The document discusses career ladder approaches and workforce development strategies. It outlines a vision for a unified workforce system in California based on career ladders that provide opportunities for job and wage advancement. Examples are provided of career ladder programs and partnerships between community colleges, workforce agencies, and employers in sectors like biotechnology and construction. Key elements of effective career ladder designs incorporating elements like basic skills education and industry involvement are also highlighted.
This document discusses the sustainability challenges facing two-year higher education institutions in Pennsylvania. It notes that there are 64 for-profit proprietary schools, 17 community colleges, and 15 non-profit junior colleges in the state. It outlines challenges such as retention, chronic financial distress, lack of endowments, open admissions policies, and few dormitories. Specific financial sustainability ratios that the Department of Education uses are presented. Potential solutions discussed include merging with four-year schools, specialized workforce programs, and facility sharing.
The document discusses a project between community colleges and Walmart Foundation to help move low-income individuals into middle-skill jobs. It provides an overview of the project goals, outcomes, and individual college programs. The key points are:
1) The project aimed to provide training and credentials to low-income individuals to obtain middle-skill jobs and close the gap between education levels and available jobs.
2) Across 12 community colleges, the project exceeded its goals by serving nearly 13,000 individuals, awarding over 6,800 credentials, and placing over 2,200 individuals in middle-skill jobs.
3) Individual college programs varied but focused on providing education, training, job readiness support, and partnerships with
This document outlines plans for a new STEM academy in Virginia's Region 2000 that will serve high school juniors and seniors. The academy will offer health science and STEM courses through partnerships between local school divisions, Central Virginia Community College, and industry partners. It will be housed at CVCC and aim to prepare students for postsecondary education and high-demand careers through hands-on learning, industry certifications, and internships. The academy plans to enroll up to 50 students initially and evaluate its success based on graduation rates, dual enrollment credits earned, certifications obtained, and employment outcomes.
The document summarizes a continental summit on revitalizing higher education in Africa to be held in Dakar, Senegal in March 2015. It notes that while African higher education has expanded, quality has suffered due to limited resources. The summit aims to create a platform for stakeholders to identify strategies for transforming African higher education to better serve the continent's needs. It will bring together 500 participants from academia, government, the private sector and others over three days of sessions. The goals are to build support for investing in higher education, create a shared vision for the future, and ensure initiatives are coordinated to strengthen the sector.
Houston Community College has 20 locations serving over 113,000 students across its 630 square mile service area. It has 9 centers of excellence and awarded over 13,000 associate degrees in 2017, ranking highly nationally in awarding degrees to minorities. The college aims to leverage its size and resources, have a clear vision, eliminate inefficiencies, and align priorities across the system to create educational and career opportunities for students through several organizational initiatives.
The document summarizes several ongoing reviews that will impact post-16 education in Scotland. Key points include:
1) Reviews cover college governance, ICT infrastructure, and the role of colleges. Recommendations include regionalization and shared services.
2) Budget cuts of 7-23% are expected over the next few years for colleges. Capital funding is also being cut significantly.
3) The "Putting Learners at the Centre" review proposes a more interconnected, sustainable, and learner-centered post-16 system focused on employment.
4) Colleges will receive regional funding to enhance regional provision and outcomes. Courses must focus on recognized qualifications and job skills. Funding models will
The annual report examines the state of higher education in 2014 and identifies several challenges facing institutions. Enrollment is down at 46% of schools due to price sensitivity, while costs continue rising. Revenue sources like tuition, government funding, and endowments are under strain. Emerging strategies around risk management, online learning, and shared services aim to help institutions adapt to changes in student demographics and technology while improving operations and governance. However, conservative university presidents remain skeptical of innovations and the need for significant reforms.
The document discusses career ladder approaches and workforce development strategies. It outlines a vision for a unified workforce system in California based on career ladders that provide opportunities for job and wage advancement. Examples are provided of career ladder programs and partnerships between community colleges, workforce agencies, and employers in sectors like biotechnology and construction. Key elements of effective career ladder designs incorporating elements like basic skills education and industry involvement are also highlighted.
This document discusses the sustainability challenges facing two-year higher education institutions in Pennsylvania. It notes that there are 64 for-profit proprietary schools, 17 community colleges, and 15 non-profit junior colleges in the state. It outlines challenges such as retention, chronic financial distress, lack of endowments, open admissions policies, and few dormitories. Specific financial sustainability ratios that the Department of Education uses are presented. Potential solutions discussed include merging with four-year schools, specialized workforce programs, and facility sharing.
The document discusses a project between community colleges and Walmart Foundation to help move low-income individuals into middle-skill jobs. It provides an overview of the project goals, outcomes, and individual college programs. The key points are:
1) The project aimed to provide training and credentials to low-income individuals to obtain middle-skill jobs and close the gap between education levels and available jobs.
2) Across 12 community colleges, the project exceeded its goals by serving nearly 13,000 individuals, awarding over 6,800 credentials, and placing over 2,200 individuals in middle-skill jobs.
3) Individual college programs varied but focused on providing education, training, job readiness support, and partnerships with
This document outlines plans for a new STEM academy in Virginia's Region 2000 that will serve high school juniors and seniors. The academy will offer health science and STEM courses through partnerships between local school divisions, Central Virginia Community College, and industry partners. It will be housed at CVCC and aim to prepare students for postsecondary education and high-demand careers through hands-on learning, industry certifications, and internships. The academy plans to enroll up to 50 students initially and evaluate its success based on graduation rates, dual enrollment credits earned, certifications obtained, and employment outcomes.
