Presented at the joint meeting of the Boards of Higher Education and Elementary and Secondary Education on January 26, 2016 at Roxbury Community College.
Includes:
- Role of MA Department of Higher Education in workforce development presented by David Cedrone, Associate Commissioner for Economic and Workforce Development
- Update on Workforce Innovation and Opportunity Act (WIOA) state plan by Jennifer James, Director of Massachusetts Workforce Skills Cabinet
- Campus execution of Nursing Workforce Plan presented by Cloria Harris Cater, Associate Professor at Simmons College School of Nursing, Linda McKay, Professor and Chairperson of Department of Nursing at Fitchburg State University, and Ellen Santos, Director of Practical Nursing at Assabet Valley Regional Technical School
GEAR UP Massachusetts provides college preparation services to around 7,000 low-income middle and high school students across the state. The program aims to increase college enrollment, knowledge of financial aid, and academic achievement among participants. Key initiatives include partnering with the Go Higher! campaign to promote college-going, research finding GEAR UP students are nearly 4 times more likely to enroll in college, and hosting Massachusetts College Application Celebrations to support students completing college applications. The director presented on the program and its goals of closing achievement gaps and increasing college access for underserved youth.
Year in review of the Department of Higher Education's work, presented by Commissioner Richard Freeland at the June 16, 2015 Board of Higher Education meeting.
An update on the work being done to develop a state university funding formula, presented by Deputy Commissioner Sean Nelson at the June 16, 2015 Board of Higher Education Meeting
Public School Construction Needs Survey and Recommendations for Funding Optio...EducationNC
This document outlines the methodology used to assess facility needs in nine North Carolina school districts. It describes conducting facility assessments at each school, including building condition, site condition, educational suitability, and technology readiness. Building condition and site condition were assessed by architects and engineers using industry-standard techniques to evaluate physical condition. Educational suitability and technology readiness were assessed by educators using software to evaluate how well facilities support instructional programs. The results will help identify renovation and construction needs and costs across the districts and determine funding requirements and options.
Includes:
- Role of MA Department of Higher Education in workforce development presented by David Cedrone, Associate Commissioner for Economic and Workforce Development
- Update on Workforce Innovation and Opportunity Act (WIOA) state plan by Jennifer James, Director of Massachusetts Workforce Skills Cabinet
- Campus execution of Nursing Workforce Plan presented by Cloria Harris Cater, Associate Professor at Simmons College School of Nursing, Linda McKay, Professor and Chairperson of Department of Nursing at Fitchburg State University, and Ellen Santos, Director of Practical Nursing at Assabet Valley Regional Technical School
GEAR UP Massachusetts provides college preparation services to around 7,000 low-income middle and high school students across the state. The program aims to increase college enrollment, knowledge of financial aid, and academic achievement among participants. Key initiatives include partnering with the Go Higher! campaign to promote college-going, research finding GEAR UP students are nearly 4 times more likely to enroll in college, and hosting Massachusetts College Application Celebrations to support students completing college applications. The director presented on the program and its goals of closing achievement gaps and increasing college access for underserved youth.
Year in review of the Department of Higher Education's work, presented by Commissioner Richard Freeland at the June 16, 2015 Board of Higher Education meeting.
An update on the work being done to develop a state university funding formula, presented by Deputy Commissioner Sean Nelson at the June 16, 2015 Board of Higher Education Meeting
Public School Construction Needs Survey and Recommendations for Funding Optio...EducationNC
This document outlines the methodology used to assess facility needs in nine North Carolina school districts. It describes conducting facility assessments at each school, including building condition, site condition, educational suitability, and technology readiness. Building condition and site condition were assessed by architects and engineers using industry-standard techniques to evaluate physical condition. Educational suitability and technology readiness were assessed by educators using software to evaluate how well facilities support instructional programs. The results will help identify renovation and construction needs and costs across the districts and determine funding requirements and options.
Making Vibrant Connections: Higher Education and the Business CommunityMelissa DeFreest
This document discusses the importance of connections between higher education and the business community. It notes that workforce training programs are most effective when they are aligned with local industry needs, provide valuable credentials, and have meaningful employer engagement. It also states that economic development benefits from colleges focusing on innovation, discovery, sustainable growth, and embracing diversity. Finally, it emphasizes that higher education institutions can support their local communities by embedding engagement and entrepreneurship in their mission, and by partnering with K-12 schools and advocating for public policy issues.
Analysis of estimated undergraduate enrollment in Massachusetts public colleges and universities, comparing the early estimates of fall 2015 enrollment with historic data. Presented to the Massachusetts Board of Higher Education on October 27, 2015.
