The following presentation gives you a better understanding of what the Youth Technology Academy (YTA) and Advanced Technology Academy (ATA) try to accomplish.
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Preparing Students for the 4th Industrial Revolution Implications for Scien...EduSkills OECD
Presented by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
Skills Challenges in Europe: Food for Thought from North Carolina Community Colleges: Presentation for UNC Center for European Studies Fall Lecture Series 2012, Beyond the Euro Crisis
A London Region Post-14 Network Conference held 1 February 2011 in the Institute of Education, University of London, London WC1H 0AL
This was the third in our acclaimed series of conferences which explored and evaluated the educational policies of the Coalition Government. We turn now to look at the expectations made of institutions, and the impact this will have on learners. What will the providers of post-14 learning look like in four years time, what will be the impact of new types of institutions, and the new rules of competition?
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Higher Ed: Global Education
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to the institution's/unit's practices and procedures as new global campuses become the norm and the traditional education landscape transforms. Specific areas of interest may focus on strategic planning, accreditation, faculty workload, international programs, virtual learning communities, leadership, connecting educational institutions globally, trends, best practices and alternative education as an issue of national competitiveness.
Session I: Elizabeth Fordham - Education and Skills in SouthEast AsiaOECD CFE
The document discusses the importance of education and skills development in Southeast Asia. It notes that skills drive economic growth and positive social outcomes. While school enrollment rates in ASEAN countries have increased, performance on international assessments like PISA show many students still lack basic literacy and numeracy skills. It recommends that countries get the basics right by investing in early childhood education, target disadvantaged students, connect schools to employers, and expand work-based learning to help build the skills needed.
Ivy Tech Community College is looking to expand its online course offerings to support students and the state of Indiana. A SWOT analysis identified strengths in growing online student enrollment, as well as opportunities to provide workforce training. Challenges include the perceived lower quality of online education and developing a unique value proposition. The document recommends Ivy Tech further analyze how online learning aligns with its strategic plan to best serve students.
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Preparing Students for the 4th Industrial Revolution Implications for Scien...EduSkills OECD
Presented by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
Skills Challenges in Europe: Food for Thought from North Carolina Community Colleges: Presentation for UNC Center for European Studies Fall Lecture Series 2012, Beyond the Euro Crisis
A London Region Post-14 Network Conference held 1 February 2011 in the Institute of Education, University of London, London WC1H 0AL
This was the third in our acclaimed series of conferences which explored and evaluated the educational policies of the Coalition Government. We turn now to look at the expectations made of institutions, and the impact this will have on learners. What will the providers of post-14 learning look like in four years time, what will be the impact of new types of institutions, and the new rules of competition?
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Higher Ed: Global Education
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to the institution's/unit's practices and procedures as new global campuses become the norm and the traditional education landscape transforms. Specific areas of interest may focus on strategic planning, accreditation, faculty workload, international programs, virtual learning communities, leadership, connecting educational institutions globally, trends, best practices and alternative education as an issue of national competitiveness.
Session I: Elizabeth Fordham - Education and Skills in SouthEast AsiaOECD CFE
The document discusses the importance of education and skills development in Southeast Asia. It notes that skills drive economic growth and positive social outcomes. While school enrollment rates in ASEAN countries have increased, performance on international assessments like PISA show many students still lack basic literacy and numeracy skills. It recommends that countries get the basics right by investing in early childhood education, target disadvantaged students, connect schools to employers, and expand work-based learning to help build the skills needed.
Ivy Tech Community College is looking to expand its online course offerings to support students and the state of Indiana. A SWOT analysis identified strengths in growing online student enrollment, as well as opportunities to provide workforce training. Challenges include the perceived lower quality of online education and developing a unique value proposition. The document recommends Ivy Tech further analyze how online learning aligns with its strategic plan to best serve students.
2008 emerging strategies in distance learning of management educationkakaninet
Distance learning programs in India have grown significantly in recent decades. Several universities now offer distance learning degrees up to the PhD level. XLRI Jamshedpur launched some early experiments with distance learning certificate programs in partnership with a telecom provider in 2002. While there was initial success in terms of reach and revenues, the programs faced challenges regarding quality and brand perception. XLRI is now focusing on developing high quality skill enhancement programs delivered through a blended model combining online and in-person components. International best practices suggest capping class sizes, using experienced faculty, and integrating online and in-person learning.
The Industry-University Interface:An Academic Administrator’s ViewJAX Chamber IT Council
Improving the Academic-Industry Interface. A presentation by Dean Mark A. Tumeo, PhD, JD, PE of UNF's College of Computing, Engineering and Construction, August 2013 to the JAX Chamber IT Council.
Presentation at HEA-funded workshop 'Fit for the workplace - collaborative approaches to enhancing graduate employability in Sport '.
