Single Stop USA is an initiative at Bunker Hill Community College that connects students to state and federal financial resources and local community services.
Post-Traditional Student Success the Key to National ProsperityInsideTrack
Data visualization on "Measuring Post-Traditional Student Success: Institutions Making Progress but Challenges remain", based on a joint research report conducted by UPCEA and InsideTrack. Read Report: http://www.insidetrack.com/research/post-traditional
"Youth Economic Citizenship Education", a presentation given by delegates of the CYFI youth working group to the main plenary on 23 May at the United Nations as part of "A Chance for Change: Child and Youth Finance and the Post-2015 Agenda".
http://www.childfinanceinternational.org
#UNforYouth #CYFI2014
"Youth Inclusion", a presentation given by delegates of the CYFI youth working group to the main plenary on 23 May at the United Nations as part of "A Chance for Change: Child and Youth Finance and the Post-2015 Agenda".
http://www.childfinanceinternational.org
#UNforYouth #CYFI2014
Post-Traditional Student Success the Key to National ProsperityInsideTrack
Data visualization on "Measuring Post-Traditional Student Success: Institutions Making Progress but Challenges remain", based on a joint research report conducted by UPCEA and InsideTrack. Read Report: http://www.insidetrack.com/research/post-traditional
"Youth Economic Citizenship Education", a presentation given by delegates of the CYFI youth working group to the main plenary on 23 May at the United Nations as part of "A Chance for Change: Child and Youth Finance and the Post-2015 Agenda".
http://www.childfinanceinternational.org
#UNforYouth #CYFI2014
"Youth Inclusion", a presentation given by delegates of the CYFI youth working group to the main plenary on 23 May at the United Nations as part of "A Chance for Change: Child and Youth Finance and the Post-2015 Agenda".
http://www.childfinanceinternational.org
#UNforYouth #CYFI2014
Research, Policy & Evaluation: Complex Intersections: Navigating the Waters o...guestd83a57
This workshop examined the role of education policy and scholarly research in informing college access programs and how programs in turn influence the direction of the research community.
The opening address by Professor Denise Bradley, AC for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
How to apply Smart Buys evidence in country education investment decisions? Webinar organized by: FCDO, The World Bank
This event focused on sharing lessons on the implementation and contextualization of Smart Buys evidence at country level by the Global Education Evidence Advisory Panel (GEEAP). Kwame Akyeampong from The Open University and GEEAP co-chair facilitated the conversation and introduced the Smart Buys. Rachel Glennerster the Chief Economist at the FCDO, Thomas Dreesen from the UNICEF Office of Research – Innocenti and Halsey Rogers from the World Bank provided a deeper dive into the findings of the Smart Buys report. Noam Angrist from the World Bank, Oxford and Yong 1ove introduced a country contextualization approach, while Moitshepi Matsheng from Young 1ove and Chairperson of the Botswana National Youth Council shared a real world example of this contextualization process from Botswana.
Terry Coniglio & Scott Burke digitizing financial aid - using chatbot techn...Georgia State University
The Student Financial Success Conference aims to advance the national dialogue about the use of data and technology to support undergraduate students by minimizing their financial risk that may adversely impact their academic success.
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 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.
Research, Policy & Evaluation: Complex Intersections: Navigating the Waters o...guestd83a57
This workshop examined the role of education policy and scholarly research in informing college access programs and how programs in turn influence the direction of the research community.
The opening address by Professor Denise Bradley, AC for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
How to apply Smart Buys evidence in country education investment decisions? Webinar organized by: FCDO, The World Bank
This event focused on sharing lessons on the implementation and contextualization of Smart Buys evidence at country level by the Global Education Evidence Advisory Panel (GEEAP). Kwame Akyeampong from The Open University and GEEAP co-chair facilitated the conversation and introduced the Smart Buys. Rachel Glennerster the Chief Economist at the FCDO, Thomas Dreesen from the UNICEF Office of Research – Innocenti and Halsey Rogers from the World Bank provided a deeper dive into the findings of the Smart Buys report. Noam Angrist from the World Bank, Oxford and Yong 1ove introduced a country contextualization approach, while Moitshepi Matsheng from Young 1ove and Chairperson of the Botswana National Youth Council shared a real world example of this contextualization process from Botswana.