CORD Recoup Communication Activities 2005 09RECOUP
The document outlines the communication activities of the CORD-RECOUP research project from 2005-2009. It discusses establishing contacts and rapport with stakeholders in selected states, disseminating information about the research through flyers and meetings, conducting community workshops, networking with local officials and organizations, and preparing for mid-term dissemination events. The overall goal was to communicate the objectives and findings of the RECOUP research to relevant audiences.
The document outlines a proposed Commonwealth Commitment program in Massachusetts to increase college access, affordability, and degree completion. It proposes guaranteed admission and a fixed tuition price for students who complete an associate degree through one of 16 eligible Massachusetts Transfer Pathway programs and then transfer to a Massachusetts public 4-year university. The program would start in Fall 2016 with 6 programs and expand to 16 programs in Fall 2017. It aims to incentivize full-time enrollment and help meet the state's projected shortfall of bachelor's and associate degree holders. Key aspects of the proposal discussed include eligible majors, transfer timelines, academic standards, engagement models with UMass campuses, proposed costs and discounts, and potential benefits to students and the state
RECOUP Communication Strategy (2008-09 Revision)RECOUP
The document outlines the communication strategy for RECOUP from 2008-2009, including key messages, target audiences, and activities. The objectives are to create awareness of RECOUP's goals amongst target audiences, inform them of accomplishments, and ultimately influence policy by engaging audiences to use research outputs. Key messages focus on the relationship between education, labor market outcomes, and development. Target audiences include policymakers and development practitioners. The strategy involves relaying information, engaging audiences throughout research, and using feedback mechanisms and events to maximize impact and policy influence.
The document summarizes key findings from an OECD review of vocational education and training (VET) in Bulgaria. It identifies several strengths of Bulgaria's VET system, including a willingness to reform and engagement of social partners, but also challenges such as improving labor market relevance and capacity issues. Recommendations include increasing autonomy at sub-national levels, better data collection, and strengthening employer involvement through work-based learning.
Kansas Board of Regents_Foresight2020_2015 Progress ReportBreeze Richardson
This document provides a progress report on Foresight 2020, the Kansas Board of Regents' strategic agenda for higher education. It summarizes progress made in the past year on goals and metrics related to increasing higher education attainment among Kansans. The number of undergraduate credentials and degrees awarded continues to exceed projections needed to meet the goal of 60% postsecondary attainment by 2020. Enrollment demographics generally match state demographics and participation levels have increased for most adult age groups.
Performance-Based Funding – A New Era in Accountability?Ludmila Adamovica
Data visualization of “Performance Based Funding – A new era in accountability?” Many states are now reconsidering the funding by enrollment model for state appropriations.
Changing the Conversation: Making the Case for Funding Deferred Maintenance [...Sightlines
We are at a unique point in the history of managing higher education campuses. Two historic waves of building construction, 1955-1975, and 1995-2010 are increasing demands for capital investments at a time when resources available are limited. Traditional strategies for funding deferred maintenance (DM) will not work in the future. There is just too much backlog to be addressed at the time life cycles of newer buildings are coming due.
Facilities leaders know that there is a cost of waiting to fund DM projects: higher capital costs, program disruption and higher operational costs. But making the case to senior management for funding facilities sooner rather than later is a challenge as they try to balance funding facilities vs. funding faculty salaries and increase student financial aid.
In this session, participants learn from facilities leaders from California public and private campuses who have worked with Sightlines to package the DM needs into investment portfolios and successfully make the case for funding.
Budget letter to state leaders from school and district leadersEducationNC
North Carolina's public schools face a staffing crisis as they enter the fourth month of the fiscal year without a state budget. Teachers and other personnel are leaving for higher paying jobs elsewhere due to non-competitive salaries. Principals are taking on multiple roles to address staffing shortages. School leaders urge state leaders to compromise and pass a budget that significantly increases compensation for all school employees, provides additional funding for student mental health support staff, and fully funds recommendations to improve the state's constitutional obligation to education.
Performance Based Funding – A new era in accountability?InsideTrack
Data visualization of "Performance Based Funding – A new era in accountability?" Many states are now reconsidering the funding by enrollment model for state appropriations.
Research, Policy & Evaluation: Complex Intersections: Navigating the Waters o...guestd83a57
This workshop examined the role of education policy and scholarly research in informing college access programs and how programs in turn influence the direction of the research community.
