The Performance Incentive Fund awarded $7.5 million in state funding to support 14 new campus projects, 47 continuing projects, 5 new consortium projects between multiple campuses, and 2 system-wide projects. New campus grants totaled $1.3 million for individual projects averaging $147,316, while new consortium grants totaled $1.8 million for collaborative projects averaging $353,281. The grants aim to advance goals around college participation, completion, student learning, workforce alignment, and reducing achievement gaps.
The Performance Incentive Fund (PIF) awarded $2.5 million total to 18 public colleges and universities in Massachusetts to support projects advancing the goals of the Vision Project, including improving college graduation rates, student learning outcomes, workforce development, and closing achievement gaps. The majority of proposals focused on improving college graduation rates. Projects funded included expanding student support services, redesigning developmental and STEM courses, implementing intrusive advising and learning communities, and strengthening transfer pathways. Funding amounts ranged from $53,800 to $233,417 per institution.
Development of distance education programs at the university of nebraska–linc...Dillard University Library
The document outlines a 4-year strategic plan for developing distance education programs at the University of Nebraska-Lincoln. It recommends assessing faculty support needs, niche markets, and resources to support existing and new programs. It also recommends developing a market strategy targeting in-state and out-of-state students, identifying programs with large out-of-state markets, and annually providing development grants. The plan projects enrollment increases of 10% annually on average over 4 years, with most growth in masters programs and new certificates.
Aacc comm. college completion challenge 2010-06IgorLives
1) Community colleges face the challenge of balancing increasing completion rates while maintaining their commitments to access and quality.
2) This requires rebalancing their missions around course enrollment, completion, and certificate/degree completion rather than just curricula.
3) Issues include helping more students complete courses, especially high school students, students who attend multiple institutions, and those taking courses to update skills for work. Aligning programs to facilitate continued education is also important.
The Facilities Steering Committee unanimously recommends that the Board of Education seek voter approval of $65 million in bonds to address critical needs identified in the Facilities Master Plan. Specifically, the Committee recommends prioritizing modernization of Piedmont High School, including new STEAM facilities, and adding classrooms at Piedmont Middle School and the elementary schools. While the full Facilities Master Plan would cost $130 million, the Committee believes the $65 million bond would allow progress on the most pressing goals of upgrading STEAM education and supporting extended-day kindergarten, without deferring necessary construction.
Profile 9 aqa beacon award for college-school partnerships - coleg menai (1)Association of Colleges
The document summarizes a partnership between Coleg Menai and local secondary schools to address skills gaps in STEM fields through vocational education programs. The partnership began in 2004 and expanded programs for 14-16 and 16-19 year olds. Programs include BTEC qualifications in engineering to levels 1, 2, and 3. Over 60% of learners are Welsh speakers so programs are delivered bilingually. Performance data shows high achievement rates. Equipment purchased with award funding has strengthened programs and curriculum. Closer ties to employers and other schools have been formed. The partnership aims to reduce STEM skills gaps and influence career choices through hands-on learning and exposure to local industries.
This document provides a program development report for the Accessible Licensure Program in Science Education at North Carolina State University. It gives an overview of the program, its mission, target audiences and competition. It discusses the program's status, general development guidelines and proposed deliverables for the coming fiscal year. The report contains recommendations to clarify the program's mission and objectives, and develop distance education technologies and services to increase the number of qualified science teachers in North Carolina.
Academic Plan Executive Summary 091709Jenny Darrow
Executive Summary - This academic plan outlines the multi-dimensional efforts of Keene State College and the Division of Academic Affairs to achieve academic excellence. It comes at a time in history when it will not be enough for educational institutions to be known for the physical attributes of their campus or community, or the measures of the many inputs that historically have equated with status in the educational pecking order. Our stakeholders—students, parent, community, system and legislators—are demanding evidence of real educational outcomes, which are captured best in one overarching College strategic goal—achieving academic excellence. The institutions that rise to this new challenge will succeed and prosper, while those that do not will languish. While the Division of Academic Affairs at Keene State College has primary responsibility for meeting this challenge, our success will depend on the creative energies and hard work of the entire College community.
The UBC Campus and Community Planning department implemented a comprehensive communications campaign to educate over 40,000 university students about major changes to their mandatory U-Pass transit program. The campaign utilized multiple media channels like websites, emails, videos, direct mail, and on-campus advertising to maximize awareness of the new program which required students to pick up their transit passes monthly. The widespread approach resulted in over 268,000 contacts with students and exceeded the goal of getting 6,000 students to pick up their passes early over the summer, with over 29,000 passes distributed.
