colleges were merged with area schools; in
Nebraska,
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Occupational Education 313
where the state was divided into technical community college
areas; in North Carolina, where the technical institutes were
part
of the community college system; and in Chicago, where the
adult
42. and vocational education programs were transferred from the
city
schools to the community college system (Lombardi, 1975).
The combination of these forces counteracted to a consider-
able degree those forces that caused students and their parents
to value the baccalaureate over the occupational programs. In
its
statewide master plan for 1978 to 1987, the Maryland State
Board
for Community Colleges reported that the “increasing emphasis
on occupational programs reflected changing values and
attitudes
among students and their families as to the level of education
required to qualify for desirable employment opportunities. This
shift was reflected in national projections predicting that
through-
out the next decade, 80 percent of available jobs would require
less than the bachelor’s degree” (1977, p. 34). U.S. Department
of
Labor data listed as the main areas of job openings in the 1980s
retail salesclerks, cashiers, stock handlers, and similar jobs for
which
a bachelor’s degree is not required; Managers and
Administrators was
the only job category in the top fifteen to suggest baccalaureate
training (Kuttner, 1983).
Stability
The growth in occupational enrollments that began in the
second
half of the 1960s could not continue indefinitely, and it began
leveling off in the 1980s. Although only a minority of
community
college matriculants complete programs, the figures on
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314 THE AMERICAN COMMUNITY COLLEGE
Table 11.2. Associate Degrees Conferred by Institutions of
Higher
Education by Type of Curriculum, 1970–71 to 2010–11
Year All Arts and Percentage Occupational Percentage
Curricula Sciences or of Total Curricula of Total
General
Programs
1970–71 253,635 145,473 57 108,162 43
1976–77 409,942 172,631 42 237,311 58
1982–83 456,441 133,917 29 322,524 71
1987–88 435,085 148,466 34 286,619 66
1991–92 504,321 195,238 39 309,083 61
1995–96 555,216 211,822 38 343,394 62
1999–00 564,933 249,975 44 314,958 56
2003–04 665,301 308,064 46 357,237 54
2010–11 942,327 398,091 42 544,236 58
Source: NCES, Digests, 2005, 2012.
Table 11.3. Main Fields in Which Associate Degrees Were
Conferred, 2010–11
Main Associate Percentage
Fields Degrees of Total
Liberal arts and sciences, general studies,
and humanities
46. 306,670 33
Health professions and related sciences 201,831 21
Business 139,986 15
Homeland security, law enforcement,
and firefighting
44,923 5
Computer and information sciences 37,677 4
Engineering technologies and
engineering-related fields
35,521 4
Multi/interdisciplinary studies 23,729 3
Visual and performing arts 21,379 2
Education 20,459 2
Mechanic and repair
technology/technicians
19,969 2
Source: NCES, Digest, 2012.
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
http://ebookcentral.proquest.com/lib/capella/detail.action?docID
=1366278.
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Occupational Education 315
professions and related sciences jumped from 15 to 21 percent,
and homeland security, law enforcement, and firefighting
increased
from 3 to 5 percent of total awards. Business, management, and
marketing degrees remained stable at 15 percent of all associate
degrees awarded, and degrees in computer and information
sciences
decreased from 6 to 4 percent. Overall, in 2010–11,
occupationally
oriented degrees accounted for 58 percent of the awards.
In summation, the national data on degrees awarded yield
a figure of more than 50 percent for the past forty years in areas
designed for direct employment. This ratio peaked in the mid-
1980s
and declined as the proportion of baccalaureate-bound students
49. once again grew to equal those seeking immediate employment.
Contract Training
Contract training refers to instruction that is provided for
specific
occupational purposes, usually outside the college-credit
program.
It falls into three categories: training designed specifically for
the employees of certain companies; training for public agency
employees; and training for specific groups such as unemployed
people or people on welfare. Funds may come from the
companies
or public agencies that benefit or from state or federal funds.