The workshop was integrated with the university’s undergraduate Sport Employability Conference (SEC) and provided delegates with the opportunity to discuss approaches to enhancing graduate employability whilst also observing students showcasing their work based learning. Sessions included engagement with a wide variety of national and local employers.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/SKAMpE
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
A Skills Beyond SchooL Review of Costa RicaEduSkills OECD
This document summarizes a review of Costa Rica's postsecondary vocational education and training system conducted by the OECD. Some key points:
- Vocational education is seen as important for Costa Rica's economic development and social cohesion. Programs have work-based learning components which benefit students.
- Strengths include recognition of prior learning, adequate funding currently, and addressing equity issues. Vocational education also has relatively good status and reputation.
- Challenges include ensuring programs reflect labor market needs, developing an apprenticeship system, and strengthening teacher quality. Better coordination is also needed between different parts of the vocational system.
eSkwela report - turnover ceremonies (29 April 2011)Mel Tan
End-of-project report given during the eSkwela Turnover Ceremonies - transferring eSkwela's reins from the Commission on ICT to DepEd for regular operations as an institutionalized delivery mode of ALS' Accreditation and Equivalency (A&E) Program.
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
Educause 2011 Bridging The Distance Across Time and Spaceronfitch
The document summarizes different models for distance learning programs at the University of Minnesota. It discusses the seven steps in each program's process: defining mission and audience; identifying courses; instructional design; production; quality control; delivery; and evaluation. The three programs presented were the College of Continuing Education, College of Pharmacy, and UNITE Distributed Learning. Key aspects like audience, course selection methods, and emphasis on faculty support varied between programs. Common themes included iterative design, aligning with learning principles, and using feedback to improve courses.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
The document summarizes the progress and achievements of Duval County Public Schools from 2007 to 2012 under Superintendent Ed Pratt-Dannals. It shows increased academic achievement through higher FCAT proficiency rates, more students taking rigorous courses and graduating college ready. It also outlines expansion of acceleration programs, career academies, and improved school grades. Additional successes include reducing absenteeism and conduct violations while increasing community support. Challenges for the future include full implementation of education reforms and maintaining progress with reduced funding.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
The document outlines Taiwan's higher technological and vocational education system and focuses on YunTech university. It provides an overview of YunTech, including its mission to cultivate professionals, key facts about student enrollment and programs offered, achievements like the 1+4 student program, and goals for the future like becoming a globally recognized technological university.
Gillian fielding blackboard webinar june 2015 finalgillianfielding
These are the slides from the webinar I gave on 10 June 2015 on Driving Technology Adoption & Success From The Top: Learn how strong executive leadership helped drive technology adoption at the University of Salford.
The state of education around the world: Findings from Education at a Glance ...EduSkills OECD
On 16 September, the OECD released its 2021 edition of Education at a Glance, the authoritative source for information on the state of education around the world.
It provides data on the structure, finances and performance of education systems across OECD countries and partner economies, looking at everything from the organisation of schools and schooling to the financial resources invested in education institutions.
The 2021 edition of Education at a Glance has a focus on equity in education, offering an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels.
This year’s edition is also accompanied by a spotlight on the impact of COVID-19 in education.
In this presentation, OECD Director for Education and Skills Andreas Schleicher presents the key findings.
Read the report and watch the presentation -- https://oe.cd/EAG
The document summarizes a board meeting presentation about the EOPS and CARE programs at Glendale College. It discusses the 40th anniversary of EOPS, the history and services of EOPS and CARE at Glendale College, student success data showing higher graduation and persistence rates for EOPS students compared to non-EOPS students, and efforts to increase the use of technology and enhance student services through online tools and resources.
Open enrollments Opportunities and difficulties of community colleges and ope...EduSkills OECD
This presentation was given by Thomas Bailey of Community College Research Center (CCRC) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
About this presentation:
EFQUEL Innovation Forum
14-16 September 2011
Oeiras, Portugal
The EFQUEL Innovation Forum 2011 was called “Certify the future…?!
Accreditation, Certification and Internationalisation”. This annual international forum by EFQUEL provides an opportunity to discuss future and innovative practices, research and policy developments in the various sectors of education.
http://eif.efquel.org/files/2012/03/Booklet_EIF2011_20110902_webversion.pdf
http://www.virtualschoolsandcolleges.info/news/first-meeting-visced-international-advisory-committee-taking-place-portugal
Paul Bacsich from SERO led a workshop at this event entitled “Critical success factors and quality aspects for virtual schools” The presentation given by Paul to launch this workshop is entitled “Benchmarking and critical success factors for Virtual Schools”. This event was also linked to the first meeting of the International Advisory Committee of VISCED and so participation in this forum provided several opportunities for the VISCED team to extend their network.
This document summarizes Oklahoma's efforts to transition from Programs of Study to Rigorous Programs of Study (RPOS) in career and technical education. It provides background on Oklahoma's CTE system and partners. It then discusses key frameworks for RPOS implementation, including legislation/policies, partnerships, professional development, accountability, standards, course sequences, credit transfer agreements, and others. Finally, it outlines Oklahoma institutions' current projects to address barriers to RPOS implementation in areas like visual design, career academies, advisement programs, manufacturing, and teacher development.