The Performance Incentive Fund (PIF) awarded $2.5 million total to 18 public colleges and universities in Massachusetts to support projects advancing the goals of the Vision Project, including improving college graduation rates, student learning outcomes, workforce development, and closing achievement gaps. The majority of proposals focused on improving college graduation rates. Projects funded included expanding student support services, redesigning developmental and STEM courses, implementing intrusive advising and learning communities, and strengthening transfer pathways. Funding amounts ranged from $53,800 to $233,417 per institution.
Development of distance education programs at the university of nebraska–linc...Dillard University Library
The document outlines a 4-year strategic plan for developing distance education programs at the University of Nebraska-Lincoln. It recommends assessing faculty support needs, niche markets, and resources to support existing and new programs. It also recommends developing a market strategy targeting in-state and out-of-state students, identifying programs with large out-of-state markets, and annually providing development grants. The plan projects enrollment increases of 10% annually on average over 4 years, with most growth in masters programs and new certificates.
Aacc comm. college completion challenge 2010-06IgorLives
1) Community colleges face the challenge of balancing increasing completion rates while maintaining their commitments to access and quality.
2) This requires rebalancing their missions around course enrollment, completion, and certificate/degree completion rather than just curricula.
3) Issues include helping more students complete courses, especially high school students, students who attend multiple institutions, and those taking courses to update skills for work. Aligning programs to facilitate continued education is also important.
The Facilities Steering Committee unanimously recommends that the Board of Education seek voter approval of $65 million in bonds to address critical needs identified in the Facilities Master Plan. Specifically, the Committee recommends prioritizing modernization of Piedmont High School, including new STEAM facilities, and adding classrooms at Piedmont Middle School and the elementary schools. While the full Facilities Master Plan would cost $130 million, the Committee believes the $65 million bond would allow progress on the most pressing goals of upgrading STEAM education and supporting extended-day kindergarten, without deferring necessary construction.
Profile 9 aqa beacon award for college-school partnerships - coleg menai (1)Association of Colleges
The document summarizes a partnership between Coleg Menai and local secondary schools to address skills gaps in STEM fields through vocational education programs. The partnership began in 2004 and expanded programs for 14-16 and 16-19 year olds. Programs include BTEC qualifications in engineering to levels 1, 2, and 3. Over 60% of learners are Welsh speakers so programs are delivered bilingually. Performance data shows high achievement rates. Equipment purchased with award funding has strengthened programs and curriculum. Closer ties to employers and other schools have been formed. The partnership aims to reduce STEM skills gaps and influence career choices through hands-on learning and exposure to local industries.
This document provides a program development report for the Accessible Licensure Program in Science Education at North Carolina State University. It gives an overview of the program, its mission, target audiences and competition. It discusses the program's status, general development guidelines and proposed deliverables for the coming fiscal year. The report contains recommendations to clarify the program's mission and objectives, and develop distance education technologies and services to increase the number of qualified science teachers in North Carolina.
Academic Plan Executive Summary 091709Jenny Darrow
Executive Summary - This academic plan outlines the multi-dimensional efforts of Keene State College and the Division of Academic Affairs to achieve academic excellence. It comes at a time in history when it will not be enough for educational institutions to be known for the physical attributes of their campus or community, or the measures of the many inputs that historically have equated with status in the educational pecking order. Our stakeholders—students, parent, community, system and legislators—are demanding evidence of real educational outcomes, which are captured best in one overarching College strategic goal—achieving academic excellence. The institutions that rise to this new challenge will succeed and prosper, while those that do not will languish. While the Division of Academic Affairs at Keene State College has primary responsibility for meeting this challenge, our success will depend on the creative energies and hard work of the entire College community.
The UBC Campus and Community Planning department implemented a comprehensive communications campaign to educate over 40,000 university students about major changes to their mandatory U-Pass transit program. The campaign utilized multiple media channels like websites, emails, videos, direct mail, and on-campus advertising to maximize awareness of the new program which required students to pick up their transit passes monthly. The widespread approach resulted in over 268,000 contacts with students and exceeded the goal of getting 6,000 students to pick up their passes early over the summer, with over 29,000 passes distributed.
This document summarizes the results of a study that evaluated the efficiency of 78 state universities and colleges (SUCs) in the Philippines from 2006 to 2009 using data envelopment analysis (DEA). The study found that the majority of SUCs had efficiency scores of less than 1, indicating inefficiency. The DEA results also provided target input and output levels that could help SUCs achieve potential cost savings. Productivity improved slightly for about 62% of SUCs over the period analyzed. The findings suggest further research is needed to identify and address factors affecting the performance and operations of inefficient SUCs.