Terry Coniglio & Scott Burke digitizing financial aid - using chatbot techn...Georgia State University
The Student Financial Success Conference aims to advance the national dialogue about the use of data and technology to support undergraduate students by minimizing their financial risk that may adversely impact their academic success.
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 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.
Running head HEA 610 Milestone Three 1HEA 610 Milestone Three.docxwlynn1
Running head: HEA 610 Milestone Three 1
HEA 610 Milestone Three 4
HEA 610 Milestone Three (Strategic enrollment plan)
Deanna Buchanan
Southern New Hampshire University
Class sections are operating in many programs at the Caltech University, the enrollments overall have been on the decline. The impact of the extended class reductions, along with the improvement in the job market, has resulted in slowing enrollment recovery and little growth in many programs. There are various things which Caltech university are doing to help grow its programs strategically and manage the reducing enrollment and this include
· Offering relevant courses and programs which meet the market demand for skilled workers and targeting industries and profession by carefully examining and tracking the labor market trends in the region.
· They are implementing courses, support services, and programs that close gaps in the underrepresented minority population. The University has started scheduling a class at a time that is convenient for the targeted population, such as single-parents, working professionals, and older students. The changes in the program allow the student to complete their programs in a reasonable amount of time.
· Part of the change in the program includes making pathways to certificates, degrees, and transfer clear and accessible to all prospective and current students via education planning with advisors or counselors. This helps students manage their academic pathways.
· The University has started a program aim at effective retention and outreach. This new strategy aims at improving program sustainability, scalability, and scope. Some of the initiatives include learning communities, accelerated learning program options, and early alert.
· Finally, Caltech University must offer programs that are competitive within the region instead of providing programs that are available in many regional universities. This approach is supported by the presence of a suitable mix of online courses and campus courses. To boost enrollment, the University has articulated course and program offerings between non-credit and credit to widen the pipeline of potential students.
Retention of students
Finding from a study at the University hold that students do not complete some programs because of conflicts with employment, family responsibilities, new employment opportunities, and financial circumstances. Strategies for improving student retention should be made in a manner that programs reflect the conditions and needs of the students and should be designed and implemented to help learned to reach their academic goals (Baylor 2014). An essential theory of student retention is Tinto’s theory. According to this theory, students have some attributes such as prior schooling, family background, skills, and abilities, and these attributes influence personal commitments and goals. Moreover, student departure from an institution is a result of the socia.
Running head HEA 610 Milestone Three 1HEA 610 Milestone Three.docxjeanettehully
Running head: HEA 610 Milestone Three 1
HEA 610 Milestone Three 4
HEA 610 Milestone Three (Strategic enrollment plan)
Deanna Buchanan
Southern New Hampshire University
Class sections are operating in many programs at the Caltech University, the enrollments overall have been on the decline. The impact of the extended class reductions, along with the improvement in the job market, has resulted in slowing enrollment recovery and little growth in many programs. There are various things which Caltech university are doing to help grow its programs strategically and manage the reducing enrollment and this include
· Offering relevant courses and programs which meet the market demand for skilled workers and targeting industries and profession by carefully examining and tracking the labor market trends in the region.
· They are implementing courses, support services, and programs that close gaps in the underrepresented minority population. The University has started scheduling a class at a time that is convenient for the targeted population, such as single-parents, working professionals, and older students. The changes in the program allow the student to complete their programs in a reasonable amount of time.
· Part of the change in the program includes making pathways to certificates, degrees, and transfer clear and accessible to all prospective and current students via education planning with advisors or counselors. This helps students manage their academic pathways.
· The University has started a program aim at effective retention and outreach. This new strategy aims at improving program sustainability, scalability, and scope. Some of the initiatives include learning communities, accelerated learning program options, and early alert.
· Finally, Caltech University must offer programs that are competitive within the region instead of providing programs that are available in many regional universities. This approach is supported by the presence of a suitable mix of online courses and campus courses. To boost enrollment, the University has articulated course and program offerings between non-credit and credit to widen the pipeline of potential students.