The document discusses Brazil's system for assessing learning outcomes in higher education called SINAES/ENADE. It contains a national student performance test (ENADE) that assesses general education and subject-specific skills. Scores are used to evaluate individual programs and institutions, but there are validity issues as evidence shows well-regarded programs receive low scores due to student boycotts. While it has some validity for comparing public/private systems or universities/colleges, using it to evaluate individual programs is problematic, especially in humanities. The general education component also has validity issues in assessing university outcomes. Some fields like engineering may be better assessed than others.
La empresa se dedica a la producción y comercialización de prótesis robóticas inteligentes y al ofrecimiento de servicios de rehabilitación con robots. Su misión es recuperar el estilo de vida de personas que han perdido extremidades mediante prótesis de bajo costo y fácil uso. Su visión es ser líderes en investigación y desarrollo de prótesis inteligentes de bajo costo en el país para 2019.
A Partial Multiverse Model of Time Travel for Debuggingawwaiid
As presented at RubyConf 2014 (San Diego). Lots of live coding, I'll link the video eventually.
ABSTRACT:
Ever type 'next' into your debugger and then realize you should have used 'step'? Or perhaps invoked a method that you wish you could take back? Regret no more! Just turn the clock back a few ticks and begin again! With only a few restrictions and side-effects we will learn how to construct and use a time machine.
WARNING: Time travel may cause zombies.
Github: https://github.com/awwaiid/pry-timetravel
RubyGems: https://rubygems.org/gems/pry-timetravel
2008 emerging strategies in distance learning of management educationkakaninet
Distance learning programs in India have grown significantly in recent decades. Several universities now offer distance learning degrees up to the PhD level. XLRI Jamshedpur launched some early experiments with distance learning certificate programs in partnership with a telecom provider in 2002. While there was initial success in terms of reach and revenues, the programs faced challenges regarding quality and brand perception. XLRI is now focusing on developing high quality skill enhancement programs delivered through a blended model combining online and in-person components. International best practices suggest capping class sizes, using experienced faculty, and integrating online and in-person learning.
The Industry-University Interface:An Academic Administrator’s ViewJAX Chamber IT Council
Improving the Academic-Industry Interface. A presentation by Dean Mark A. Tumeo, PhD, JD, PE of UNF's College of Computing, Engineering and Construction, August 2013 to the JAX Chamber IT Council.
Presentation at HEA-funded workshop 'Fit for the workplace - collaborative approaches to enhancing graduate employability in Sport '.
The workshop was integrated with the university’s undergraduate Sport Employability Conference (SEC) and provided delegates with the opportunity to discuss approaches to enhancing graduate employability whilst also observing students showcasing their work based learning. Sessions included engagement with a wide variety of national and local employers.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/SKAMpE
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
A Skills Beyond SchooL Review of Costa RicaEduSkills OECD
This document summarizes a review of Costa Rica's postsecondary vocational education and training system conducted by the OECD. Some key points:
- Vocational education is seen as important for Costa Rica's economic development and social cohesion. Programs have work-based learning components which benefit students.
- Strengths include recognition of prior learning, adequate funding currently, and addressing equity issues. Vocational education also has relatively good status and reputation.
- Challenges include ensuring programs reflect labor market needs, developing an apprenticeship system, and strengthening teacher quality. Better coordination is also needed between different parts of the vocational system.
eSkwela report - turnover ceremonies (29 April 2011)Mel Tan
End-of-project report given during the eSkwela Turnover Ceremonies - transferring eSkwela's reins from the Commission on ICT to DepEd for regular operations as an institutionalized delivery mode of ALS' Accreditation and Equivalency (A&E) Program.
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
Educause 2011 Bridging The Distance Across Time and Spaceronfitch
The document summarizes different models for distance learning programs at the University of Minnesota. It discusses the seven steps in each program's process: defining mission and audience; identifying courses; instructional design; production; quality control; delivery; and evaluation. The three programs presented were the College of Continuing Education, College of Pharmacy, and UNITE Distributed Learning. Key aspects like audience, course selection methods, and emphasis on faculty support varied between programs. Common themes included iterative design, aligning with learning principles, and using feedback to improve courses.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
The document summarizes the progress and achievements of Duval County Public Schools from 2007 to 2012 under Superintendent Ed Pratt-Dannals. It shows increased academic achievement through higher FCAT proficiency rates, more students taking rigorous courses and graduating college ready. It also outlines expansion of acceleration programs, career academies, and improved school grades. Additional successes include reducing absenteeism and conduct violations while increasing community support. Challenges for the future include full implementation of education reforms and maintaining progress with reduced funding.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
The document outlines Taiwan's higher technological and vocational education system and focuses on YunTech university. It provides an overview of YunTech, including its mission to cultivate professionals, key facts about student enrollment and programs offered, achievements like the 1+4 student program, and goals for the future like becoming a globally recognized technological university.
Gillian fielding blackboard webinar june 2015 finalgillianfielding
These are the slides from the webinar I gave on 10 June 2015 on Driving Technology Adoption & Success From The Top: Learn how strong executive leadership helped drive technology adoption at the University of Salford.