Price Competition and Course-Level Choice in K-12 EducationStraighterLine
This document discusses barriers to price competition and course-level choice in post-secondary education. It argues that while the cost of delivering online courses is much lower than traditional courses, prices charged to students remain high due to regulatory barriers that prevent market forces from lowering prices. These barriers include increased costs and time for new providers to receive accreditation, a lack of standardization that makes transferring credits between institutions difficult, an inability to use financial aid for individual courses, and unequal competition with subsidized public and non-profit colleges. Initiatives by existing colleges to increase online offerings have not addressed these systemic issues and have failed to lower overall education prices. Lessons from the evolution of competition in post-secondary education can help inform efforts
The audit reviewed North Carolina Virtual Public School's (NCVPS) compliance with content and design standards for online courses. The audit found that 8 of 12 courses did not meet required curriculum content standards, increasing the risk students would not learn all required material. Additionally, there was no assurance that 11 of 12 courses met adopted standards for rigor, increasing the risk students may not master course material. The audit also found issues with NCVPS teacher evaluations not being performed consistently and course content not being properly cited to avoid copyright infringement. Key recommendations included revising courses to meet standards, developing procedures to ensure standards are met, and improving teacher evaluations and copyright practices.
Many students taking remedial courses in college are not doing well in them. A better approach is needed that will benefit not only students, but also taxpayers and the students who are footing the bill for unsuccessful instruction. A subscription-based model in which students can work at their own pace and get help from readily available faculty could improve outcomes and reduce costs.
Asian Development Bank - Education Sector Reform Project - 2016-08-12Ariuntuya Batsaikhan
The Mongolia Education Sector Reform Project aims to improve the quality and relevance of primary and secondary education by supporting the government's shift to a 12-year education system. The project has four components: 1) improving education planning, management, and budgeting, 2) strengthening pre-service teacher training, 3) enhancing teaching materials including use of ICT, and 4) upgrading teacher training institutes. The project seeks to effectively implement education policy reforms and ensure a sustainable education system.
The East African Community (EAC) has a long history of cooperation in higher education dating back to the 1960s. The Inter-University Council for East Africa (IUCEA) was established to facilitate collaboration among universities in the region. While progress has been made in harmonizing quality assurance systems, challenges remain in fully recognizing academic credentials across EAC countries due to differences in curricula and qualifications. The IUCEA is working to develop an East African Qualifications Framework to promote recognition of qualifications and mobility of students and professionals in the region.
This document discusses Mt. San Jacinto College's Dual Enrollment program, which allows high school students to simultaneously earn college credit. It aims to address declining rates of higher education attainment in the US and California. The program provides an alternative or supplement to AP courses. It seeks to increase college completion rates, close achievement gaps, and improve workforce readiness. Students can choose an academic transfer pathway or career technical pathway. Benefits include improved preparation for college, reduced costs and time to degree, and strengthened ties between high schools and colleges. The program aims to enhance student success while saving taxpayer money.
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
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Participation," meaning the college readiness and college-going rates of the state's high school graduates. This presentation gives a preview of data showing where Massachusetts stands in college participation at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: December 7, 2010
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
The Vision Project Performance Incentive Fund is designed to support innovative work that will advance the Vision Project goals for Massachusetts' national leadership in certain key educational outcome areas in higher education. How is Bunker Hill Community College spending its $200K grant to advance these goals? Presented at a meeting of the Massachusetts Board of Higher Education on January 31, 2012.
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.
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
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
Brac Symposium For General William 041108biferguson
The document outlines plans for Baltimore City Public Schools System (BCPSS) to prepare students for jobs resulting from the Base Realignment and Closure (BRAC) process. The 6-point plan includes: 1) aligning BCPSS initiatives with the Transformation Schools strategy; 2) expanding rigorous STEM curricula; 3) strengthening STEM programs and teacher training; 4) developing a "Learning to Work Model"; 5) investing in STEM and advanced programs; and 6) increasing partnerships. BCPSS will focus on expanding school choice, college and career preparation through the Learning to Work model and fair student funding guidelines.
This document provides an overview and guidelines for Cooperative Innovative High Schools (CIHS) in North Carolina. It discusses the purpose and legislative background of CIHS, and outlines six foundational design elements that are important for successful CIHS programs: Future Ready Graduates, Collaborative Partnerships, Innovative Instructional Practice, Personalized Student Supports, Leadership and Professionalism, and Innovative Design and Operations. For each design element, the document provides examples of promising practices being implemented by different CIHS programs in North Carolina.
The Edvance Foundation was established as a 501(c)(3) organization to advance higher education. It will establish the Community College Linkage Project (CCL), a national network of regional consortia linking community colleges with four-year institutions. The CCL aims to increase college completion rates by providing academic and social support for community college students transferring to four-year program. It expects to help 35,000-50,000 students annually gain admission initially and up to 100,000 students once public institutions join. The Edvance Foundation is seeking $8 million over three years to establish regional CCL centers and a national office.