The document summarizes the SCUP 2021 Campus Facilities Inventory survey. It provides an overview of the survey objectives, which are to compare campus facilities to national benchmarks and inform master planning. The survey collected data on campus space inventories and recent/planned changes. Key findings include that student enrollment growth has outpaced facilities growth, private schools provide more space per student, and institutions plan to invest in instructional spaces and technology infrastructure. A panel discussion addressed using peer data and institutional data for planning, as well as integrating pandemic lessons into future plans.
This document provides an overview of the Local Control Funding Formula (LCFF) in California. It explains that LCFF aims to give more local control over funding by providing a base grant amount to districts plus supplemental funding for low-income students, English learners, and foster youth. It outlines the accountability process where districts must adopt a 3-year Local Control and Accountability Plan (LCAP) with input from parents and community to outline goals and expenditures. The document encourages districts to engage stakeholders early in the planning process and leverage LCFF to advance STEM goals that close achievement gaps.
Oecd norway competence development model final event 9 2020Beatriz Pont
The OECD has engaged with Norway to support the implementation of the competence development model for schools. It is focused on strengthening schools professional learning in partnerships with universities. This powerpoint presents the findings from the OECD report that assesses progress made in the implementation of the model and proposes actions for the model to reach its objectives.
The document outlines the timeline and process for developing and updating the 2015-2016 Local Control and Accountability Plan (LCAP) for Union School District. It describes the LCAP goals to be reviewed, the stages of gathering stakeholder input and drafting the updated plan from October 2015 to June 2016, and how progress on goals and actions will be assessed to address the needs of student subgroups.
Piedmont Unified School District is seeking an Executive Director for its Northern Alameda Consortium for Adult Education (NACAE). NACAE is an alliance of members, including school districts, (Alameda, Albany, Berkeley, Emery, Oakland and Piedmont) and Peralta Community
Colleges (Berkeley City College, College of Alameda, Laney and Merritt) to provide better coordinated and improved services for adult learners with basic skills.
The document discusses challenges and opportunities around adequate school funding for Sitka's schools. It outlines Sitka School Board goals which include maintaining and improving programs, promoting community engagement, and redefining programs and funding allocations. It also discusses federal mandates from laws like IDEA and NCLB, and ensuring funding meets these mandates while allowing for local control over educational priorities. The outlook for this year's funding is described as providing some relief but not meeting adequacy standards, and advocacy is needed at local, state, and federal levels to secure sustained and adequate education funding.
The document discusses a Board of Higher Education meeting about student hunger and homelessness in Massachusetts. It finds that over 1/3 of public colleges report increases in students using food pantries and experiencing food insecurity or homelessness over the past year. Many homeless students sleep in places like friends' couches, shelters, cars or 24-hour businesses. Both state-level actions and individual campus actions are working to address these issues and help students in need.
Presented to the Board of Higher Education and Board of Elementary and Secondary Education at the joint meeting on January 26, 2016 at Roxbury Community College.
Making Vibrant Connections: Higher Education and the Business CommunityMelissa DeFreest
This document discusses the importance of connections between higher education and the business community. It notes that workforce training programs are most effective when they are aligned with local industry needs, provide valuable credentials, and have meaningful employer engagement. It also states that economic development benefits from colleges focusing on innovation, discovery, sustainable growth, and embracing diversity. Finally, it emphasizes that higher education institutions can support their local communities by embedding engagement and entrepreneurship in their mission, and by partnering with K-12 schools and advocating for public policy issues.
Analysis of estimated undergraduate enrollment in Massachusetts public colleges and universities, comparing the early estimates of fall 2015 enrollment with historic data. Presented to the Massachusetts Board of Higher Education on October 27, 2015.
CORD Recoup Communication Activities 2005 09RECOUP
The document outlines the communication activities of the CORD-RECOUP research project from 2005-2009. It discusses establishing contacts and rapport with stakeholders in selected states, disseminating information about the research through flyers and meetings, conducting community workshops, networking with local officials and organizations, and preparing for mid-term dissemination events. The overall goal was to communicate the objectives and findings of the RECOUP research to relevant audiences.