The document summarizes a continental summit on revitalizing higher education in Africa to be held in Dakar, Senegal in March 2015. It notes that while African higher education has expanded, quality has suffered due to limited resources. The summit aims to create a platform for stakeholders to identify strategies for transforming African higher education to better serve the continent's needs. It will bring together 500 participants from academia, government, the private sector and others over three days of sessions. The goals are to build support for investing in higher education, create a shared vision for the future, and ensure initiatives are coordinated to strengthen the sector.
Houston Community College has 20 locations serving over 113,000 students across its 630 square mile service area. It has 9 centers of excellence and awarded over 13,000 associate degrees in 2017, ranking highly nationally in awarding degrees to minorities. The college aims to leverage its size and resources, have a clear vision, eliminate inefficiencies, and align priorities across the system to create educational and career opportunities for students through several organizational initiatives.
The document summarizes several ongoing reviews that will impact post-16 education in Scotland. Key points include:
1) Reviews cover college governance, ICT infrastructure, and the role of colleges. Recommendations include regionalization and shared services.
2) Budget cuts of 7-23% are expected over the next few years for colleges. Capital funding is also being cut significantly.
3) The "Putting Learners at the Centre" review proposes a more interconnected, sustainable, and learner-centered post-16 system focused on employment.
4) Colleges will receive regional funding to enhance regional provision and outcomes. Courses must focus on recognized qualifications and job skills. Funding models will
The annual report examines the state of higher education in 2014 and identifies several challenges facing institutions. Enrollment is down at 46% of schools due to price sensitivity, while costs continue rising. Revenue sources like tuition, government funding, and endowments are under strain. Emerging strategies around risk management, online learning, and shared services aim to help institutions adapt to changes in student demographics and technology while improving operations and governance. However, conservative university presidents remain skeptical of innovations and the need for significant reforms.
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.
Dr. Linda Baer - D2L Keynote Asia-Pac Conference - 9/15/12Barry Dahl
The document discusses several topics related to higher education:
1. It discusses the completion challenge facing higher education institutions, including low completion rates, the need to better align K-12 and postsecondary education to support college readiness, and the need for adults to have opportunities to return to college.
2. It discusses the capacity challenge, including the need to build organizational capacity, attract talent and develop skills, increase collaboration, and shift institutional culture.
3. It discusses the funding challenge facing higher education institutions, including state budget cuts and the rising costs of college leading to increased student debt.
4. It discusses the innovation challenge, including the need to move beyond isolated "islands of innovation" and overcome
Moving from Programs of Study to Rigorous Programs of Study in OklahomaJeremy Zweiacker
Presentation given to the Career and Academic Connections division of the 2013 OKACTE Summer Conference covering Rigorous Programs of Study and includes early data from a state wide survey.
The document discusses the need for colleges and universities to reinvent their career services in order to better support students and improve job placement outcomes. It notes that traditional career services models are outdated and institutions must now dedicate more resources to help students connect with employers and secure jobs. Specifically, schools need systems to track student career outcomes, integrate student data, facilitate connections between students and employers, and measure the impact of career services programs. The white paper outlines recommendations for how schools can strengthen career services through strategic planning, enhanced advising, and use of technology.
An update on the progress of the Cooperative Alliance Program in Oklahoma. A joint partnership with the Oklahoma State Regents for Higher Education and ODCTE.
This document discusses the growing focus on and importance of career and technical education (CTE) from a variety of sources. It notes that while about one-third of Americans graduate from college, better preparation is needed for the other two-thirds for middle-skill jobs. It also highlights that CTE programs have been shown to improve student outcomes like graduation rates and skills in STEM and AP classes compared to students not in such programs. The document advocates for high-quality CTE programs that integrate academics with technical and employability skills through project-based and work-based learning.
This document discusses competency-based education and its role in increasing student completion rates. It argues that competency-based models focus on what students learn rather than how long they spend in the classroom. Students can earn credits by demonstrating their mastery of skills. The document outlines how competency-based strategies can help more students complete their education through options like online learning, credit for prior experience, and accelerated learning. It also discusses the process institutions must follow to implement competency-based programs and earn federal financial aid eligibility. Overall, the document promotes competency-based education as an effective way to increase student completion and better serve nontraditional students like adult learners.
The document discusses Carl D. Perkins Career and Technical Education Act funding. It notes that the Act focuses on academic achievement in CTE, strengthening connections between secondary and postsecondary education, and improving accountability. It also discusses using Perkins funds to support programs aligned with labor market needs, collaboration among educators and employers, accountability for outcomes, and innovation. Oklahoma sets aside 10% of Perkins funds for competitive grants supporting innovative CTE programs. Rigorous Programs of Study integrating academic and technical content and allowing postsecondary credit are emphasized.
This document provides an overview and guidance for applying for the Race to the Top District (RTT-D) grant program. Key points include:
- The RTT-D grant aims to support districts in creating personalized learning environments to improve teaching, increase educator effectiveness, decrease achievement gaps, and increase graduation rates.
- Eligible applicants are individual districts or consortiums of districts serving at least 2,000 students, with at least 40% from low-income families. Awards range from $5-40 million depending on number of students served.
- Applicants must assure commitment to five core areas: implemented teacher/principal/superintendent evaluations; preparing students for college/careers; a
The document discusses quality assurance in higher education in Malawi. It begins with an overview of the current landscape of higher education in Malawi, which includes 3 public and 12 private universities. It then discusses some of the major challenges facing higher education in Malawi, including limited access and issues with funding, quality, and relevance. The document also outlines the regulatory frameworks for quality assurance, including the National Council for Higher Education and the National Qualifications Framework. It defines quality assurance and explains why it is important for higher education institutions. Finally, it discusses some approaches to quality assurance, including accreditation and academic evaluation.