This document summarizes an NSF presentation about funding opportunities for community colleges. It discusses several NSF programs that support STEM education projects involving community colleges, such as the Advanced Technological Education (ATE) program, which has provided over $650 million for community college technician education programs since 1994. It also briefly describes the goals and application processes for additional programs like STEM Talent Expansion Program (STEP), NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM), and Transforming Undergraduate Education in STEM (TUES). The presentation emphasizes starting the proposal process early and following all guidelines to submit a compliant and competitive application.
This document summarizes the results of a study that evaluated the efficiency of 78 state universities and colleges (SUCs) in the Philippines from 2006 to 2009 using data envelopment analysis (DEA). The study found that the majority of SUCs had efficiency scores of less than 1, indicating inefficiency. The DEA results also provided target input and output levels that could help SUCs achieve potential cost savings. Productivity improved slightly for about 62% of SUCs over the period analyzed. The findings suggest further research is needed to identify and address factors affecting the performance and operations of inefficient SUCs.
Price Competition and Course-Level Choice in K-12 EducationStraighterLine
This document discusses barriers to price competition and course-level choice in post-secondary education. It argues that while the cost of delivering online courses is much lower than traditional courses, prices charged to students remain high due to regulatory barriers that prevent market forces from lowering prices. These barriers include increased costs and time for new providers to receive accreditation, a lack of standardization that makes transferring credits between institutions difficult, an inability to use financial aid for individual courses, and unequal competition with subsidized public and non-profit colleges. Initiatives by existing colleges to increase online offerings have not addressed these systemic issues and have failed to lower overall education prices. Lessons from the evolution of competition in post-secondary education can help inform efforts
The audit reviewed North Carolina Virtual Public School's (NCVPS) compliance with content and design standards for online courses. The audit found that 8 of 12 courses did not meet required curriculum content standards, increasing the risk students would not learn all required material. Additionally, there was no assurance that 11 of 12 courses met adopted standards for rigor, increasing the risk students may not master course material. The audit also found issues with NCVPS teacher evaluations not being performed consistently and course content not being properly cited to avoid copyright infringement. Key recommendations included revising courses to meet standards, developing procedures to ensure standards are met, and improving teacher evaluations and copyright practices.
Many students taking remedial courses in college are not doing well in them. A better approach is needed that will benefit not only students, but also taxpayers and the students who are footing the bill for unsuccessful instruction. A subscription-based model in which students can work at their own pace and get help from readily available faculty could improve outcomes and reduce costs.
Asian Development Bank - Education Sector Reform Project - 2016-08-12Ariuntuya Batsaikhan
The Mongolia Education Sector Reform Project aims to improve the quality and relevance of primary and secondary education by supporting the government's shift to a 12-year education system. The project has four components: 1) improving education planning, management, and budgeting, 2) strengthening pre-service teacher training, 3) enhancing teaching materials including use of ICT, and 4) upgrading teacher training institutes. The project seeks to effectively implement education policy reforms and ensure a sustainable education system.
The East African Community (EAC) has a long history of cooperation in higher education dating back to the 1960s. The Inter-University Council for East Africa (IUCEA) was established to facilitate collaboration among universities in the region. While progress has been made in harmonizing quality assurance systems, challenges remain in fully recognizing academic credentials across EAC countries due to differences in curricula and qualifications. The IUCEA is working to develop an East African Qualifications Framework to promote recognition of qualifications and mobility of students and professionals in the region.
This document discusses Mt. San Jacinto College's Dual Enrollment program, which allows high school students to simultaneously earn college credit. It aims to address declining rates of higher education attainment in the US and California. The program provides an alternative or supplement to AP courses. It seeks to increase college completion rates, close achievement gaps, and improve workforce readiness. Students can choose an academic transfer pathway or career technical pathway. Benefits include improved preparation for college, reduced costs and time to degree, and strengthened ties between high schools and colleges. The program aims to enhance student success while saving taxpayer money.
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
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Participation," meaning the college readiness and college-going rates of the state's high school graduates. This presentation gives a preview of data showing where Massachusetts stands in college participation at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: December 7, 2010
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
The Vision Project Performance Incentive Fund is designed to support innovative work that will advance the Vision Project goals for Massachusetts' national leadership in certain key educational outcome areas in higher education. How is Bunker Hill Community College spending its $200K grant to advance these goals? Presented at a meeting of the Massachusetts Board of Higher Education on January 31, 2012.
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.
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
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
Brac Symposium For General William 041108biferguson
The document outlines plans for Baltimore City Public Schools System (BCPSS) to prepare students for jobs resulting from the Base Realignment and Closure (BRAC) process. The 6-point plan includes: 1) aligning BCPSS initiatives with the Transformation Schools strategy; 2) expanding rigorous STEM curricula; 3) strengthening STEM programs and teacher training; 4) developing a "Learning to Work Model"; 5) investing in STEM and advanced programs; and 6) increasing partnerships. BCPSS will focus on expanding school choice, college and career preparation through the Learning to Work model and fair student funding guidelines.