The state of education around the world: Findings from Education at a Glance ...EduSkills OECD
On 16 September, the OECD released its 2021 edition of Education at a Glance, the authoritative source for information on the state of education around the world.
It provides data on the structure, finances and performance of education systems across OECD countries and partner economies, looking at everything from the organisation of schools and schooling to the financial resources invested in education institutions.
The 2021 edition of Education at a Glance has a focus on equity in education, offering an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels.
This year’s edition is also accompanied by a spotlight on the impact of COVID-19 in education.
In this presentation, OECD Director for Education and Skills Andreas Schleicher presents the key findings.
Read the report and watch the presentation -- https://oe.cd/EAG
The document summarizes a board meeting presentation about the EOPS and CARE programs at Glendale College. It discusses the 40th anniversary of EOPS, the history and services of EOPS and CARE at Glendale College, student success data showing higher graduation and persistence rates for EOPS students compared to non-EOPS students, and efforts to increase the use of technology and enhance student services through online tools and resources.
Open enrollments Opportunities and difficulties of community colleges and ope...EduSkills OECD
This presentation was given by Thomas Bailey of Community College Research Center (CCRC) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
About this presentation:
EFQUEL Innovation Forum
14-16 September 2011
Oeiras, Portugal
The EFQUEL Innovation Forum 2011 was called “Certify the future…?!
Accreditation, Certification and Internationalisation”. This annual international forum by EFQUEL provides an opportunity to discuss future and innovative practices, research and policy developments in the various sectors of education.
http://eif.efquel.org/files/2012/03/Booklet_EIF2011_20110902_webversion.pdf
http://www.virtualschoolsandcolleges.info/news/first-meeting-visced-international-advisory-committee-taking-place-portugal
Paul Bacsich from SERO led a workshop at this event entitled “Critical success factors and quality aspects for virtual schools” The presentation given by Paul to launch this workshop is entitled “Benchmarking and critical success factors for Virtual Schools”. This event was also linked to the first meeting of the International Advisory Committee of VISCED and so participation in this forum provided several opportunities for the VISCED team to extend their network.
This document summarizes Oklahoma's efforts to transition from Programs of Study to Rigorous Programs of Study (RPOS) in career and technical education. It provides background on Oklahoma's CTE system and partners. It then discusses key frameworks for RPOS implementation, including legislation/policies, partnerships, professional development, accountability, standards, course sequences, credit transfer agreements, and others. Finally, it outlines Oklahoma institutions' current projects to address barriers to RPOS implementation in areas like visual design, career academies, advisement programs, manufacturing, and teacher development.
The document discusses Brazil's system for assessing learning outcomes in higher education called SINAES/ENADE. It contains a national student performance test (ENADE) that assesses general education and subject-specific skills. Scores are used to evaluate individual programs and institutions, but there are validity issues as evidence shows well-regarded programs receive low scores due to student boycotts. While it has some validity for comparing public/private systems or universities/colleges, using it to evaluate individual programs is problematic, especially in humanities. The general education component also has validity issues in assessing university outcomes. Some fields like engineering may be better assessed than others.
La empresa se dedica a la producción y comercialización de prótesis robóticas inteligentes y al ofrecimiento de servicios de rehabilitación con robots. Su misión es recuperar el estilo de vida de personas que han perdido extremidades mediante prótesis de bajo costo y fácil uso. Su visión es ser líderes en investigación y desarrollo de prótesis inteligentes de bajo costo en el país para 2019.
A Partial Multiverse Model of Time Travel for Debuggingawwaiid
As presented at RubyConf 2014 (San Diego). Lots of live coding, I'll link the video eventually.
ABSTRACT:
Ever type 'next' into your debugger and then realize you should have used 'step'? Or perhaps invoked a method that you wish you could take back? Regret no more! Just turn the clock back a few ticks and begin again! With only a few restrictions and side-effects we will learn how to construct and use a time machine.
WARNING: Time travel may cause zombies.
Github: https://github.com/awwaiid/pry-timetravel
RubyGems: https://rubygems.org/gems/pry-timetravel
The narrator travels 800 centuries into the future using his time machine and meets the Eloi, the peaceful inhabitants of the future, and befriends one named Weena. However, his time machine is stolen and hidden inside a temple owned by the Morlocks, the underground dwellers who come to the surface at night.
The document provides tips for content marketers, including thinking like customers, creating evergreen and branded content to build credibility and mindshare, asking for sales in content, optimizing content for virality and mobile, explaining your services, focusing on SEO, and connecting with others on social media and via email. It includes a checklist of tactics and contact information for a Tim Homuth.
Este documento habla sobre la historia de las prótesis y los avances en la investigación de prótesis biónicas. Explica que desde tiempos antiguos los humanos han buscado reemplazar extremidades dañadas con prótesis hechas a mano y cómo la tecnología ha permitido desarrollar prótesis más avanzadas, incluyendo prótesis de extremidades, exoesqueletos y retinas artificiales.