The document outlines a proposed Commonwealth Commitment program in Massachusetts to increase college access, affordability, and degree completion. It proposes guaranteed admission and a fixed tuition price for students who complete an associate degree through one of 16 eligible Massachusetts Transfer Pathway programs and then transfer to a Massachusetts public 4-year university. The program would start in Fall 2016 with 6 programs and expand to 16 programs in Fall 2017. It aims to incentivize full-time enrollment and help meet the state's projected shortfall of bachelor's and associate degree holders. Key aspects of the proposal discussed include eligible majors, transfer timelines, academic standards, engagement models with UMass campuses, proposed costs and discounts, and potential benefits to students and the state
RECOUP Communication Strategy (2008-09 Revision)RECOUP
The document outlines the communication strategy for RECOUP from 2008-2009, including key messages, target audiences, and activities. The objectives are to create awareness of RECOUP's goals amongst target audiences, inform them of accomplishments, and ultimately influence policy by engaging audiences to use research outputs. Key messages focus on the relationship between education, labor market outcomes, and development. Target audiences include policymakers and development practitioners. The strategy involves relaying information, engaging audiences throughout research, and using feedback mechanisms and events to maximize impact and policy influence.
The document summarizes key findings from an OECD review of vocational education and training (VET) in Bulgaria. It identifies several strengths of Bulgaria's VET system, including a willingness to reform and engagement of social partners, but also challenges such as improving labor market relevance and capacity issues. Recommendations include increasing autonomy at sub-national levels, better data collection, and strengthening employer involvement through work-based learning.
Kansas Board of Regents_Foresight2020_2015 Progress ReportBreeze Richardson
This document provides a progress report on Foresight 2020, the Kansas Board of Regents' strategic agenda for higher education. It summarizes progress made in the past year on goals and metrics related to increasing higher education attainment among Kansans. The number of undergraduate credentials and degrees awarded continues to exceed projections needed to meet the goal of 60% postsecondary attainment by 2020. Enrollment demographics generally match state demographics and participation levels have increased for most adult age groups.
Performance-Based Funding – A New Era in Accountability?Ludmila Adamovica
Data visualization of “Performance Based Funding – A new era in accountability?” Many states are now reconsidering the funding by enrollment model for state appropriations.
Changing the Conversation: Making the Case for Funding Deferred Maintenance [...Sightlines
We are at a unique point in the history of managing higher education campuses. Two historic waves of building construction, 1955-1975, and 1995-2010 are increasing demands for capital investments at a time when resources available are limited. Traditional strategies for funding deferred maintenance (DM) will not work in the future. There is just too much backlog to be addressed at the time life cycles of newer buildings are coming due.
Facilities leaders know that there is a cost of waiting to fund DM projects: higher capital costs, program disruption and higher operational costs. But making the case to senior management for funding facilities sooner rather than later is a challenge as they try to balance funding facilities vs. funding faculty salaries and increase student financial aid.
In this session, participants learn from facilities leaders from California public and private campuses who have worked with Sightlines to package the DM needs into investment portfolios and successfully make the case for funding.
Budget letter to state leaders from school and district leadersEducationNC
North Carolina's public schools face a staffing crisis as they enter the fourth month of the fiscal year without a state budget. Teachers and other personnel are leaving for higher paying jobs elsewhere due to non-competitive salaries. Principals are taking on multiple roles to address staffing shortages. School leaders urge state leaders to compromise and pass a budget that significantly increases compensation for all school employees, provides additional funding for student mental health support staff, and fully funds recommendations to improve the state's constitutional obligation to education.
Performance Based Funding – A new era in accountability?InsideTrack
Data visualization of "Performance Based Funding – A new era in accountability?" Many states are now reconsidering the funding by enrollment model for state appropriations.
Research, Policy & Evaluation: Complex Intersections: Navigating the Waters o...guestd83a57
This workshop examined the role of education policy and scholarly research in informing college access programs and how programs in turn influence the direction of the research community.
The document summarizes the SCUP 2021 Campus Facilities Inventory survey. It provides an overview of the survey objectives, which are to compare campus facilities to national benchmarks and inform master planning. The survey collected data on campus space inventories and recent/planned changes. Key findings include that student enrollment growth has outpaced facilities growth, private schools provide more space per student, and institutions plan to invest in instructional spaces and technology infrastructure. A panel discussion addressed using peer data and institutional data for planning, as well as integrating pandemic lessons into future plans.
This document provides an overview of the Local Control Funding Formula (LCFF) in California. It explains that LCFF aims to give more local control over funding by providing a base grant amount to districts plus supplemental funding for low-income students, English learners, and foster youth. It outlines the accountability process where districts must adopt a 3-year Local Control and Accountability Plan (LCAP) with input from parents and community to outline goals and expenditures. The document encourages districts to engage stakeholders early in the planning process and leverage LCFF to advance STEM goals that close achievement gaps.