Contract training for businesses is often presented at the com-
pany’s offices or plants, using their equipment. There is no
problem
if the company pays all expenses, including the instructors’
salaries,
on a flat rate or cost per head. But if the programs are offered
for college credit and the usual state reimbursement procedures
are in effect, they must be open to all applicants, thus
potentially
compromising the company’s work rules. In many cases,
existing
courses offered at the college have …
Final Paper: Technology in African American Studies
OVERVIEW
The final paper is an exploration of the impact of technology on
your field of interest. You will discuss recent and current
technology changes we as well as the importance of maintaining
currency in your field. The final project will bring together
many things you have covered and practiced in this course
50. already.
Course objectives covered in this paper/project include CO 1,
CO 3, CO 6
GUIDELINES
In a paper of between 1000 and 1800 words (4 to 6 pages), do
the following:
· Briefly describe your career field or a field of interest to you.
· Explain what drew you to this field.
· Examine the impact of past, current, and developing
technology in your field, providing specific examples.
· Discuss the importance of remaining current in technology and
other developments in your field.
· Explore ways to get and remain current in your field as you
move toward a degree and as you are working in the field.
This project has several guideposts. Please check the Course
Calendar for the exact week when each is due.
· Topic Approval: By the date indicated in the Course Calendar,
let your mentor know what career field you will be writing
about. Ask your mentor if he or she has a preferred citation
style. Submit your career field and receive approval through the
Final Project: Topic Approval assignment link in the Final
Project area.
· Summary of Approach: By the date indicated in the Course
Calendar, send to your mentor (through the Final Project:
Summary of Approach assignment link in the Final Project area)
a paragraph or two that briefly describes the approach you plan
to take to the topic of the impact of technology on the field and
maintaining currency. Your mentor will respond with helpful
51. feedback.
· Written Assignment 4 (Brief Annotated Bibliography): Written
Assignment 4 in Module 4 is a preliminary annotated
bibliography for your paper. See the Course Calendar for the
due date.
· Note: You will use this bibliography as the foundation for the
unannotated bibliography section of your final paper
submission.
· Written Assignment 7: Written Assignment 7 in Module 6 is
also related to your final project. The research you do for this
assignment will be useful for your final project. See the Course
Calendar for the due date.
· Final Paper Submission:By the date indicated in the Course
Calendar, submit your final project through the Final Project:
Final Paper Submission assignment link in the Final Project
area.
Your paper should do the following:
· Be sure to cover all of the topics listed in the first bulleted list
that follows GUIDELINES above.
· Be sure to support all of your ideas effectively.
· Organize your paper so that it is clear and the ideas flow
naturally.
· Be sure to document your paper consistently and thoroughly in
the documentation style preferred by your mentor.
· Write in a clear, concise way, fully explaining your ideas.
· Be sure that you use proper grammar, spelling, and
punctuation.
· Include a complete bibliography.
· Note: Your bibliography should be based off of your Written
Assignment 4 (Brief Annotated Bibliography) submission;
however, it does not need to be annotated for your final
52. submission.
Your final project will automatically be submitted through
SafeAssign.
Cohen c12.tex V2 - 07/22/2013 3:55pm Page 333
12
Community Education
Extending College Services and Training
Community education, the broadest of all functions,
embracesadult and continuing education (often called lifelong
learn-
ing) as well as numerous other activities not part of traditional
college programs. It may take the form of classes for credit or
not for credit, varying in duration from one hour to a weekend,
several days, or an entire school term. Community education
may
be sponsored by the college, by some other agency using
college
facilities, or jointly by the college and some outside group. It
may
be provided on campus, off campus, or through television, the
newspapers, radio, or the Internet. It may center on education or
recreation, on programs for personal interest or for the benefit
of
the entire community.
The various forms of community education usually are fully
supported by participant fees, grants, or contracts with external
organizations. Participants tend to have short-term goals rather
53. than degree or certificate objectives. They are usually older
than
the traditional eighteen- to twenty-four-year-old students, and
their
range of prior school achievement is more varied: Many of them
already hold baccalaureate or graduate degrees; many more have
never completed high school. They usually attend the course or
activities intermittently and part time. They have their own
reasons
for attending, and program managers design activities
accordingly.
Found in the earliest community colleges, these activities were
carried along for decades on the periphery of the occupational
and
liberal arts functions. They expanded greatly in the 1970s,
slowed
333
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
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=1366278.