Time Machine is an interactive educational experience that uses a fictional story and online games to teach students ages 9-12 about the history of the Tyneside Cinema in Newcastle. Students play as characters helping a time-traveling girl named Ava capture an evil entertainer trying to change the cinema's history. Over four missions, students explore the cinema's past through online puzzles and a final activity to "save" the cinema from the villain. The experience aims to make learning about the unique cinema's history fun and engaging for students.
Time Doctor is software that records time spent on tasks to help individuals and organizations improve productivity. It allows users to track time on activities, reduce distractions, and analyze where time is spent. The document then outlines the step-by-step process to install Time Doctor, set up an account, log tasks, take breaks, and view time reports.
Phil. 3:12-14 Not that I have already attained, or am already perfected; but I press on, that I may lay hold of that for which Christ Jesus has also laid hold of me. Brethren, I do not count myself to have apprehended; but one thing I do, forgetting those things which are behind and reaching forward to those things which are ahead, I press toward the goal for the prize of the upward call of God in Christ Jesus.
This document provides an overview of Facebook ads and how to optimize them. It discusses how Facebook's Edgerank algorithm works and how to increase reach beyond just organic posts. It recommends using sponsored stories and ads to promote content once a week and increase engagement. The document then covers how to set goals, design ads, target audiences, bid on ads, and manage ad campaigns over time through testing. Resources for learning more about Facebook ads are also provided.
The marine life, the good life presentationKerry Lucio
The document discusses life lessons and quotes from Andy Marine. It contains three passages from Marine written in 2012 discussing how life is made of moments not milestones, how life's challenges can help one look to God, and how being determined to have a good disposition can overcome much of life's misery regardless of circumstances.
Designing for Time Travel: When Responsive Design Is Not EnoughBurin Asavesna
I'm going to talk about time travel.
Responsive Web Design is an approach to optimizing your experience depending on what *device* you're using, but what approaches do we have for when websites get crazy and need to adapt to what *time* you are viewing it? This talk will discuss challenges faced when designing sites that need to respond to time. We will also discuss tools and techniques to use that help websites become more dynamic (is there such a thing as a media query for time?). The case study for this talk will be a wedding website. As the date for the wedding approaches and passes, visitors will care about different pieces of information. 6 months out, 3 months out, a week before, the night before, the day of, a week after, and way-way after. Another example that will be used is how the Olympics website would've been designed using these techniques.
The document provides historical and geographical facts about Puerto Rico. It notes that Taino Indians inhabited the island prior to Christopher Columbus discovering it for Europe in 1493. Puerto Rico became a U.S. territory in 1917. Puerto Rico is an island country located in the North Atlantic Ocean west of the Virgin Islands. It has a population of around 3.6 million people and uses the U.S. dollar.
This document provides information about an art history course on Gian Lorenzo Bernini taught in the spring of 2011. It lists the instructor, Fr. Gregory Waldrop, SJ, and includes a self-portrait of Bernini. The syllabus is available in hard copy. The next class will introduce the Baroque period and discuss a chapter on the question of style, with student reporters, respondents, and questions to follow the instructor's concluding remarks.
The Red Sea is home to over 1100 species of fish, including 40 endemic species. It also contains more than 200 coral species, 125 of which are soft corals, as well as 40 starfish species, 25 sea urchin species, over 100 mollusc species, and 150 crustacean species. Diving among the colorful reefs provides an unforgettable experience of the abundant marine life through a diving mask.
La psicología es el estudio científico de la conducta y los procesos mentales. Tiene sus raíces en el pensamiento filosófico de la antigua Grecia pero se desarrolló como ciencia a finales del siglo XIX de la mano de figuras como Wundt y James. Desde entonces han surgido diversas escuelas como el psicoanálisis, el conductismo y la psicología cognitiva. La psicología utiliza métodos como la observación, la entrevista y el experimento para estudiar campos como la personalidad,
Beaches of New Zealand. These beaches are so good for holidays. If you like beaches and the lifestyle that goes with them, then you're going to love New Zealand.
Nakisha wheatley a beginner´s guide to become a better chess player+Izzquierdo
This document provides an overview of the chess game, including its setup, rules, notation, strategies, and terminology. It discusses the objective to checkmate the opponent's king and describes the movement and capturing rules for each piece. It also summarizes key concepts like checks, castling, en passant captures, promotions, recording moves in algebraic notation, and different stages of the game including openings, middlegames, and endgames. Evaluation of chess positions considers factors like material and pawn structure.
This document summarizes the long-term findings of a study on Career Academies, small high school programs combining academic and career-technical courses. It finds that Career Academies had positive impacts on employment and earnings for students 8 years after scheduled graduation, especially for young men. While educational attainment was not affected, Career Academies students reported greater career-related experiences in high school influencing their post-secondary choices. The results suggest Career Academies can be an effective model for improving youth labor market prospects through career-focused experiences during high school.
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.