This document provides an overview and guidelines for Cooperative Innovative High Schools (CIHS) in North Carolina. It discusses the purpose and legislative background of CIHS, and outlines six foundational design elements that are important for successful CIHS programs: Future Ready Graduates, Collaborative Partnerships, Innovative Instructional Practice, Personalized Student Supports, Leadership and Professionalism, and Innovative Design and Operations. For each design element, the document provides examples of promising practices being implemented by different CIHS programs in North Carolina.
The Edvance Foundation was established as a 501(c)(3) organization to advance higher education. It will establish the Community College Linkage Project (CCL), a national network of regional consortia linking community colleges with four-year institutions. The CCL aims to increase college completion rates by providing academic and social support for community college students transferring to four-year program. It expects to help 35,000-50,000 students annually gain admission initially and up to 100,000 students once public institutions join. The Edvance Foundation is seeking $8 million over three years to establish regional CCL centers and a national office.
This document summarizes an NSF presentation about funding opportunities for community colleges. It discusses several NSF programs that support STEM education projects involving community colleges, such as the Advanced Technological Education (ATE) program, which has provided over $650 million for community college technician education programs since 1994. It also briefly describes the goals and application processes for additional programs like STEM Talent Expansion Program (STEP), NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM), and Transforming Undergraduate Education in STEM (TUES). The presentation emphasizes starting the proposal process early and following all guidelines to submit a compliant and competitive application.
The State Board of Community Colleges is requested to approve a 2023 Implementation Plan to operationalize the goals of the 2022-2026 System Strategic Plan. The Implementation Plan includes tactics in five goal areas: faculty and staff recruitment and retention, enrollment, student success, economic and workforce development, and system funding and effectiveness. Example tactics include increasing faculty salaries, expanding strategic enrollment management, and developing a framework for inclusive excellence. Approval of the Implementation Plan would allow staff to prepare detailed activity plans and timelines to work towards the strategic plan goals over the next year.
The 2018-2022 strategic plan for North Carolina Community Colleges has four main goals: 1) Increase student interest and access to education and training, 2) Provide clear pathways for student progress and success, 3) Ensure the educational pipeline meets workforce needs, and 4) Advance organizational effectiveness. Some key activities to achieve these goals include expanding marketing and outreach, implementing career coaching programs, improving advising and student support services, expanding work-based learning opportunities, leveraging industry partnerships, and implementing a new enterprise resource planning system. The plan was developed through an extensive stakeholder engagement process to guide the community college system in better serving students and meeting the state's economic and workforce needs.
There is a need to improve college completion rates, especially for low-income and underrepresented students. Connect2Complete aims to address this by matching peer advocates with students taking developmental courses to connect them to campus resources, involve them in community engagement, and provide academic support. AmeriCorps VISTA members will help train peer advocates at participating Ohio colleges. The program hopes to improve retention through peer support and community engagement, while establishing best practices that could drive long-term systemic change.
The document reports on the expansion of adult learner pilot programs in North Carolina community colleges. It provides details on how $2 million in legislative funding was used, enrollment trends of adult learners, and recommendations. Key points:
- Funding supported marketing and outreach grants to 29 colleges and an enrollment campaign by InsideTrack that contacted over 12,000 former students.
- Between 2020-2022, adult learner enrollment increased 10% to 189,004, with growth in workforce and basic skills programs but a decline in curriculum programs.
- Recommendations include increased marketing, awarding more credit for prior learning, improving tracking of workforce outcomes, and expanding support for adult recruitment.
The CATS Pilot Project aimed to improve progression rates for part-time college learners and provide credit transfer opportunities between part-time professional courses. It developed a unified regional higher vocational education prospectus across colleges in southeast London and northwest Kent detailing credit transfer agreements and information about course fees and loans. The project piloted a "Building on Competence" course to help learners reflect on past experiences and qualifications to gain higher education credits. The prospectus and pilot programs helped provide clearer pathways for working learners to progress in their education.
The 2013-2014 Barstow Community College Fact Book provides data and statistics about the college's student population, enrollment trends, student outcomes, courses, programs, faculty and staff. Some key highlights include:
- The Latino student population has increased and now makes up 38.1% of the total, closer to the 42% Latino population in the service area.
- More students are stating goals of completing associate degrees and transferring to four-year institutions.
- Success rates in credit courses have stabilized after hitting a low of 65.9% in 2010-2011, reaching 71.4% in 2013-2014.