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334 THE AMERICAN COMMUNITY COLLEGE
in the 1980s as college services came under closer scrutiny from
external budget allocators, and grew again in the 1990s as
college
leaders continually sought new avenues for funding services to
particular community groups.
This chapter reviews the rationale for and scope of community
education, emphasizing the most popular activities: continuing
edu-
cation; adult basic education; and community services. It
considers
also the perennial problems of funding, assessing effects, and
validating these services that fall outside the traditional
collegiate
56. offerings.
Rationale
Beginning with Jesse Bogue, who popularized the term
community
college in the 1950s, and continuing with the American
Association
of Community and Junior College’s (AACJC) 1988 Commission
on the Future of Community Colleges report, Building
Communities
(AACJC, 1988), the leaders of the association have been
vigorous
in their support for community education. Edmund J. Gleazer,
Jr.,
president of the association from 1958 until 1981, wrote exten-
sively in favor of education for direct community development,
the expansion of the colleges beyond their role in postsecondary
education, and continuing education as the main purpose. He
emphasized the community, rather than the college, in the
institu-
tion’s title. To him, it was a resource to be used by individuals
throughout their lifetime and by the general public as an agency
assisting with community issues. Gleazer’s primary contention
was
that “the community college is uniquely qualified to become the
nexus of a community learning system, relating organizations
with
educational functions into a complex sufficient to respond to the
population’s learning needs” (1980, p. 10).
Other commentators have favored community education as
a dominant function. Myran traced the community education
concept through university extension services and the adult and
Cohen, Arthur M., et al. The American Community College,
59. continuing education offered by the public schools for the past
century. These institutions were able to provide educational ser-
vices to individuals and groups without being wed to traditional
academic forms, such as credits, semesters, and grades. In
Myran’s
view, the community-based college was eminently equipped to
provide such services because of its ability “to coordinate
planning
with other community agencies, its interest in participatory
learn-
ing experiences as well as cognitive ones, the wide range of
ages
and life goals represented in its student body, and the
alternative
instructional approaches it arranges to make learning accessible
to
various community groups” (1969, p. 5).
The Commission on the Future of Community Colleges urged
the colleges to coalesce around the community education
concept:
The community college, at its best, can be a center for
problem-solving in adult illiteracy or the education of
the disabled. It can be a center for leadership training,
too. It can also be the place where education and busi-
ness leaders meet to talk about the problems of displaced
workers. It can bring together agencies to strengthen ser-
vices for minorities, working women, single parent heads
of households, and unwed teenage parents. It can coor-
dinate efforts to provide day care, transportation, and
financial aid. The community college can take the lead
in long-range planning for community development.
And it can serve as the focal point for improving the
quality of life in the inner city. (AACJC, 1988, p. 35)
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336 THE AMERICAN COMMUNITY COLLEGE
What has stimulated these calls for completely revised
structures? What has made these advocates so concerned with
community building and noncampus forms? One clue is
provided
by the nature of the colleges’ political and fiscal support. They
draw minuscule funds from private donors and have few federal
or foundation-supported research contracts. Instead, they
depend
almost entirely on public monies awarded in a political arena.
And here they have difficulty competing with the more
prestigious
universities for support in legislatures dominated by university
alumni. They seem to be turning to their local constituents,
seeking links with taxpayers at the grassroots level.
Community education proponents foster activities different
from the traditional courses taught by regular faculty members,
say-
ing that these are archaic, restrictive, discriminatory, and
narrowly
focused. They seem to feel that doing away with the traditional
forms in which education has been conducted will inevitably
lead
to a higher quality of service. In their desire to eschew elitism,
63. they
articulate populist, egalitarian goals. The more diverse the
popula-
tion served and the less traditionally based the program, the
better.
The overarching concept of community education is certainly
justifiable; few would quibble with the intent of an institution
to
upgrade its entire community rather than merely provide a
limited
array of courses. However, the total seems less than the sum of
its
parts. The components of community education must be
addressed
separately to understand its scope and effect. Are all segments
of
equal value? Who decides what shall be presented, and who
shall
pay for it?
Categories
In this chapter, we subdivide community education as follows:
• Lifelong learning: Intermittent education designed for
people who have either completed or interrupted their
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
http://ebookcentral.proquest.com/lib/capella/detail.action?docID
=1366278.