Oecd norway competence development model final event 9 2020Beatriz Pont
The OECD has engaged with Norway to support the implementation of the competence development model for schools. It is focused on strengthening schools professional learning in partnerships with universities. This powerpoint presents the findings from the OECD report that assesses progress made in the implementation of the model and proposes actions for the model to reach its objectives.
The document outlines the timeline and process for developing and updating the 2015-2016 Local Control and Accountability Plan (LCAP) for Union School District. It describes the LCAP goals to be reviewed, the stages of gathering stakeholder input and drafting the updated plan from October 2015 to June 2016, and how progress on goals and actions will be assessed to address the needs of student subgroups.
Piedmont Unified School District is seeking an Executive Director for its Northern Alameda Consortium for Adult Education (NACAE). NACAE is an alliance of members, including school districts, (Alameda, Albany, Berkeley, Emery, Oakland and Piedmont) and Peralta Community
Colleges (Berkeley City College, College of Alameda, Laney and Merritt) to provide better coordinated and improved services for adult learners with basic skills.
The document discusses challenges and opportunities around adequate school funding for Sitka's schools. It outlines Sitka School Board goals which include maintaining and improving programs, promoting community engagement, and redefining programs and funding allocations. It also discusses federal mandates from laws like IDEA and NCLB, and ensuring funding meets these mandates while allowing for local control over educational priorities. The outlook for this year's funding is described as providing some relief but not meeting adequacy standards, and advocacy is needed at local, state, and federal levels to secure sustained and adequate education funding.
The document discusses a Board of Higher Education meeting about student hunger and homelessness in Massachusetts. It finds that over 1/3 of public colleges report increases in students using food pantries and experiencing food insecurity or homelessness over the past year. Many homeless students sleep in places like friends' couches, shelters, cars or 24-hour businesses. Both state-level actions and individual campus actions are working to address these issues and help students in need.
Presented to the Board of Higher Education and Board of Elementary and Secondary Education at the joint meeting on January 26, 2016 at Roxbury Community College.
The document discusses recent enrollment trends in Massachusetts public higher education, noting that total undergraduate enrollment has declined for the third consecutive year after peaking in 2013, with community colleges seeing the largest decreases. Enrollment varies between segments, with the University of Massachusetts seeing growth from international students. The profile of new undergraduate students in 2015 is also presented, showing over half enrolled at community colleges and most were in-state, white, and female.
Presented to the Board of Higher Education by Susan Lane, Senior Advisor to the Commissioner for P16 Access & Alignment Policy, and Jeff Wulfson, Deputy Commissioner of the Department of Elementary and Secondary Education
The document proposes revisions to the program approval process for public higher education institutions in Massachusetts. Key changes include:
1. Requiring institutions to indicate how new program proposals align with their strategic plan in their letter of intent.
2. Circulating letters of intent to the Advisory Committee on Academic Programs and the Statewide Policy Committee for comment.
3. Having the Board of Higher Education review proposals to ensure alignment with system goals and consideration of factors like regional economic needs and affordable costs.
4. Establishing a timeline for implementing the new process starting in March 2017.
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
The document discusses student learning outcomes assessment at public institutions in Massachusetts. It provides updates on goals and milestones achieved to date in developing a common assessment framework at the campus, state, and national level. Key accomplishments include strengthening campus assessment capabilities, establishing a task force for statewide oversight, and participating in a multi-state collaborative to assess student work using shared rubrics. Future goals include further institutionalizing assessment practices and integrating them with other state higher education initiatives.
Centre for Civil Society (CCS) is a think tank seeking to advance social change through public policy, by promoting choice
and accountability. The organization conducts research and advocacy, primarily in the education and livelihoods sector,
with pilot projects for these in Delhi, Rajasthan and Maharashtra. CCS also focuses on creating future leaders in public
policy through trainings and seminars for students, journalists and young professionals.
This document summarizes Boettcher Teacher Residency's expansion of their teacher residency program into rural school districts in Colorado. Key points:
- Boettcher had been serving urban districts since 2004 but recognized the need to also address teacher recruitment and retention challenges in rural districts.
- They partnered with Adams State University, a university located in a rural area, to design and implement the rural residency program. This partnership was critical to the program's success.
- The rural residency program launched in 2013-14 and has since placed over 30 teachers in partnership with several rural school districts across Colorado. Boettcher provides extensive professional development and support to build capacity in these districts.
Impact And Inclusion Transforming An EdD Program Into A Crucible For Systems...Veronica Smith
The document summarizes a study conducted by Central Connecticut State University examining dissertations produced by students in its EdD program in Educational Leadership over the past 15 years. The study found that earlier dissertations tended to focus more on educational policy issues rather than social justice, but more recent dissertations demonstrate a stronger social justice orientation. The program is undergoing redesign to better prepare students to lead systemic transformation and address social injustices through their research. The goals are to move beyond incremental change and foster third-order change that challenges underlying systems through collaborative and community-engaged scholarship.