- The distance education program accounts for about half of all course enrollments, with more students
The document provides guidelines for implementing multiple entry and exit points in academic programs offered by higher education institutions in India, in accordance with the National Education Policy 2020. It outlines admission paths and qualification frameworks that allow students to exit a program with a certificate after 1 year, diploma after 2 years, or bachelor's degree after 3 years. Students can also pursue a 4th year to obtain an honors or research degree. The guidelines establish an Academic Bank of Credits to facilitate credit transfers between institutions and promote flexible learning. They also define entry and exit points for master's programs that can be completed in 1 or 2 years depending on the undergraduate qualification.
The Colorado State University STEM Center facilitates collaboration between STEM departments and teacher preparation programs. It supports STEM research and education by collaborating with faculty, staff, and students. The goals of the Center are to: 1) facilitate STEM education grants and research projects on and off campus, 2) host a website clearinghouse for STEM projects, and 3) serve as a liaison between CSU and outside organizations for PK-20 STEM education.
This document outlines best practices for community college budgeting. It discusses Oregon's goals for higher education attainment by 2025 and the agencies responsible for advising on higher education policy. It also describes internal changes at Portland Community College (PCC), including defining goals, identifying gaps between current performance and goals, developing strategies to close gaps, prioritizing spending to enact strategies, and participating in a best practices budgeting pilot program. PCC's Completion Investment Council makes recommendations to invest in improving student success, such as enhancing pathways, developmental education, and professional development.
1 OHIO DOMINICAN UNIVERSITY Strategic Plan 2012-2.docxhoney725342
1
OHIO DOMINICAN UNIVERSITY
Strategic Plan 2012-2017
ROADMAP TO THE FUTURE
August 30, 2012
MISSION OF OHIO DOMINICAN UNIVERSITY:
As a Catholic liberal arts university in the Dominican tradition, Ohio Dominican University is guided in its
educational mission by the Dominican motto: to contemplate truth and to share with others the fruits of this
contemplation. Ohio Dominican educates all individuals committed to intellectual, spiritual and professional growth to
become lifelong learners committed to serving others in a global society, as ethical and effective leaders grounded in the
pursuit of truth, justice and peace.
VISION FOR OHIO DOMINICAN UNIVERSITY:
Ohio Dominican University has a strong regional reputation as a ‘first choice” institution. We are known for the high
quality of our faculty, staff and students. We embrace our Catholic and Dominican identity as well as our teaching
and learning excellence.
Our academic profile has greatly improved, and we are deeply committed to academic quality. Our curriculum is
robust, academically challenging, relevant and responsive to the changing and complex world we live in.
Our students are engaged and empowered. They graduate with a clear moral compass and a desire to contribute
meaningfully to society. They are well prepared for their chosen professions and motivated to make a significant
difference in their lives and others.
Our campus is beautiful and vibrant. Visitors are impressed by the sense of school spirit and a welcoming attitude.
Students participate in a robust variety of academic, artistic and athletic events displaying a distinctive ODU spirit.
We have achieved sustainable financial health, enabling us to reinvest our resources toward our most important
priorities. We have made the tough decisions necessary to diversify our funding streams, grow our endowment, and
achieve sustainable enrollment growth.
Technology is appropriately and sensibly infused throughout our campus, in our classes and operations. It enhances
teaching, learning and research.
2
ODU is strong academically and financially with the clear prospect for an ever brighter future within our grasp.
THE PLANNING PROCESS:
The Roadmap to the Future results from efforts of a 35-member task force comprised of
administrators, faculty and staff from across the University. Between September 2011 and April
2012, the task force met as a whole for six full days and spent many more hours gathering data and
working in smaller groups. Over 1,000 key stakeholders (alumni, faculty, staff, students, trustees,
Congregational members and community leaders) provided input about the challenges and
opportunities facing the University. Over the winter, members of the Planning Task Force worked
in committees to prepare a set of concept papers that contextualized the themes, explored the
challenges facing the University, and suggested ...
This document provides a business plan for a Distance Learning program at Anytown Community College. It outlines the mission and vision to increase access to education through online programs. The plan discusses designing high-quality online courses and assessing student learning. Costs for course development, technology infrastructure, and instructional support are estimated. Projected expenses are outlined for the first 7 years with anticipated revenue from increased enrollment. The strengths of addressing student and faculty needs to support online program success are also highlighted.
The document discusses efforts in Houston, Texas to address workforce gaps and skills shortages. It identifies four main gaps: awareness of middle skills opportunities, lack of basic skills and employability issues, poor coordination among resources, and lack of reliable data on supply and demand. Initiatives discussed include sector councils led by major companies to coordinate industry, education and training efforts. Community colleges are working on fast track training programs and targeted marketing. Business and non-profits are also implementing career awareness and recruitment programs with promising results. Stakeholders are encouraged to get involved through various partnerships, internships, and volunteer opportunities.