Schools & libraries program of the universal serviceCasey Roy
The E-Rate program provides discounts on telecommunication services and internet access to schools and libraries. It was established by Congress in 1996 to help schools and libraries obtain affordable internet access. Discounts range from 20-90% depending on the location and percentage of students eligible for free or reduced lunch programs. Schools develop technology plans and apply for funding, which is then reimbursed from the Universal Service Fund paid into by telecommunications providers. Sallisaw Public School's technology plan focuses on integrating technology to support learning goals and promote equal access.
1. The document discusses the growth and achievements of the graduate programs at the School of Technology at the University of Central Missouri over the past year.
2. Enrollment in the MSIM and MSTechnology programs has increased substantially over the past 8 years, with 327 students in 2016, up from 90 students in 2008.
3. The quality management conference organized by the graduate program and ASQ student chapter has brought in over 160 participants in 2016 for its 8th annual conference.
Career and Technical Education Overview PP for Parents - Guidance - Faculty 2...Robin Le Roy-Kyle
This document discusses career and technical education opportunities for high school students in Orange County Public Schools. It introduces Tech Prep programs that allow students to earn college credits while still in high school by taking career-focused courses. It outlines several Tech Prep program areas and explains how students can receive Tech Prep credit. It also discusses dual enrollment options at technical centers and the costs of postsecondary education.
This document provides an overview of Apprenticeship Embedded Degree Programs (AEDPs) in India. Key points include:
- AEDPs allow universities to embed apprenticeships as an integrated part of academic programs, providing work experience and improving employability.
- They combine on-campus learning with on-the-job training (OJT) through industry apprenticeships of at least one semester.
- Compared to traditional degrees, AEDPs offer benefits like earning a salary, higher employability after graduation, and flexible learning options like online.
- Examples of AEDP structures are provided, including BBA in Retail Operations and BSc in Hospitality & Hotel Management.
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.
New Education Policy-2020 with reference to Atmnirbahr Bharat Dr. Dinesh C. Sharma
1. The document discusses the use of technology in higher education, including online/e-learning, i-learning, and the benefits they provide such as saving the environment by reducing paper usage.
2. It also discusses challenges of online education such as the mindset of teachers, internet connectivity, and student stress, but notes the possibilities such as reaching a wider student audience and expertise sharing.
3. The document proposes two methods for conducting exams and admissions online to continue education during the COVID-19 pandemic, addressing issues such as verifying student identities and preventing cheating.
This document summarizes an informational meeting about the E-Rate program and Kaufman Independent School District's (KISD) involvement. It defines E-Rate as a program that provides discounts for schools and libraries to access telecommunications and internet. The meeting reviewed KISD's technology assessment data, long-range technology plan with goals in different areas, and three-year budget. It outlined the E-Rate application and bidding process and explained that receiving discounts is the final step. The technology plan and limited budget aim to meet teacher and student needs despite economic challenges.
This document provides an overview and information for freshman orientation at Temasek Polytechnic. It includes details about the 6 academic schools and 36 diploma courses offered. The academic structure is explained, including flex weeks, terms, grading system, progression rules, and graduation requirements. Guidelines are provided around attendance, conduct, and getting involved in student activities. Overall, the document orients new students to the academic matters and student life at Temasek Polytechnic.
The document discusses developing a culture of college and career readiness in schools. It outlines initiatives in Texas like HB 5 and HB 18 that require students to choose an endorsement pathway and allow them to take college coursework earlier. It emphasizes the importance of rigor, writing skills, support structures, and industry partnerships. It provides examples of schools and programs that have successfully prepared students for college and careers through dual credit opportunities, career assessments, defined pathways, and business partnerships.
The document discusses how Structured Learning Assistance (SLA) contracts and passes have helped improve student success rates in College Algebra courses. Nationwide, around 40-60% of students fail, withdraw from, or earn a D in College Algebra. The author's institution saw similar failure rates until implementing SLA sessions as supplemental instruction. Now, students sign SLA contracts and can earn passes exempting them from sessions by maintaining high grades. Incentives like final exam exemptions further encourage participation. Success rates have increased from the 50s% to over 70% overall and from the 30s%-40s% to over 50% for students in SLA-supported sections since 2012.
This document provides an overview of STEM and STEAM education. It defines STEM as focusing on science, technology, engineering and mathematics, while STEAM denotes the inclusion of arts. STEM education integrates these subjects through rigorous, hands-on learning involving real-world tasks and projects. It provides students with critical thinking skills needed for college and careers. The document outlines Georgia's STEM certification process and criteria, which requires teacher training, partnerships, and showing improved student performance in math and science.
This document provides an overview of STEM and STEAM education. It defines STEM as focusing on science, technology, engineering and mathematics, while STEAM denotes the inclusion of arts. STEM education integrates these subjects through rigorous, hands-on learning involving real-world tasks and ongoing teacher professional development. It aims to improve student achievement in areas like critical thinking and workforce skills. The document outlines Georgia's STEM certification process and criteria for K-12 schools to achieve certification.
This document summarizes discussions from a student services conference in June 2013 regarding developmental education redesign efforts. It provides data on completion rates for developmental English, reading and math courses. It also outlines challenges students face when required to take multiple developmental courses and estimates completion rates decrease with each additional level. The conference focused on accelerating students' progress by reducing time in developmental sequences so they can access college-level courses. Participants discussed math pathways, integrating reading and English and using co-requisite course models and additional student supports.