Civic engagement & student learning: Forging local community partnerships ...Mitzi Lewis
This document summarizes Dr. Mitzi Lewis's presentation on civic engagement and student learning at the 2015 Council of Public Liberal Arts Colleges Annual Meeting. The presentation explores how colleges can forge partnerships with local communities to provide students with civic engagement opportunities integrated into the curriculum. Civic engagement can include service learning, community partnerships, internships, and community-based research. It benefits students by developing skills employers desire and citizens need in a democracy, and benefits communities by empowering informed citizens.
Diversity and Community Engagement Strategic Plan OverviewSherri Sanders
The Division of Diversity and Community Engagement at the University of Texas at Austin has completed its first strategic plan spanning 2011-2016. The plan was developed over two years through an inclusive process involving staff across the division. The strategic plan establishes the division's mission, vision, values, and four strategic goals: 1) Advancing an inclusive campus culture, 2) Cultivating community partnerships, 3) Promoting academic success of underrepresented students, and 4) Conducting and sharing research. The plan is intended to guide the division in contributing to diversity, engagement, and social justice at the university over the next five years.
Making Quality Education Accessible in Pakistan: A Social Accountability Appr...Muhammad Sohaib
The project titled “Making Quality Education Accessible in Pakistan -- A Social Accountability Perspective” was designed to promote the idea of participatory school governance. The project, in its targeted areas, advocated for people’s right to free
education, and the importance of education, especially the girls’ education. It also trained communities, revived School Management Committees (SMCs), and formed accountability committees. The idea behind these interventions was to bring communities closer to co-own, co-design, and co-create a learning-friendly environment in the schools.
Under the project, public schoolteachers and district education officials were trained on ‘intraadministrative accountability’. This was done to make teachers realize their rights & responsibilities, and how to deal with intra-administrative conflicts. The project encouraged the community and local leaders to play their role in improving enrolments and lowering dropouts. The project also sought the community members to serve as accountability committee members so as to monitor the working of schools and teachers’ absenteeism.
Chapter 8 NATIONAL COMMUNITY SUPPORT SKILL STANDARDS PROJECT IMPL.docxchristinemaritza
Chapter 8 NATIONAL COMMUNITY SUPPORT SKILL STANDARDS PROJECT: IMPLICATIONS FOR HUMAN SERVICE EDUCATION
MARY DIGIOVANNI
FRANKLYN M. ROTHER
DAVID C. MALONEY
INTRODUCTION
This chapter reflects a necessary and timely effort to define, evaluate, and implement program standards for human service education with the most recent outcomes of the federally funded Community Support Skill Standards (CSSS) project. In the following pages, the reader will be given a detailed comparison and synthesis, where appropriate, of both the CSHSE standards and the CSSS competencies.
Historical Overview of the Need for, and Development of, National Skill Standards for CSHSPs
Changes in the societal expectations of human service delivery prompted by self-advocacy, scarce resources, and ideological shifts in the 1970s and 1980s led to a concentration on outcomes and quality-of-life issues. The purpose of human service interventions that promote changes in individual behavior, perspective, and social status and that provide life-sustaining supports became more focused on individualized support, institutional decentralization, and citizen participant involvement.
Human service agency providers became less hierarchical, encouraging recipient participation in their placement and treatment. This decentralization and flattening of organizational structures placed strong emphasis on collaboration among professionals working with recipients of services. At the same time, new community-based residential facilities and day activities programs promoted greater recipient participation and responsibility in improving their own life circumstances.
Direct care workers in these human service facilities were faced with new work demands and less supervision. An emphasis on tolerance of ambiguity, flexibility, and creativity in these new environments required greater future planning skills and a strong sense of personal professional behavior. This evolution of direct service worker skills required for professional performance in community support agency settings has converged with an inadequate labor pool, persistent low wages in the field, and the need for educational and training programs to teach the necessary values, vision, and competencies required for community support human service practice.
In 1993, the Human Services Research Institute in Cambridge, Massachusetts, received funding from the federal Departments of Education and Labor to participate in the original cohort of twenty-two industry pilot projects to identify national skill standards for entry-level and midlevel workers in community support human services settings. The vision of the National Skill Standards Board to establish skill standards for direct service workers by the year 2000 brought together members of consumer, employer, and educational organizations to research and determine the set of competencies required for direct service practitioners working in community support agencies.