This document discusses the changing landscape of career readiness and education. It provides the following key points:
1) A high school diploma is no longer sufficient - nearly 60% of today's workforce has some level of post-secondary education compared to only 28% in 1973.
2) However, college completion rates in the U.S. are low, with only 40% of 27-year olds having an associate's degree or higher.
3) Several state initiatives are highlighted that aim to address skills gaps and link education more directly to local economic demands through career readiness programs and apprenticeships.
4) WIN Learning provides a personalized career readiness system to help administrators and students assess skills and develop
This study aimed to identify the professional competency training needs of agricultural extension agents in Kenya given changing trends in agriculture. A survey of 440 extension agents found the highest training needs were in management skills, communication and information technology, instructional skills, and cross-cutting issues. Training needs varied between public and private extension agents as well as between frontline workers and subject matter specialists. The study recommends integrating competency training in undergraduate education and in-service training programs to better equip agents for agricultural extension work.
Beyond Basic Skills: Building Pathways to Credentials for Adult Education Stu...Marcie Foster
This document discusses the need for career pathways programs in adult education to help low-skilled adults earn postsecondary credentials. It notes that traditional adult education programs have poor transition rates to further education and that a sequential approach takes too long. Career pathways programs integrate basic skills instruction with occupational skills training, allowing students to progress through stackable credentials toward family-sustaining jobs. The document outlines components of effective career pathways programs and cites early promising results from programs in Illinois, Minnesota, and Wisconsin that show high completion and further education rates.
The document proposes creating a committee called MISE to address India's problem of youth unemployment by modernizing and innovating skills learning and education. MISE would partner with organizations to provide funding, training programs, and placements to develop the skills of over 3 million trainees annually and help them find suitable employment through 25,000 volunteer mentors and improved education systems.
The document discusses the challenges facing higher education in Africa due to declining public funding, including political interference and brain drain. It examines responses such as international capacity building initiatives and partnerships between African and foreign universities. The case study of the University of Ghana highlights strategies they are employing to deal with inadequate funds, such as public-private partnerships, fundraising, and international collaborations.
The document discusses reforms needed for education in South Asia. It notes that South Asia has a large population, many living in poverty, and that education is critical for economic and social development. However, the region faces twin problems of lack of access and lack of excellence in education. Enrollment rates are below universal levels, especially at secondary and tertiary levels. The document outlines several areas of concern for reforming education systems in South Asia, including increasing access and quality of education at all levels, improving employability, increasing collaboration and innovation, and addressing issues in higher education like rising demand, standards, and governance.
This document summarizes a presentation given by Malcolm Gillies on portfolio management at London Metropolitan University. The presentation focused on balancing efficiency, quality, and utility when managing university course portfolios. It discussed massifying higher education while maintaining affordability and quality. It also outlined lessons learned from portfolio reviews, including the importance of deans, data-informed decisions, and managing communications. The goal of portfolio management is responsible educational management that provides value for money through efficient resource use without compromising quality or student outcomes.
Extended Learning at WVU aims to provide greater educational access through technology and innovative opportunities in order to improve economic outcomes for West Virginia citizens. As the student population ages and demands online options, Extended Learning seeks to expand its degree and certificate programs online as well as develop new initiatives like a virtual charter school to serve lifelong learners. Competition is increasing both within and outside of West Virginia as more institutions recognize the growing adult student market.
9:00 AM - 10:30 AM
Quality of Place: Fostering Hope in Uncertain Times
Mark Peterson, University of Arkansas Extension
High quality of place - basic quality of life amenities plus extraordinary personal experiences - is valuable in the knowledge-based economy. In uncertain times, it fosters hope that a community will survive and grow. In this workshop, participants will be given tools to create a community quality of place plan.
The study analyzes the South East Alberta Technology Strategy (SEATS) initiative using the Community Capitals Framework to understand the community assets that contributed to its founding and growth. It finds that social and human capital were important in the early stages of SEATS and throughout its development. Investments in these and other community capitals, like financial and built capital, helped SEATS progress from an incubator for startups to a broader approach to developing the regional technology sector. The analysis demonstrates the interconnected nature of community capitals and how investing in one can impact and influence others to help achieve SEATS' goals of growing the technology industry in southeast Alberta.
The Learn@Home program offered by School District 68 allows students to complete courses at their own pace using computers. It offers a variety of core courses like English, math, science, and social studies that students can work on independently in Room 202 of Dover Bay Secondary School with assistance from Ms. Pye and an online teacher. The program provides an option for students to take courses not otherwise offered at their school through independent online learning.
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.
Dr. Linda Baer - D2L Keynote Asia-Pac Conference - 9/15/12Barry Dahl
The document discusses several topics related to higher education:
1. It discusses the completion challenge facing higher education institutions, including low completion rates, the need to better align K-12 and postsecondary education to support college readiness, and the need for adults to have opportunities to return to college.
2. It discusses the capacity challenge, including the need to build organizational capacity, attract talent and develop skills, increase collaboration, and shift institutional culture.
3. It discusses the funding challenge facing higher education institutions, including state budget cuts and the rising costs of college leading to increased student debt.
4. It discusses the innovation challenge, including the need to move beyond isolated "islands of innovation" and overcome
Moving from Programs of Study to Rigorous Programs of Study in OklahomaJeremy Zweiacker
Presentation given to the Career and Academic Connections division of the 2013 OKACTE Summer Conference covering Rigorous Programs of Study and includes early data from a state wide survey.