The Student Success and Experience Working Group report outlines goals and strategies to make student success the top priority at WKU. The overarching goal is to create a supportive environment that prepares students for success. Objective 1 aims to make retention and graduation the institutional focus. Strategies include reorganizing student services and tying job performance to student success metrics. Objective 2 prepares students for academic and career success through requirements like academic/financial plans and high-impact practices. Metrics track retention, graduation rates, internships, research experience, and post-graduation employment. The report calls for student success to be everyone's responsibility at WKU.
2011 Meet the Parents Session - 2NT (Year End)damaisec
1) The document outlines the agenda for a meet-the-parents session at a secondary school, including a review of exam results, progression opportunities, and ITE course requirements.
2) It provides details on the various NITEC courses offered at ITE, entry requirements, cut-off points, career prospects, and employment rates of ITE graduates.
3) The school shares plans for elective modules, adventure camps, and other programmes in 2012 to develop students holistically through the academic and co-curriculum curriculum.
The document provides an overview of the Virginia Community College System (VCCS). It discusses the VCCS's mission of providing educational opportunities to strengthen lives and communities. It also summarizes the history and development of the VCCS since the 1960s. Statistics are presented on enrollment trends, student demographics, faculty employment, and educational outcomes like retention, graduation, and transfer rates. The roles of community colleges in workforce development, developmental education, and community education are also outlined.
Similar to Technology Academies - YTA and ATA (20)
1. George
Bilokonsky
Director College Pathway
Programs
Cuyahoga Community College
Responsible for managing the daily operations of the Youth
Technology Academy program, both the in-school youth projects
and the Advanced Technology Academy out-of-school youth
project, with emphasis on developing relationships with schools,
Contact Information: students, parents, businesses, regulatory and community agencies.
Phone: 216-987-6302 Responsible for building a comprehensive workforce development
Fax: 216-987-6303 model for technology preparatory programs that support STEM
George.Bilokonsky@tri-c.edu training in the CMSD high schools and lead into fast-track technical
training for youth once they graduate from high school.
2. YES YOU CAN
Using STEM Hands-on
to Motivate Youth
NAWP Conference Presentation of
George Bilokonsky and Robert Stewart
Cuyahoga Community College (Tri-C)
May 17, 2011
3. Youth Technology Academy (YTA)
• Year-round STEM training program
• Recruits Cleveland-area in-school youth
• Provides preparation for technical and
engineering careers
• Supported primarily by Workforce Investment
Act (WIA) funding from Cuyahoga County’s
Workforce Development Department
4. Typical YTA Recruit
• Sophomore or junior in high school
• Average GPA is 2.62
• Likes to work with his / her hands
• “A little lost”
▫ Not sure what they want to do
▫ May be in trouble in school,
but not with the law
5. YTA Program Design
Provides clients with three levels of
training:
1. STEM-Based Academic
2. Applied technical
3. Work readiness
6. YTA Program Design:
STEM-Based Academic Training
• Math tutoring improves students’ math skills
• Enrollment in Introduction to Engineering course (EET-
1100) gives students intensive math instruction
▫ Incorporates VEX Robotics hands-on lab activities
▫ Helps students grasp the role of math in technical and
engineering applications
• Enrollment in Tri-C engineering and/or manufacturing
technology courses earns college credit for high-school
students
▫ Coursework paid through Ohio’s Post Secondary Enrollment
Options Program (PSEOP)
▫ Includes coursework in Engineering Design, CAD,
Instrumentation Control, Computer Applications and
Programming, Machine Tool Theory
7. YTA Program Design:
Hands-on Technical Training
Weekly after-school VEX Robotics activity
▫ Teaches students how to design, build, and program a VEX robot
to perform given tasks
VEX competitions held periodically
▫ Teach students how to test, trouble-shoot, modify their robot
designs under pressure
FIRST Robotics program
▫ Designed for the more experienced students
▫ Provides students with the opportunity to design and build a
robot under the guidance of NASA engineers and other adult
mentors
▫ Teaches students all about the iterative engineering process
8. YTA Program Design:
Work Readiness Training
• Work-readiness coaches provide
workshops that teach students the skills
required to succeed in the workplace
• Understanding of work-readiness is
reinforced through on-line tutoring
activities
• Students develop preparedness for
further education and eventual
employment in high-skills careers
9. How the Training Is Accomplished
• Modified distance-learning model uses Polycom
units to broadcast to participating high schools
• Certified teachers serve as Technology
Ambassadors at participating schools
• YTA coordinators and field specialists assist the
Tech Ambassadors
10. Why Robotics?
• Robotics is exciting and holds students’