Retention of students
Finding from a study at the University hold that students do not complete some programs because of conflicts with employment, family responsibilities, new employment opportunities, and financial circumstances. Strategies for improving student retention should be made in a manner that programs reflect the conditions and needs of the students and should be designed and implemented to help learned to reach their academic goals (Baylor 2014). An essential theory of student retention is Tinto’s theory. According to this theory, students have some attributes such as prior schooling, family background, skills, and abilities, and these attributes influence personal commitments and goals. Moreover, student departure from an institution is a result of the socia ...
How postsecondary institutions can use financial aid, scholarships, and other funding to strategically increase student yield and retention under the shifting models in Higher Education
Running Head EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1EV.docxtodd271
Running Head: EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1
EVOLVING NEEDS OF COMMUNITY COLLEGE SUDENTS5
Evolving needs of Community College Students
Students Name
Institutional Affiliation
Evolving Needs of Community College Students
Historical Background
Community colleges were initially not distinctly identified on their own. Until the Clinton reforms of community colleges in the 1980s, community colleges were no different from junior colleges. The programs and organizational culture were not as developed, and the student needs were rarely attended to in the diverse way that they are today (Gavazzi et al., 2018). Students were assumed to be homogenous, with either a low economic background or substantially flat academic prowess. After the recognition and reinstatement as accredited institutions of merit, community college missions changed and became more student-centered.
The core programs were initially only vocational and for transfer to university purposes. Developmental education was not adequately developed, yet it contributed in a massive way to student retention and the student's ability to finish the program and progress to higher education. Community colleges have been very rigid in their approach to learning, governance, and even administration (Beach, 2011). Most of the changes that occur do not affect the entire institution but are marginalized to transform only a select few. These changes either influence a certain courses based on profitability or the trends in the business world, but rarely extend to other programs within the colleges.
Fiscal policies in community colleges are primarily dependent on the federal government because community college facilities are supposed to encourage the most economically disadvantaged. Tuition is very low compared to the capacity building needed to run the institutions, and the result is that the community colleges suffer from an ultimate shortage in the facility and consolidated programs that undermine the skill sets offered to the students (O'Banion, 2019). Traditionally this has been crippling the system’s ability to change the approach in which the curriculum, administration and governance is run.It creates a shortage of staff for capacity building purposes and an overall decline in the quality of education offered within the institution.
Current issues
Current issues relating to students' evolving needs include student performances that have been diverse depending on factors such as program choice. Programs in health sciences, for instance, have seen a very consistent high-performance culture that has been aided by the level of competency that the students in the courses (Fugle & Falk, 2015). About 98 percent of the students in classes such as a physician assistant, physical and occupational therapy, radiologic technicians, and nursing assistance have seen a very high return on investment in terms of their absorption into the workforce or their progression into b.
The Impact of Support Programs on Student Success: A Comprehensive Analysisabdulshaikh5253
Support programs play a crucial role in fostering student success across various educational settings. This comprehensive analysis delves into the multifaceted impact of support programs on student outcomes, ranging from academic performance to personal development.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Chapter 3 - Islamic Banking Products and Services.pptx
Teaching and learning institute outcomes workshop
1. Teaching and Learning Institute
Outcomes Workshop
Single Stop
TRIO
Project Team:
By Ninette White-Marzouki and Kristine Larkin
2. Mission Statements
Bunker Hill Community College – “… The College provides inclusive and affordable
access to higher education, supports the success of all students, and forges
vibrant partnerships and pathways with educational institutions, community
organizations, and local businesses and industries.” (Emphasis added.)
Trio – A one-stop Student Success Program committed to helping students be
successful in college. Through academic support and services, the Success
Program provides students with the tools they need to excel academically by
providing a strong and supportive community learning environment based on
best practices to support retention, academic success, graduation and transfer to
a baccalaureate college/university.