The document discusses the need for colleges and universities to reinvent their career services in order to better support students and improve job placement outcomes. It notes that traditional career services models are outdated and institutions must now dedicate more resources to help students connect with employers and secure jobs. Specifically, schools need systems to track student career outcomes, integrate student data, facilitate connections between students and employers, and measure the impact of career services programs. The white paper outlines recommendations for how schools can strengthen career services through strategic planning, enhanced advising, and use of technology.
An update on the progress of the Cooperative Alliance Program in Oklahoma. A joint partnership with the Oklahoma State Regents for Higher Education and ODCTE.
This document discusses the growing focus on and importance of career and technical education (CTE) from a variety of sources. It notes that while about one-third of Americans graduate from college, better preparation is needed for the other two-thirds for middle-skill jobs. It also highlights that CTE programs have been shown to improve student outcomes like graduation rates and skills in STEM and AP classes compared to students not in such programs. The document advocates for high-quality CTE programs that integrate academics with technical and employability skills through project-based and work-based learning.
This document discusses competency-based education and its role in increasing student completion rates. It argues that competency-based models focus on what students learn rather than how long they spend in the classroom. Students can earn credits by demonstrating their mastery of skills. The document outlines how competency-based strategies can help more students complete their education through options like online learning, credit for prior experience, and accelerated learning. It also discusses the process institutions must follow to implement competency-based programs and earn federal financial aid eligibility. Overall, the document promotes competency-based education as an effective way to increase student completion and better serve nontraditional students like adult learners.
The document discusses Carl D. Perkins Career and Technical Education Act funding. It notes that the Act focuses on academic achievement in CTE, strengthening connections between secondary and postsecondary education, and improving accountability. It also discusses using Perkins funds to support programs aligned with labor market needs, collaboration among educators and employers, accountability for outcomes, and innovation. Oklahoma sets aside 10% of Perkins funds for competitive grants supporting innovative CTE programs. Rigorous Programs of Study integrating academic and technical content and allowing postsecondary credit are emphasized.
This document provides an overview and guidance for applying for the Race to the Top District (RTT-D) grant program. Key points include:
- The RTT-D grant aims to support districts in creating personalized learning environments to improve teaching, increase educator effectiveness, decrease achievement gaps, and increase graduation rates.
- Eligible applicants are individual districts or consortiums of districts serving at least 2,000 students, with at least 40% from low-income families. Awards range from $5-40 million depending on number of students served.
- Applicants must assure commitment to five core areas: implemented teacher/principal/superintendent evaluations; preparing students for college/careers; a
The document discusses quality assurance in higher education in Malawi. It begins with an overview of the current landscape of higher education in Malawi, which includes 3 public and 12 private universities. It then discusses some of the major challenges facing higher education in Malawi, including limited access and issues with funding, quality, and relevance. The document also outlines the regulatory frameworks for quality assurance, including the National Council for Higher Education and the National Qualifications Framework. It defines quality assurance and explains why it is important for higher education institutions. Finally, it discusses some approaches to quality assurance, including accreditation and academic evaluation.
This document discusses the changing landscape of career readiness and education. It provides the following key points:
1) A high school diploma is no longer sufficient - nearly 60% of today's workforce has some level of post-secondary education compared to only 28% in 1973.
2) However, college completion rates in the U.S. are low, with only 40% of 27-year olds having an associate's degree or higher.
3) Several state initiatives are highlighted that aim to address skills gaps and link education more directly to local economic demands through career readiness programs and apprenticeships.
4) WIN Learning provides a personalized career readiness system to help administrators and students assess skills and develop
This study aimed to identify the professional competency training needs of agricultural extension agents in Kenya given changing trends in agriculture. A survey of 440 extension agents found the highest training needs were in management skills, communication and information technology, instructional skills, and cross-cutting issues. Training needs varied between public and private extension agents as well as between frontline workers and subject matter specialists. The study recommends integrating competency training in undergraduate education and in-service training programs to better equip agents for agricultural extension work.
Beyond Basic Skills: Building Pathways to Credentials for Adult Education Stu...Marcie Foster
This document discusses the need for career pathways programs in adult education to help low-skilled adults earn postsecondary credentials. It notes that traditional adult education programs have poor transition rates to further education and that a sequential approach takes too long. Career pathways programs integrate basic skills instruction with occupational skills training, allowing students to progress through stackable credentials toward family-sustaining jobs. The document outlines components of effective career pathways programs and cites early promising results from programs in Illinois, Minnesota, and Wisconsin that show high completion and further education rates.
The document proposes creating a committee called MISE to address India's problem of youth unemployment by modernizing and innovating skills learning and education. MISE would partner with organizations to provide funding, training programs, and placements to develop the skills of over 3 million trainees annually and help them find suitable employment through 25,000 volunteer mentors and improved education systems.
The document discusses the challenges facing higher education in Africa due to declining public funding, including political interference and brain drain. It examines responses such as international capacity building initiatives and partnerships between African and foreign universities. The case study of the University of Ghana highlights strategies they are employing to deal with inadequate funds, such as public-private partnerships, fundraising, and international collaborations.
The document discusses reforms needed for education in South Asia. It notes that South Asia has a large population, many living in poverty, and that education is critical for economic and social development. However, the region faces twin problems of lack of access and lack of excellence in education. Enrollment rates are below universal levels, especially at secondary and tertiary levels. The document outlines several areas of concern for reforming education systems in South Asia, including increasing access and quality of education at all levels, improving employability, increasing collaboration and innovation, and addressing issues in higher education like rising demand, standards, and governance.