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Community Education 337
formal studies and who seek to develop their potential
or resolve their problems.
• Adult basic education: Basic skills instruction for adults
who function at less than a high school level.
Instruction may include English as a Second Language
66. (ESL), General Education Development (GED)
preparation, and literacy programming.
• Continuing occupational/workforce education: Any type of
noncredit instruction or training designed to upgrade
job skills or prepare one to enter an occupation.
Courses may be tailored for a specific job or industry, or
they may have broader applicability.
• Entrepreneurship training: Courses provided specifically
to assist entrepreneurs in the tasks necessary to
establish and run a new business.
• Community services: The broadest term—whatever
services an institution provides that are acceptable to
the people in its service area, such as daycare, radio or
television stations, and recreational activities.
• Community-based education: Programs designed by the
people served and developed for the good of the
community, including cooperative arrangements with
local clubs or other educational organizations.
• Correctional education: Credit and noncredit education
and training provided to inmates.
Conceptually, community education includes elements of occu-
pational, developmental, and liberal arts education.
Occupational
education is organized around programs that prepare people for
the
job market, whereas community education includes short
courses
offered for occupational upgrading or relicensure. Liberal arts
and
69. 338 THE AMERICAN COMMUNITY COLLEGE
transfer education is directed toward preparing people for
academic
degrees, whereas community education may include regular col-
lege courses taken by adults, the awarding of college credit for
experience, and noncredit courses taught at the college level—
for
example, conversational foreign languages. Developmental edu-
cation is designed to remedy the defects in student learning
occasioned by prior school failure, whereas community educa-
tion may include adult basic studies that focus on literacy, high
school completion, and general education development. Some
ele-
ments of community education—programs for the disabled and
for
prison inmates, for example—may cut across all three of the
other
functions. However, different elements in community education
relate also to providing noneducative services to the
community. In
this category would fall the opening of college facilities for
public
functions and a variety of recreational services—the community
service notion. As an example, residents in rural areas may find
the only readily accessible arts and cultural activities to be
those
presented through their local colleges.
Enrollments
The variations in definition and categories make it difficult to
esti-
mate the magnitude of community education. Enrollment
figures,
especially, are unreliable; they are usually understated except
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Community Education 339
programs if people who enrolled in college-credit classes but
with-
out degree aspirations were classified instead as adult education
students. But enrollees in noncredit courses and participants in
community service activities are those typically counted.
The enrollment figures that are available are worth recounting.
Community education enrollments (in service, recreational, and
life enrichment programs that are not part of for-credit
academic
programs) reported in the American Association of Community
and Junior Colleges Directories ranged from three to four
million
per year during the late 1970s and early 1980s. However, the
introduction to the 1980 directory states that “because these
programs vary in length, with no clearly defined registration
periods,
73. it is difficult to get a clear picture … Some institutions do not
routinely collect enrollment figures from community education
students” (p. 3). Extrapolating from the 877 institutions that did
report student head count in noncredit activities in 1984–85, the
compilers of the directory estimated that 4,848,065 participated
nationwide. The AACC has since stopped reporting these data
because of the imprecision of the figures.
Data difficulties make it impossible to compare community edu-
cation enrollments between states as well. Some state reports
include adult basic education or participation in recreational
activities (or both), and others do not. Furthermore, head-count
enrollments in community education usually include duplicate
enrollments occasioned when the same person participates in
more
than one noncredit course or activity during the year.
Nonetheless,
state enrollments are useful as an estimate of the magnitude and
types of functions included in the community education
definition.
In Florida, the community colleges have major responsibility
for offering courses to individuals aged sixteen and older who
had
legally left the lower schools. In 2010–11, 52,219 were enrolled
in adult basic education, 2,452 in lifelong learning, and 57,761
in
recreation and leisure (Florida Department of Education, 2012).
That same year, Mississippi had 19,238 students enrolled in
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
http://ebookcentral.proquest.com/lib/capella/detail.action?docID
=1366278.