A technical committee, headed ...
This document outlines a service learning project for a social studies teaching methods course. The project aims to investigate how service learning can be taught as an effective teaching strategy. Students will research current events, connect them to governing agencies, and conduct a related service learning project. They will be surveyed before and after to assess their understanding of active citizenship and use of service learning. Student blog posts will also be analyzed to see if they make explicit links between the project, social studies teaching goals, and their future use of service learning. There are no risks to participants, who will benefit from an effective instructional approach. No consent is needed as the work is a normal part of the course.
The MGC HIGH in Curricular Engagement will both:
a) expand and deepen service-learning and
related academic initiatives and scholarship
b) establish a national leader in the field. That will cultivate curricular engagement as an area of distinctive focus for MGC HIGH (at both the undergraduate and graduate levels, for both students and faculty, and in communities from local to international). It will help to fulfill the emerging institutional vision of MGC HIGH as “the cutting edge science technology university that engages students in the world now.”
This document summarizes a presentation about civic engagement and community partnerships at Metropolitan State University. It discusses engaged learning strategies like service-learning, internships and capstone projects that promote skills and integrative learning. Research shows these benefit academic performance and persistence. The university is committed to civic engagement through its mission, courses, initiatives and partnerships. The Institute for Community Engagement and Scholarship coordinates programs in academic internships, service learning, study abroad and community outreach.
This document describes Utah State University's redesigned their Technical Communication and Rhetoric program to incorporate considerations of social justice across the curriculum. The program faculty envisioned this shift after bringing on new faculty members and recognizing opportunities to increase diversity and recruit students interested in social justice. The program is now focused on social justice as informed by a virtue ethics framework, with the goal of developing justice as an active habit. Course design and community partnerships now aim to connect concepts of social justice to professional practice through hands-on learning opportunities.
Established in the year 1985 under the visionary leadership of Mr. Shantilal Muttha, BJS has been in the forefront of addressing national concerns in the areas of Educational Initiatives, Social Development and Disaster Response. Over the years of its existence, BJS has practised and perfected its approach and work processes in these chosen areas of work.
The Performance Incentive Fund was allocated $7.5 million for FY2013—$5 million for the community colleges and $2.5 million for the state universities and UMass. The Legislature expanded the purpose of the Performance Incentive Fund for FY2013 to include not only the advancement of the Vision Project key outcomes but also development of operational efficiencies such as consolidation of administrative functions and procurements.
FOR MORE INFORMATION, GO TO WWW.MASS.EDU/VISIONPROJECT
The document proposes incorporating community and place-based learning into school curriculums to increase student citizenship. It argues that experiential learning outside the classroom lasts longer than traditional learning and connects students to their communities. The author advocates for field trips, projects, and experiences that apply classroom concepts to students' real lives. Community learning through partnerships could empower youth leadership while teaching civic responsibility. Integrating community and place-based activities several times per semester could enhance learning and promote active citizenship from kindergarten through high school graduation.
Service-learning is defined as experiential education where students engage in activities to address human and community needs while also focusing on student learning and development. It benefits both the student and recipient of service. Some key aspects of service-learning include reflection, reciprocity, and ensuring equal focus on both the service provided and learning that occurs. Students involved in service-learning gain hands-on, insightful experience outside the classroom that can help prepare them for future careers and leadership roles in building their communities.
Campus and Community; Impacts & Benefits BriefSean P. Bender
a brochure brief summarizing key elements of the Community Impacts & Benefits realized through Wentworth Institute of Technology's Community & Learning Partnerships Initiatives. This piece was produced as a companion to the Institute's Community Benefits Plan, a component of the Institutional Master Plan filed with and approved by the City of Boston for 2010-2020.
The document discusses the challenges facing higher education institutions from various societal forces and the need for strengthening the relationship between higher education and society. It proposes a common agenda framework with 4 issues areas (building public understanding of higher education's civic mission, cultivating networks and partnerships, infusing civic responsibility into institution's culture, and embedding civic engagement into the higher education system) and various goals and action items under each issue area to guide collective efforts to advance higher education's role in serving society.
The document summarizes challenges facing higher education institutions from forces in society and discusses strengthening the relationship between higher education and society. It outlines four issues areas: 1) building public understanding of higher education's civic mission, 2) cultivating networks and partnerships, 3) infusing civic responsibility into institutional culture, and 4) embedding civic engagement into the higher education system. Goals and action items are provided for each issue area, such as developing common language about higher education's role, creating communication networks, and aligning governance structures to civic engagement criteria.