This document summarizes a presentation given by Malcolm Gillies on portfolio management at London Metropolitan University. The presentation focused on balancing efficiency, quality, and utility when managing university course portfolios. It discussed massifying higher education while maintaining affordability and quality. It also outlined lessons learned from portfolio reviews, including the importance of deans, data-informed decisions, and managing communications. The goal of portfolio management is responsible educational management that provides value for money through efficient resource use without compromising quality or student outcomes.
Extended Learning at WVU aims to provide greater educational access through technology and innovative opportunities in order to improve economic outcomes for West Virginia citizens. As the student population ages and demands online options, Extended Learning seeks to expand its degree and certificate programs online as well as develop new initiatives like a virtual charter school to serve lifelong learners. Competition is increasing both within and outside of West Virginia as more institutions recognize the growing adult student market.
9:00 AM - 10:30 AM
Quality of Place: Fostering Hope in Uncertain Times
Mark Peterson, University of Arkansas Extension
High quality of place - basic quality of life amenities plus extraordinary personal experiences - is valuable in the knowledge-based economy. In uncertain times, it fosters hope that a community will survive and grow. In this workshop, participants will be given tools to create a community quality of place plan.
The study analyzes the South East Alberta Technology Strategy (SEATS) initiative using the Community Capitals Framework to understand the community assets that contributed to its founding and growth. It finds that social and human capital were important in the early stages of SEATS and throughout its development. Investments in these and other community capitals, like financial and built capital, helped SEATS progress from an incubator for startups to a broader approach to developing the regional technology sector. The analysis demonstrates the interconnected nature of community capitals and how investing in one can impact and influence others to help achieve SEATS' goals of growing the technology industry in southeast Alberta.
The Learn@Home program offered by School District 68 allows students to complete courses at their own pace using computers. It offers a variety of core courses like English, math, science, and social studies that students can work on independently in Room 202 of Dover Bay Secondary School with assistance from Ms. Pye and an online teacher. The program provides an option for students to take courses not otherwise offered at their school through independent online learning.
The document analyzes the South East Alberta Technology Strategy (SEATS) initiative using the Community Capitals Framework. It examines which community capitals were important for starting SEATS, how capitals were invested in as SEATS developed, and how interactions between capitals impacted outcomes. The analysis shows how communities can build on existing assets to enact positive change. It demonstrates that while some "softer" capitals like social capital are crucial initially, success relies on mobilizing multiple capitals. The study aims to help communities understand capital investment and interdependence to strengthen community-driven projects.
The document discusses the Kern County Network for Children (KCNC), a collaborative nonprofit organization in Kern County, California. It was established to improve child welfare through regional collaboration between organizations. The KCNC acts as an advocate and leadership coach for local collaboratives throughout the region. It also provides regional data and perspective to maintain a comprehensive approach. The document analyzes theories on nonprofits, welfare systems, organizational behavior and collaboration to explain the need for and benefits of the KCNC model of regional nonprofit collaboration.
County Support of Development Authorities presentation by Michael Dougherty (WVU-ES). This research looks at how development authorities are actually funded in West Virginia. It is in response to previous research showing little if any relationship between county funding and impacts.
This document discusses future research directions related to understanding and addressing poverty among rural women. It argues that current research often fails to consider the intersection of gender, race, and class, which shape women's experiences of poverty differently. Future research should employ frameworks like intersectionality and strategic gender needs to acknowledge this diversity. It also calls for incorporating the voices and perspectives of marginalized groups in community-based participatory research to better inform policymaking. This will help ensure policies and programs more effectively meet the needs of different populations.
The study analyzed the South East Alberta Technology Strategy (SEATS) initiative using the Community Capitals Framework to understand the assets and resources that contributed to its success. It found that social and human capital played important roles in establishing SEATS and driving its development. As SEATS progressed, it invested in various community capitals which reinforced their interconnectivity and ability to impact change. Applying the framework provided insights into SEATS' readiness, investments, and impacts that can help improve ongoing evaluation and inform other community initiatives.
This document summarizes research on how communities in northern Sierra Leone found hope after a prolonged civil conflict. The researcher conducted qualitative interviews and observations in two communities. Key findings were that communities rebuilt through agentive (individual) actions, cultural traditions and practices, and structural social constructs. Individual leaders, traditional practices like farming, and infrastructure helped communities recover and prevent further disputes. Lessons for other post-conflict areas include empowering local leaders and groups, using shared traditions, and meeting education needs.
Communities in northern Sierra Leone are finding hope after a long period of conflict through agentive, cultural, and structural factors. Data was collected through interviews and observation in two communities. Agentive factors include leadership roles, while cultural factors involve traditions like farming and ceremonies. Structural improvements to infrastructure, education, jobs and security through the army and police also encourage hope. Lessons for rebuilding include involving local people and traditions to bring communities together again.
Community Issues Management combines deliberation processes with technology-driven data to inform community and policy decision making and align community resources with people and place. Panelists will describe the collaborative development of CIM and its use by a hospital network, three United Way organizations and a university extension service.
Creating a mentoring culture valerie smith pease presentation 2014Valerie Smith
The document outlines strategies for creating a mentoring culture within an organization. It discusses establishing long-term goals of making mentoring a core part of the company culture. It then describes operational goals like developing strong performers and engaging senior leaders as mentors. The core of the mentoring program involves nominating and preparing mentors and mentees, matching them, and providing ongoing support and activities to help partnerships thrive. Key principles for success include gaining leadership buy-in, setting clear standards, and empowering participants to take ownership. Measurement of the program's success focuses on participation quality rather than traditional metrics like promotion rates. Overall, the goal is to develop a self-sustaining culture where mentoring becomes an expected part of every
This document discusses how essential oils can help improve health and well-being. It notes that research shows many essential oils are effective against viruses, fungi, and bacteria. The document highlights how essential oils can be used to boost immunity, fight illness, relieve pain, and boost mood when diffused, applied to the skin, or used in blends. Specific essential oils mentioned include clove, lemon, cinnamon bark, eucalyptus, and rosemary. The document promotes taking control of one's health using natural healing techniques like essential oils.