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340 THE AMERICAN COMMUNITY COLLEGE
adult basic education and continuing education courses as well
as GED and literacy programs. An additional 76,541 students
were involved in noncredit workforce education (Mississippi
Community College Board, 2011). In California, 347,195
76. students
participated in basic skills courses offered by the state’s 112
community colleges in 2010–11 (California Community
Colleges
Chancellor’s Office, 2012).
There is no question that the demand for non–degree-related
courses is high across all segments of the population. The NCES
estimated that 44 percent of the population aged sixteen or
older participated in adult education activities in 2005, up from
40 percent in 1995. Work-related and personal interest courses
attracted the highest percentage of adults (27 and 21 percent,
respectively, for each activity).
A New York Times poll conducted in spring 2012 asked a
nationwide random sample of adults if they had gone back to
school in the previous five years. Of the 23 percent who said
they had, most had done so to gain training for jobs. Of that
group, 75 percent said they had completed the training or were
still enrolled, and 29 percent that it had helped them get a new
job or promotion. Nearly all responded that the training was a
good investment of time and money (Connelly, Stefan, and
Kayda,
2012).
Scope
The scope of community education is reflected in documents
from
colleges around the country. Lifelong learning alone covers a
broad
area. The concept describes an area of service that knows no
limits
on client age, prior educational attainment, interest, or intent,
and the scope of offerings is limited only by staff energies and
imagination and by the funds available.
79. .
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Community Education 341
concluded that community-based colleges provide an important
option for many people who are not served elsewhere. Whatever
the financial circumstances, many groups of people are involved
because community education addresses a wide variety of con-
cerns, including child care, substance abuse, senior citizen
services,
student achievement and school effectiveness, community pride
and support for schools, unemployment and underemployment,
literacy and diploma and degree completion, and community
eco-
nomic development. When sufficient funding can be obtained,
programs for special groups are provided: women; displaced
work-
ers; gerontology programs for both the general public and
providers
of direct services to older adults; retired persons; single
parents; and
displaced homemakers.
In general, adult and noncredit education serve an especially
versatile population: parents; older adults and those who are
dis-
abled or homeless; out-of-school youth and dropouts;
unemployed
and underemployed people; adults receiving public assistance
and
welfare recipients; persons involved with the penal system; and
new
80. immigrants. More than 750 colleges participate in the
Servicemem-
bers Opportunity Colleges (SOCs), which allows members of
the
armed forces and their families to enroll in college-level
programs
at community and state colleges and universities. It features
flexible
access to higher education for members of the armed forces who
find difficulty in regular attendance because of their geographic
mobility. Service members may earn transferable credits toward
degrees, and academic residency expectations are limited to no
more than 25 percent of degree requirements.
Adult Basic Education
Continuing education programs also serve other special groups.
Adultbasic education (ABE),centering on basic
skillsdevelopment
for functionally illiterate adults, is a major component. In 2007,
over 135,000 students, 17 percent of the total served by the
North
Carolina Community College System (2007b), were in ABE.
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
http://ebookcentral.proquest.com/lib/capella/detail.action?docID
=1366278.
Created from capella on 2020-05-31 17:38:22.
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342 THE AMERICAN COMMUNITY COLLEGE
Noncredit ESL and GED preparation courses are often
categorized
as part of ABE, as both provide literacy and less-than-college-
level
instruction. In the Illinois colleges, 8,811 students were in
ABE,
5,001 participated in adult secondary education programs, and
22,215 were enrolled in ESL classes (Illinois Community
College
Board, 2012). Milwaukee Area Technical College (Wisconsin)
83. is
one of many that helps migrant and seasonal farmworkers and
their
dependents obtain GED degrees and either gain employment or
continue their education in postsecondary institutions outside
the
agricultural setting.
Entrepreneurship Training
Establishing a small business has always been a natural
sequence
for some graduates of community college career programs. In
1980,
a congressional act created Small Business Development
Centers
(SBDCs), a venture funded jointly by the federal government,
the
U.S. Small Business Administration, and state and local public
and private agencies. These centers, in many cases housed in
community colleges, were designed to help individuals
interested
in starting a business and those who already had businesses but
required management assistance.