The document provides an overview of topics from the State of the University Address including: the transition to a self-support summer model due to state budget cuts; preparations for the upcoming WASC Educational Effectiveness Review; plans for the new Honors College; the quarter to semester conversion process; goals of the CSU Graduation Initiative; the new Education Doctorate program; capital projects underway; impacts of the 2010-11 state budget; and recent faculty, student, and campus highlights. It outlines challenges and next steps on these initiatives to advance the university amid ongoing fiscal constraints.
Sean Nelson, Deputy Commissioner of Administration & Finance Fiscal and Administrative Policy, presented FY15 Budget Development at the Board of Higher Education Meeting on October 29, 2013.
Similar to FY2014 Performance Incentive Fund Fact Sheet (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.
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 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.
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.
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.
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.
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
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
Presented at the joint meeting of the Boards of Higher Education and Elementary and Secondary Education on January 26, 2016 at Roxbury Community College.
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.
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
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.
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.
More from Massachusetts Department of Higher Education (20)
1. Performance Incentive Fund
FY2014 Award Fact Sheet
$7.5min state funding
14new campus and
consortium projects
47projects continuing
from FY12 or FY13
New campus grants total
$1.3 million and average $147,316
New consortium grants total
$1.8 million and average $353,281
Continuation grants for
projects started in prior years,
including two system-wide
projects, total $4.4 million;
campus continuation grants
average $78,025
ABOUT MASSACHUSETTS PUBLIC HIGHER EDUCATION
29 CAMPUSES
15 COMMUNITY COLLEGES
9 STATE UNIVERSITIES
5 UMASS CAMPUSES
290,000 STUDENTS
39,000 FACULTY AND STAFF
One Ashburton Place, Room 1401
Boston, MA 02108
www.mass.edu | (617) 994-6950
September 2013
The Performance Incentive Fund (PIF), created in FY2012,
supports activity on Massachusetts’public college and
university campuses to advance the Vision Project goals of
national leadership in these educational outcome areas:
FY2014 Awards
COLLEGE PARTICIPATION
Raising the percentage of high school graduates going to college—
and the readiness of these students for college-level work.
COLLEGE COMPLETION
Increasing the percentage of students who complete degree and
certificate programs.
STUDENT LEARNING
Achieving higher levels of student learning through better
assessment and more extensive use of assessment results.
WORKFORCE ALIGNMENT
Aligning occupationally oriented degree and certificate programs
with the needs of statewide, regional and local employers.
PREPARING CITIZENS
Providing students with the knowledge, skills and dispositions
to be active, informed citizens.
CLOSING ACHIEVEMENT GAPS
Closing achievement gaps among students from different ethnic,
racial and income groups in all areas of educational progress.
And collaboration to achieve OPERATIONAL EFFICIENCY
2. New Campus Projects
Bridgewater State University $66,000
The project titled“Gateways to Success”will expand successful
National Science Foundation practices in STREAMS (Student
Retention Enhancement Across Mathematics and Science)
to other non-STEM academic departments on campus. This
initiative focuses on laying the groundwork for advanced
coursework and increasing the likelihood of retention in major
and timely graduation.
Bristol Community College $149,988
The project titled“Bristol Community College Pathways to
Completion”will increase graduation rates and reduce
disparities in the success of underserved college students
by fostering guided pathways to student success. It will
also couple these elements with three new meta-majors which
will appeal to undecided students and are germane to the
region’s employers: Non-Clinical Health, STEM (Science,
Technology, Engineering, Math) and CATCH (Culinary Arts,
Tourism, Casino Management, Hospitality).
Bunker Hill Community College $215,883
The project will expand the“Summer Bridge”program to at
least twice its current capacity. The Summer Bridge enables
entering students with need for developmental English/math
coursework to receive intensive instruction and progress
through developmental levels prior to fall entry.
Cape Cod Community College $151,500
This project will establish an integrated student learning
outcomes assessment system that will improve assessment
of student learning and facilitate extensive use of
assessment results throughout the institution. It will include
professional development for faculty through faculty
coaching, summer assessment institutes, fellowships and
ongoing professional development events.
MassBay Community College $216,827
In one project, high school students and adult learners in the
MetroWest region will have access to a fully online math
workshop that will improve student readiness for college-level
math courses. An additional project is focused on assessing
student learning outcomes and using results to inform
programmatic, curricular, and pedagogical decisions. This
will include systematic collection of student learning evidence
to identify disparities among the key gender and racial
subgroups targeted by the Vision Project.