Thanks to the Internet and global businesses, workplaces are now more culturally diverse than ever. How do we maintain effective communication and interpersonal skills in the increasingly diverse workplace?
The LATTC Strategic Plan outlines the college's vision, mission, and strategic priorities. The vision is for LATTC to be a global leader known for incorporating leading-edge theories and hands-on experiences into career technical programs. The mission is to provide high-quality technical and professional programs that meet students' lifelong career and academic goals. Key strategic priorities include ensuring student success, growing enrollment, strengthening community and business partnerships, and maintaining organizational excellence.
Lattc Strategic Plan BOT Update Feb 25 09Bradley Vaden
The LATTC Strategic Plan outlines the college's vision, mission, and strategic priorities. The vision is for LATTC to be a global leader known for incorporating leading-edge theories and hands-on experiences into career technical programs. The mission is to provide high-quality technical and professional programs that meet students' lifelong career and academic goals. Key strategic priorities include ensuring student success, growing enrollment, developing community and business partnerships, and maintaining organizational excellence.
Strong Workforce Task Force Overview - December 2015Strong Workforce
Learn about the Task Force on Workforce, Job Creation and a Strong Economy and the recommendations made to enhance career technical education and workforce training to meet the demands of the economy and the labor market, thus benefitting individuals, communities, and the entire state.
The document discusses a presentation about e-learning and workforce development in Virginia. It outlines how the Virginia Community College System (VCCS) is partnering with Education To Go (ed2go) to provide online non-credit courses statewide. Ed2go offers over 300 online courses and 130 career training programs. The partnership will help VCCS expand access to training and meet growing workforce demands.
This document summarizes the findings of a survey on dual enrollment programs conducted by AASA and Hobsons. Key findings include:
- Most respondents saw dual enrollment as benefiting students by giving them college experience and credits. However, barriers included requirements for instructor qualifications and difficulties transferring credits between institutions.
- The majority of respondents believed dual enrollment completion indicates college readiness and that the K-12 system should evolve into a K-14 system.
- Next steps discussed expanding dual enrollment opportunities and addressing challenges like credit transfer through partnerships between K-12 districts and community colleges. Two districts provided examples of how they deliver dual enrollment and early college programs.
Moving from Programs of Study to Rigorous Programs of Study in OklahomaJeremy Zweiacker
This document discusses moving from general programs of study to more rigorous programs of study in Oklahoma. It defines a program of study as a coordinated set of academic and career technical education courses that prepares students for postsecondary education and careers. Rigorous programs of study incorporate secondary and postsecondary education, include both academic and technical courses, offer opportunities for students to earn postsecondary credits, and lead to an industry-recognized credential. The document outlines key components needed to develop and implement rigorous programs of study, including legislation, partnerships, professional development, accountability systems, academic and technical standards, course sequences, credit transfer agreements, student advising, teaching strategies, technical skills assessments, and ongoing stakeholder collaboration.
On May 1st, the Center for Innovative School Facilities hosted a group workshop led by Adam Rubin of New Visions for Public Schools. Adam led a discussion focusing on education reform and how it is driving the design, construction, and community and administrative infrastructure of school facilities.
USHE's Role in Career and Technical EducationHigherEdUtah
Given by Assistant Commissioner of Academic Affairs Blair Carruth at the joint meeting of the Board of Regents and Institutional Boards of Trustees 07-30-2015, at Southern Utah University
USHE's role in Career and Technical EducationHigherEdUtah
Given by Assistant Commissioner of Academic Affairs Blair Carruth at the joint meeting of the Board of Regents and Institutional Boards of Trustees 07-30-2015, at Southern Utah University
The document discusses the I-BEST program which helps students without high school diplomas obtain career and technical certificates by providing basic skills instruction integrated with job training. It summarizes that I-BEST students are more likely to earn college credits, complete occupational programs, and obtain jobs. The Alamo Colleges I-BEST program places a strong emphasis on holistic student support and has helped over 3,300 students complete certificates in high-demand fields, with over 75% obtaining employment. The program serves as a model that is being replicated across other Texas community colleges.
This document provides an outline for a presentation on economic and community development in Southern Indiana. The presentation includes three sections: regional tourism development, regional workforce development, and the proposed Indiana University Rural Center of Excellence. For regional tourism development, topics include building a regional brand, targeted marketing, increasing collaboration between tourism groups, and an interactive tourism mapping project. For workforce development, utilizing existing state resources through WorkOne Indiana and suggestions for afterschool/summer education programs are discussed. The final section proposes that Indiana University establish a Rural Center of Excellence focused on rural business/cooperatives, STEM, health/substance abuse, and technology/broadband.
Mike Mullen update on UK Retention, Spring 2011, University Committee on Acad...University of Kentucky
Presentation by Dr. Michael D. Mullen, Associate Provost for Undergraduate Education, University of Kentucky; Spring 2011; to the University Senate committee charged with developing academic planning and priorities - http://www.uky.edu/ucapp/
Credit Flexibility Presentation by Sarah LuchsEric Calvert
This slide set was presented by Sarah Luchs of the Ohio Department of Education in a session for the Southern Ohio Educational Service Center in March, 2010.