Carmichael (1991) discussed the steps in establishing SBDCs
and described Lane Community College (Oregon), which had
the first community college–based network in the nation, and
Bergen County Community College (New Jersey), which had
one of the first pilot programs funded by the Small Business
Administration. Other exemplary programs include Montgomery
Community College (Maryland) and several other colleges in
the
Washington, D.C., metropolitan area.
The difference between entrepreneurship training and small-
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Community Education 343
developing a business plan to obtaining licenses and loans to
employing other people. A small number of colleges are
involved
in business incubation: the practice of assisting emerging small
businesses by creating an environment where business owners
are provided with opportunities to develop entrepreneurial
skills.
However, in many cases, the colleges provide entrepreneurs
with
little more than space and clerical support.
In 1994 the Center for the Study of Community Colleges,
sponsored by the E. M. Kauffman Foundation, examined the
scope
and magnitude of entrepreneurship training and found that most
large-city colleges had some such involvement, usually
provided
through their continuing education division or through a center
for economic development or small-business development
institute.
The programs were organized on an ad hoc basis when state,
federal,
foundation, or local-agency funds could be acquired. Typically,
the
people toward whom the training was directed could afford to
pay
little or no tuition.
87. According to the Kauffman Foundation (2007), in 2006 more
than five thousand entrepreneurship courses were being offered
at two- and four-year colleges and universities across the coun-
try, and over five hundred of these institutions were offering a
formal entrepreneurship program involving majors, minors, or
cer-
tificates. In Virginia, a majority of community colleges present
at least one course treating topics of entrepreneurship and
small-
business management. REAL Enterprises (Rural
Entrepreneurship
through Action Learning) operates in 151 postsecondary insti-
tutions, mostly community colleges, with programs focusing on
the development of small businesses through experiential
learning,
self-assessment, community analysis, and business plan writing.
Community-Based Education
Several types of cooperative endeavors between community col-
leges and other community agencies may be found.
Arrangements
between the colleges and local and state organizations as well
as
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
http://ebookcentral.proquest.com/lib/capella/detail.action?docID
=1366278.
Created from capella on 2020-05-31 17:38:22.
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344 THE AMERICAN COMMUNITY COLLEGE
other educational institutions are most prevalent, as are
coopera-
tive arrangements with county and municipal government
agencies
and private enterprises. These joint ventures range from sharing
facilities to offering mutually sponsored courses. The majority
of
funds come from tuition and fees charged to participants, but
90. many
of the programs are supported by college community service
funds,
often generated by local taxes.
One study, conducted by the Workforce Strategy Center, cited
community-based organizations (CBOs) as essential to the goal
of
colleges to extend their education and training opportunities to
wider local communities. CBOs offer counseling, case
management,
social support, rehabilitation services, and education and
training
to adults in local communities who lack ties to educational
insti-
tutions. Partnerships between community colleges and CBOs
link
these resources with accessibility for underserved adults. The
study
sought examples of programs focusing on economically and
edu-
cationally disadvantaged adults, offering credit-bearing
instruction
and integrating social support and counseling. West Side
Technical
Institute at Daley Community College (Illinois) collaborated
with
Insituto del Progreso Latino to provide metalworking,
machinist,
adult basic education, vocational ESL, and GED programs
designed
to prepare economically and educationally disadvantaged adults
for
jobs in manufacturing. Austin Community College (Texas) part-
nered with Capital IDEA to provide over six hundred low-
income
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Community Education 345
In community-based programming, promoted by the Academy
for Community College Leadership Advancement, Innovation,
and Modeling, colleges act as leaders and catalysts facilitat-
ing collaboration among community agencies and organizations.
Community-based programming was used in Guilford Technical
Community College (North Carolina) as a means to improve
work-
force preparedness; in James Sprunt Community College (North
Carolina) with a focus on literacy and economic development;
in Florence-Darlington Technical College (South Carolina) to
address issues of local water quality; in Technical College of
the
Lowcountry (South Carolina) to spur economic development;
and
in Paul D. Camp Community College (Virginia) emphasizing
issues
related to substance abuse (Boone, Pettitt, and Weisman, 1998).
94. Some colleges have developed community-based forums in
which
the participants discuss subjects reported in the local
newspaper,
a procedure that has been used to bring the humanities to par-
ticipants through lectures, panels, debates, dramatizations, …