Single Stop – A one stop Support Service Center providing one-on-one counseling
to students helping them access inclusive coordinated community-based
organizations that assist with building economic security and sustainability by
connecting them to college, state and federal financial resources and local
services. The aim is to help students surmount economic barriers, continue with
their education, and move towards economic mobility with the ultimate goal
toward ending cycles of poverty.
3. Bunker Hill Community College
2016-2017 Handbook
TRIO - The Student Success Program is a transfer program. Students must apply and be selected to participate. The
goal of the program is to assist students in transferring to a four-year university or college. The program provides
comprehensive academic and student support services designed to help students achieve their educational goals at
Bunker Hill Community College and to transfer to their four-year school of choice. The program provides academic
counseling, peer tutoring, a counseling/mentor program, cultural enrichment events and college transfer
information. It also provides workshops on a variety of topics focusing on learning strategies, financial literacy and life
management skills, career planning skills and the college transfer process. To qualify for these services, students must
be full-time, enrolled in college-level courses with intent to graduate and transfer to a four-year school. Students
must demonstrate an academic need, meet Programmatic criteria and meet one or more of the following Federal
criteria: be a first-generation college student, meet Federal income guidelines, or be a student with a documented
disability. The United States Department of Education TRIO Student Support Services Grants fund the Student Success
Program. For more information, contact the Student Success Program Office, Room B331, or call 617-228- 2303.
Single Stop - Single Stop USA is an initiative at Bunker Hill Community College that connects students to state and
federal financial resources and local community services. Its purpose is to help students surmount economic barriers,
continue with their education and move toward economic mobility. Single Stop’s ultimate goal is to end cycles of
poverty. Single Stop provides benefits screening for the Supplemental Nutrition Assistance Program (SNAP), offers
consultation for those with housing issues, aids 24 with health insurance applications and advocates on behalf of
students with the Department of Transitional Assistance. In conjunction with the nationally successful VITA program,
free assistance in completing and filing federal and state income taxes is available from February through mid-April.
Single Stop has partnered with the Greater Boston Food Bank to sponsor several Mobile Markets for the campus
community. In partnership with uAspire and the Midas Corporation, Single Stop provides free financial workshops.
Watch for posters and email invitations to these events. Single Stop at BHCC is locally funded with primary support
from the nationally recognized Boston Foundation. For more information, visit the Single Stop office in Room D206,
call 617-228-3330 and visit the Single Stop web page for updates on new programs and resources:
bhcc.edu/singlestop.
7. Project
Overall project objective is to measure the impact
of inter-professional collaboration with respect to
referral services, internal and external, that address
the shared concerns of student barriers through a
holistic approach that expands student support
interventions and strategies. This is an opportunity
to grow and learn together as a vital community
having a significant impact on student’s ability to
self-advocate and become a lifelong learner.
10. Requirements for human survival: physical and
mental health, proper nourishment, clothing, and
shelter
Safety – safe space to thrive
Acceptance, Empathy, Compassion,
understanding
Validation and Respect
Model
Building Strong counselor-student relationships
Self Advocacy
12. Connecting back to ILOs
• Inquire as to the potential student barriers
through intrusive and appreciative (holistic)
advising.
• Communication through active listening –
building trust and connecting students to vital
resources on and off campus.
• Engage in collaboration uncovering best practices
and forging partnership with
individuals/organizations with shared concerns.
13. Potential Barriers
• child care
• housing concerns
• homelessness
• health insurance
• work schedule
• financial
• family stress
• Legal matters
14. Cycle
• Assessment of student needs/barriers
• Share assessment results with key professional
staff/faculty
• Intakes
• Track and trend referrals (internal/external)
• Create follow-up to close the gap
• Re-assess
• Make adjustments
16. Assessment
How to identify student needs/barriers
• Visual observations
• One-on-one interactions
• Open Communication with students and faculty
• Class room visits (learning communities)
• Performance measures
• Zogotech/Datatel notes
• Tutor Track attendance
• Qualtrics – surveys/intakes
• Focus Groups
22. Outcomes
Students will …
• know how to access resources
• communicate, understand and manage needs
• be accountable and responsible for active
participation in problem solving
• be able to self-advocate