Sustainability of Two Year Higher Education Institutions in PaWill Robinson
This document discusses the sustainability challenges facing two-year higher education institutions in Pennsylvania. It notes that there are 64 for-profit proprietary schools, 17 community colleges, and 15 non-profit junior colleges in the state. It outlines challenges such as retention, chronic financial distress, lack of endowments, open admissions policies, and few dormitories. Specific financial sustainability ratios that the Department of Education uses are presented. Potential solutions discussed include merging with four-year schools, specialized workforce programs, and facility sharing.
This document discusses the sustainability challenges facing two-year higher education institutions in Pennsylvania. It notes that there are 64 for-profit proprietary schools, 17 community colleges, and 15 non-profit junior colleges in the state. It outlines challenges such as retention, chronic financial distress, lack of endowments, open admissions policies, and few dormitories. Specific financial sustainability ratios that the Department of Education uses are presented. Potential solutions discussed include merging with four-year schools, specialized workforce programs, and facility sharing.
Technology Training in the California Community College SystemAnna Stirling
Currently, @ONE serves approximately 10% of the nearly 85,000 faculty and staff from all 112 community colleges in the system. @ONE’s goal is to provide relevant technology training to faculty and staff by providing these services at a minimal cost to both individuals and colleges/districts. In an effort to meet this goal, @ONE contracted a team of undergraduate College of Business students at California State University San Marcos to conduct a market study of California Community College faculty and staff regarding their current technology training, their personal preferences, and emerging technology needs and to then provide recommendations based on the data collected from that study.
Bringing it On-line! An Innovative Framework for Building Capacity for Texas ...Visage Collaborative, Inc.
Edvance Research, Inc., a Texas Education Agency partner, will share an online delivery framework for providing technical assistance and professional development to Texas 21st Century Community Learning Center afterschool staff. This framework includes an online community component and strategy that is creating a shift in participant attitudes towards online learning.
Southern Bancorp is a bank holding company operating in the Mississippi River Delta region, one of the poorest areas in the US with poverty rates over 25%. Through strategic community planning involving hundreds of local residents, Southern Bancorp has invested over $110 million to improve education, leadership, economic development, and housing conditions. Notable outcomes include new schools, businesses, facilities, over 1,000 improved lives, and $70 million leveraged from other sources to further support the region.
The document discusses the El Dorado Promise program in El Dorado, Arkansas. It describes how the Promise program, funded by Murphy Oil with $50 million, provides graduating high school students in the El Dorado school district with scholarships for college tuition. Since the program was announced in 2007, college enrollment of eligible graduates has increased significantly. The community has also supported education through other initiatives like a sales tax for new facilities and a school millage increase, demonstrating commitment to developing opportunities for students.
The document provides information about the Office of the Federal Interlocutor for Métis and Non-Status Indians (OFI) and urban Aboriginal issues in Canada. It discusses that OFI works with Métis, Non-Status Indians and urban organizations to improve life choices. Over half of Canada's Aboriginal population lives in cities and face challenges like low education rates and high unemployment. The government has invested in programs to support urban Aboriginal people. The Urban Aboriginal Strategy works in partnership with communities and focuses on areas like jobs, training, and families. It provides an example of their work in Prince George, BC where they engage elders, youth, build relationships, and hold community celebrations.
place matters is a place-based investment pilot and comprehensive community initiative in three Cincinnati neighborhoods: Avondale, Covington, and Price Hill. It is a collaboration between major regional funders and the neighborhoods. The initiative uses community development strategies like ensuring resident involvement, collaboration among stakeholders, evidence-based practices, and policy change to bring about measurable community improvements in housing, education, safety and other areas. Metrics tracked include home values, school performance, income, and community engagement. Early results show reductions in crime and foreclosures and improvements in school test scores.
County Support of Development Authorities paper by Michael Dougherty (WVU-ES). This research looks at how development authorities are actually funded in West Virginia. It is in response to previous research showing little if any relationship between county funding and impacts.
The document discusses Theodore Roosevelt's Country Life Commission (CLC) of 1909 and its roots in the progressive era. It aimed to improve rural life and advocate for farmers. The CLC promoted community development, conservation of natural resources, and sustainability. It emphasized community organizations, schools, cooperation and planning. Though it did not last, the CLC influenced later rural organizations and the study of agriculture economics and sociology. It helped launch efforts to build sustainable rural communities.
The document discusses how the worker-owned cooperative Caring Home Services builds trust in the community. It finds that Caring Home Services creates trust through democratic member control and concern for the community, as outlined in cooperative principles. Members reported increased self-confidence, interactions, and trust among themselves, clients, and professionals through the cooperative. Caring Home Services engages in activities like mentorship, training, meetings, volunteering and social events to strengthen relationships and build social capital in the community.
The document discusses a partnership between Ohio State University Extension and county commissioners to promote healthy living through educational modules. It describes using an assessment tool to determine community needs and interests related to health topics like physical activity, stress management, and diabetes prevention. The Ohio State University Extension will then develop evidence-based educational modules on these topics to strengthen the partnership and empower communities through education.
Building New Opportunity
Jerry Hembd, University of Wisconsin-Superior; Ron Hustedde, University of Kentucky; Sharon Gulick, University of Missouri Extension; Mary Simon Leuci, University of Missouri Extension
This interactive workshop will explore innovation approaches and strategies for regional development and, through a facilitated process, participants will be asked to share their experiences, challenges and approaches. Anticipated results include greater understanding of regional development, sharing of ideas, new learning and possibly creation of information networks.