New Consortium Projects
Boston Consortium $294,859
Roxbury Community College UMass Boston
The project, consistent with the RoxMAPP initiative, includes:
1) improving readiness and college-going rates of high school
graduates by piloting an embedded coaching model to a core
group of students at Madison Park High School; 2) improving
retention rates through embedded services for current RCC
students who will complete degree and certificate programs
and transfer to the UMass Boston; and 3) assessing student
performance and outcomes.
Lowell Consortium $348,543
Middlesex Community College UMass Lowell
This project includes expansion of collaborative faculty-driven
work to improve student learning and success. Over the last
five years, the institutions have worked to better align the
curricula of high-transfer programs, like Criminal Justice and
Economics, which has led to strong transfer agreements.
Through this initiative, they will expand their focus to other
programs in order to better facilitate transfer between the
two institutions.
MetroWest Consortium $375,000
Framingham State University MassBay Community College
The project involves establishing a college access and college-
financing support facility, to be named the MetroWest College
Planning Center (CPC). The center will reduce the educational
divide in the MetroWest region of the Commonwealth by
offering comprehensive pre-college counseling services to
individuals from local communities where demographics
indicate a need.
Southeastern Consortium $508,667
Bridgewater State University, Bristol Community College,
Cape Cod Community College Massasoit Community College
This project will design a seamless pathway for students
transferring from Bristol, Cape Cod, and Massasoit Community
Colleges to Bridgewater State University through stronger
curriculum alignment and transfer advising, as well as
the design of a Transfer Institute at Bridgewater State that
will facilitate students’academic and social transition
and improve retention of transfer students.
Western Consortium $239,334
Berkshire Community College, Greenfield Community College,
Holyoke Community College Massachusetts College of Liberal Arts
The project builds on the 2013 pilot of the MCLA STEM
Academy by engaging new regional schools in efforts to pro-
vide academic and co-curricular opportunities that leverage
student interest in STEM learning and workforce preparation.
All new grant submissions were reviewed by Department of Higher Education staff as well as a panel
of national education experts.
3. Middlesex Community College $150,000
This project includes a complete redesign of the current
advising and course enrollment model. This will include a
comprehensive review and revision of advising and enrollment
and restructuring of course scheduling. Middlesex Community
College will also work to develop academic curriculum maps
and enhance professional development across the college.
The overall goal is to increase the college’s completion and
graduation rates and to decrease the transfer-out rates for all
students, with a specific emphases on racially and ethnically
diverse populations.
North Shore Community College $164,137
The project will expand upon North Shore’s existing Early
College initiative by: 1) revamping a popular College Success
Seminar for entering students to improve the course’s
applicability across disciplines; 2) developing additional
Early College and other program activities to recruit and
support diverse students entering STEM programs;
and 3) developing STEM elements/modules specifically for
the Early College program to increase understanding and
awareness of these programs and career fields.
SpringfieldTechnical Community College $122,099
The project will target interventions for Latino students to
improve their academic performance and educate faculty and
staff about the growing population. The project contains both
new initiatives and the enhancement or modification of exist-
ing ones to create a welcoming campus for Latino students.
UMass Boston $89,406
The project includes: 1) data collection and analysis to
understand the factors that hinder and facilitate the
success of students, with a particular focus on identifying
and closing gaps for Latino male students born in the U.S.; and
2) developing and piloting new models for learning
communities and other retention and completion strategies
aimed at engaging and connecting students to the
university and closing attainment gaps.
Continuation Grants
Descriptions available on the
Vision Project website at
www.mass.edu/visionproject
ForProjects
BeguninFY2012
ForProjects
BeguninFY2013
Berkshire Community College $43,259 $58,080
Bridgewater State University $130,527
Bristol Community College $94,979
Bunker Hill Community College $66,264 $133,980
Cape Cod Community College $90,559
Fitchburg State University $107,217
Framingham State University $19,503 $41,580
Greenfield Community College $40,261 $91,966
Holyoke Community College $9,582 $110,802
MassBay Community College $194,600
Massachusetts College of Art Design $17,754 $62,958
Massachusetts College of Liberal Arts $49,500 $28,424
Massasoit Community College $15,029 $141,900
Middlesex Community College $25,832 $165,660
Mt.Wachusett Community College $119,864
North Shore Community College $47,919 $115,074
Northern Essex Community College $44,567 $96,851
Quinsigamond Community College $59,555 $90,077
Roxbury Community College $25,602
Salem State University $71,989 $160,837
SpringfieldTech. Community College $37,661 $192,098
UMass Amherst $74,250
UMass Boston $51,150 $77,880
UMass Dartmouth $36,286 $49,786
UMass Lowell $35,640 $164,953
Westfield State University $97,762
Worcester State University $77,027 $44,065
Common Course Numbering
(System-wide)
$350,000
InformationTechnology Assessment
(System-wide)
$500,000