Similar to Definition of College and Career Readiness Incorporating Civic Learning and Engagement (20)
The document outlines the timeline and key aspects of the proposed Fiscal Year 2019 budget for public higher education in Massachusetts. It recommends a total budget request of $8.2 million over FY2018, including increases to financial aid programs and the Performance Incentive Fund, and decreases to certain administrative line items. The budget would represent a net increase of 2% over the FY2018 budget.
Presented by Pat Marshall, Deputy Commissioner for Academic Affairs & Student Success, and Christine Williams, Director of Strategic Initiatives for Academic Affairs & Student Success, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
Presented by Carlos E. Santiago, Commissioner, Massachusetts Department of Higher Education, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
The document summarizes collaboration between the Massachusetts Boards of Elementary and Secondary Education and Higher Education to better align K-12 and postsecondary education. It outlines several joint projects, including defining college and career readiness, raising awareness of college opportunities, and providing K-12 schools with data on student outcomes. It also discusses development of a next-generation state assessment to better measure readiness for college and careers, including field testing the PARCC assessment and studies to evaluate its quality, rigor, and efficacy. The boards will use results of these studies to inform their decisions about adopting PARCC.
A presentation to the Board of Higher Education at their meeting on April 28, 2015 by:
- Dr. Carlos Santiago, Senior Deputy Commissioner for Academic Affairs at the Department of Higher Education
- Dr. Leslie Bolinger Horton, Dean of School of Math & Science at Quinsigamond Community College
- Dr. Maura Mast, Associate Vice Provost of Undergraduate Studies at UMass Boston
- Dr. Karin Vorwerk, Professor and Chair of the Department of Mathematics at Westfield State University
This report to the legislature explains the initiatives underway across the 29 public colleges and universities in Massachusetts, focused on the "Big Three" plan to produce more college graduates.
For more information, visit www.mass.edu/visionproject
Memo to Massachusetts is the cover story in our latest Vision Project Report, "Degrees of Urgency: Why Massachusetts Needs More College Graduates Now." It describes the current climate of Massachusetts public higher education, and the perfect storm of factors facing the state-- our economy's need for more college graduates, projected declines in the number of high school graduates, and the cumulative impact of historic underfunding of public higher education.
Learn more at www.mass.edu/visionproject
This document provides the agenda and background materials for a statewide conference titled "Vision Project 'Big Three' Conference" being held on February 27, 2015. The conference will focus on advancing knowledge around strategies to increase college completion rates, close achievement gaps, and boost college participation among underserved groups. Campus delegations from various Massachusetts public colleges will participate in working sessions in the morning and afternoon focused on these three topics. They will discuss effective strategies currently being implemented and ways the Department of Higher Education can provide support moving forward.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Definition of College and Career Readiness Incorporating Civic Learning and Engagement
1. Definition of College and Career
Readiness Incorporating Civic
Learning and Engagement
Joint Meeting of the Boards of Higher Education and Elementary and
Secondary Education
January 26, 2016
2. 2010: TheVision Project launched
with mission to “to produce the
best-educated citizenry and
workforce in the nation”
2012: Responding to campus
feedback about the initial fiveVision
Project goals, BHE added Preparing
Citizens to goals of theVision Project
2013: BHE and BESE both adopted the Massachusetts
Definition of College and Career Readiness.
Background
Adding “Civic Preparation” to Massachusetts CCR Definition
3. 2014: BHE approved a Policy on Civic Learning (AAC 14-48)
Included a definition of Civic Learning: “Civic learning means
acquisition of the knowledge, the intellectual skills and the
applied competencies that citizens need for informed and
effective participation in civic and democratic life; it also
means acquiring an understanding of the social values that
underlie democratic structures and practices”
Called upon campuses to “incorporate civic learning as defined in
this policy as an expected outcome for undergraduate students”
Called for DHE to collaborate with DESE, to coordinate work on
civic learning in the public schools with work being done in
community colleges and state universities
Background
Adding “Civic Preparation” to Massachusetts CCR Definition
4. Adding “Civic Preparation” to Massachusetts CCR Definition
2015–16: Follow-up on this action step has been highly
collaborative between DHE and DESE:
DHE staff participated in DESE working group
Working group recommended joining with DHE to revise
Massachusetts Definition of College and Career Readiness to
include readiness for civic life
BESE accepted this recommendation
In December 2015, joint DESE/DHE working group drafted
revision to definition to present to both boards in January 2016
DHE/DESE Collaboration