1:30-3:00pm Monday July 27th
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
1. Arkansas Career Pathways Initiative Arkansas Department of Higher Education Community Development Society 41 st Annual International Conference July 27, 2009 Claudia Griffin Director, Career Pathways Initiative University of Arkansas Community College at Hope
2. Arkansas Career Pathways Initiative Charts a course for leveraging resources, improving linkages among public systems, and complementing existing services with new ones.
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6. Arkansas Net Migration by Degree Level and Age Group Source: U.S. Census Bureau, 2000 Public Use Microdata Samples (based on 2000 Decennial Census) 22- to 29-Year-Olds 30- to 64-Year-Olds Less than High School High School Some College Associate Bachelor’s Graduate/Professional Total
7. Arkansas Per Capita Personal Income as a Percent of U.S. Average 1960-2005 Source: Regional Economic Information System, Bureau of Economic Analysis, U.S. Department of Commerce
8. Per Capita Personal Income 2004 Source: Bureau of Economic Analysis Carroll Prairie Monroe Phillips Arkansas Jefferson Grant Pulaski Saline Conway Faulkner Woodruff Crittenden Jackson Independence Cleburne Van Buren Stone Izard Sharp Lawrence Craighead Mississippi Randolph Baxter Marion Madison Johnson Yell Garland Montgomery Pike Dallas Cleveland Lincoln Desha Chicot Bradley Union Calhoun Ouachita Nevada Columbia Lafayette Miller Hempstead Howard Little River Sevier Sebastian Franklin Crawford Washington Benton Newton Ashley Boone Clark Clay Cross Drew Fulton Greene Hot Spring Lee Logan Lonoke Perry Poinsett Polk Pope Scott Searcy St. Francis White 24,990 to 35,264 23,141 to 24,990 22,221 to 23,141 20,851 to 22,221 17,618 to 20,851
9. Relationship Between Educational Attainment and Personal Income 2000 Source: U.S. Census Bureau, 2000 Census Per Capita Income Percent with Bachelor’s Degree or Higher 14.8 33.2 15,853 28,766 AL AK AZ AR CA CO CT DE FL GA HI ID IL IN IA KS KY LA ME MD MA MI MN MS MO MT NE NV NH NJ NM NY NC ND OH OK OR PA RI SC SD TN TX UT VT VA WV WI WY 14.8 15,853 28,766 AL AK AR CA CO CT DE GA HI IL IN KS KY LA MD MA MS MO MT NV NH NJ NM OH OK OR RI SC TN UT VT VA WV WY WA
10. Median Earnings by Degree Level 2005 Note: Data represent persons age 25-64 with positive earnings working 35+ hours per week. Source: U.S. Census Bureau, 2005 PUMS
11. Arkansas Educational Attainment and Rank (Percent) Among States 2005 Source: U.S. Census Bureau, 2005 American Community Survey (ACS) 80.3% 6.5% 84.9% 6.2% 20.3%
12. Eligibility … Approximately 200,000 adults in Arkansas meet eligibility requirements for the TANF funds that are providing for the Career Pathways Initiative.
25. University of Arkansas Community College at Hope Career Cluster: Architecture & Construction Career Pathways: Maintenance & Operation (Industrial Electricity) Job Titles and Wages Title: Entry Level General Labor Entry Hourly Wages: $7.25 + Job Titles and Wages Title: Industrial Electrician’s helper or apprentice Entry Wages: $13.00/hr; $27,040/yr Certificate of Proficiency Name: Industrial Technology – Electrical CIP: 47.0105 Courses: ELEC 1104 Basic Electricity 4 ELEC 1204 Wiring I 4 ELEC 1403 Industrial Motors & Controls 3 ELEC 1303 National Elect. Code 3 SCH: 14 Time: 1 semester Technical Certificate Name: Industrial Electricity CIP: 47.0105 Courses: Certificate of Proficiency courses PLUS: ELEC 1404 Mechanical Devices & Systems 4 MATH 0013Introduction to College Mathematics (or higher) 3 CISS 1013 Intro to Computers 3 ELEC 1603 Wiring II 3 ENGL 0053Adv. Writing (or higher) 3 INMT 1104 Hydraulics/Pneumatics 4 INMT 1304 Basic Programmable Controls 4 SCH: 38 Time: 2 semesters Adult Education/ GED WAGE/ Employability/ Career Readiness Certificate (CRC) Job Titles and Wages Title: Industrial Electrician Entry Wages: $14.00/hr; $29,120/yr Job Titles and Wages Titles: Manager, Supervisor, Business Owner Entry Wages: $17.00/yr; $35,360/yr Associate of Applied Science Degree Name: General Technology CIP: 30.9999 Courses: Certificate of Proficiency & Technical Certificate courses PLUS General Education Courses: 13- 19 additional semester hours determined to meet the needs of the student Technical Courses: Total of 48 semester hours (including courses already taken) determined to meet the needs of the student. Student will work with advisor to determine an indivualized program to meet the student’s career goal. Degree requires approval of the academic dean for Technology and Industrial Education. SCH: 67-73 semester hrs depending on courses taken Time: 4 semesters Entry into Job Market or BAAS Bridge May Include: NCCER Core Training Bridge May Include: Developmental reading, writing, and math Bridge May Include: Developmental math
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38. Contact Information www.arpathways.com www.ahaprocess.com www.pbs.org/peoplelikeus www.bls.gov Reference Links: Monieca West, Coordinator of Federal Programs Carl D. Perkins Program Arkansas Department of Higher Education 114 East Capitol Avenue Little Rock, AR 72201 501.371.2018 [email_address] www.adheperkins.com Claudia Griffin, Career Pathways Director UA Community College at Hope 2500 South Main PO Box 140 Hope, AR 71802-0140 870.722.8526 [email_address] www.uacch.edu