attention
• Designing, programming, building, and trouble-
shooting robots helps students develop STEM
knowledge and skills
▫ Students take college-level STEM coursework
▫ Students gain experience with hand tools (wrench, screwdriver, etc.) and
machine tools (lathe, milling machine, etc.) while building Robots
• Competition is a team building experience
11. YTA in Action: Public Service Announcement
Produced, Directed & Filmed by YTA Students
12. Does it work?
Comparison of YTA Student Graduation Rate
with CMSD Average and State Average Graduation Rates
100%
90%
80%
70%
60%
Graduation Rate-YTA
50%
Graduation Rate-CMSD
40%
Graduation Rate-STATE
30%
20%
10%
0%
2006 2007 2008 2009 AVERAGE
06-09
2006 2007 2008 2009 AVERAGE 06-09
Graduation Rate-YTA 100% 100% 100% 100% 100%
Graduation Rate-CMSD 52% 55% 62% 54% 56%
Graduation Rate-STATE 86% 86% 87% 85% 86%
13. Does It Work?
Highest College Attended by YTA/Project
Students
Following High School Graduation
70.0%
60.0%
50.0%
40.0%
30.0% %
20.0%
10.0%
0.0%
Did Not Attend Highest = Two- Highest = Four-
College year year
Highest College Attended by YTA/Project Students
Following High School Graduation
%
Did Not Attend College 13.5%
Highest = Two-year 64.8%
Highest = Four-year 21.7%
Total 100.0%
14. Keys to success - YTA
• Technology Ambassadors in the high schools
▫ Each TA recruits students from one high school
▫ TAs facilitate PSEOP classes on site with remote instructor
▫ TAs oversee student participation in tutoring
▫ TAs conduct VEX lab activities, coach teams in building
VEX robots, and attend & coordinate competitions
• Support from School Administrators and Parents
▫ Involve Administrators and Parents in competitions
▫ Motivation from robotics team spreads to other studies
Grades go up
Tardiness / unexcused absences go down
15. Advanced Technology Academy (ATA)
• Founded in 2007 to prepare Out of school youth
(age 18 – 21) for Technical Employment
• Nearly 200 inner city youth served since
inception
• Nearly 70% of them are currently employed or
enrolled in post secondary education
16. Typical ATA Student
• 18 – 21 years old
• High School Diploma or GED
• Average grades or slightly below
• Likes to work with his / her hands
• Interested in finding a job before starting college
• May never go to college
18. ATA Model
• Employer selects candidate at closed Job Fair
• ATA provides instruction for Certification
▫ Digital Cabling
▫ Manufacturing
▫ Welding
▫ CISCO Networking
▫ Soldering
▫ Other skills as identified by employer
• Employer provides the practice
▫ 100 hour paid Internship
▫ Funded by WIA
▫ No cost to employer
19. Paid Internship
• WIA Grant pays for 100 hours at minimum wage
at no cost to the employer.
• An open job is available with every internship
• Student is hired by company if performance and
attendance are satisfactory
20. What does Employer need to do?
• Have a valid entry-level opening available if
candidate is successful
• Define skills needed for the entry-level job
• Provide supervision / hands-on training during
Internship
• Track hours worked, and approve Time Sheet
• Evaluate Intern, and make a hiring decision at the
end of the Internship
21. Keys to success - ATA
• Strong support of neighborhood groups
▫ Community Development Corporations
▫ Chambers of Commerce
▫ Non-profit agencies
• Strong support of employers
▫ Structured internships
▫ Donations for ancillary costs
▫ Employer Advisory Committees
23. Why Collaborate with a
Community College?
• Obvious Reasons:
▫ Community colleges are designed to prepare the
workforce
▫ They offer resources for your program
▫ They want to work with you
• The not-so-obvious reason why
community colleges want to work with
your program
▫ FTEs & Tuition
24. FTEs & Tuition
Programs that enroll youth in college courses bring two revenue streams to the
college: Revenue from FTEs and revenue from tuition
• What are FTEs?
—The FTE is a unit of measure on which the state bases funding to
academic institutions.
One FTE (Full Time Equivalent) is equal to 30 credits
An FTE can be achieved by enrolling 10 students in a 3-hour
course, 15 students in a 2-hour course, or any number of students
that factor to 30 when multiplied by the credit hour value of the
course
For every FTE the institution provides, the state of Ohio pays the
institution $5,363
—EXAMPLE: 15 students taking EET-1100, a 2-hour course, bring
$5,363 in FTE revenue
25. FTEs & Tuition
• What about tuition?
—Cuyahoga Community College charges a tuition of $84.56 per credit
hour
—EXAMPLE: The 15 students taking EET-1100 each pay $169.12 in
tuition, bringing tuition revenue of $2,537
• Add the two together :
—FTE revenue and tuition revenue go into the institution’s general fund
—EXAMPLE: The 15 students enrolled in EET-1100 bring a total of
$7,900 ($5,363 plus $2,537) into the general fund – or $527 per
student enrolled
26. The Big Picture
• YTA enrolls 100 students per semester in coursework at
Tri-C (generally 2-credit-hour course)
• These students bring a total of $105,800 in FTE and
tuition revenue to the general fund per year
27. The future of Youth Programs
• Multiple funding sources
▫ Workforce Investment Act
▫ National Science Foundation
▫ Department of Labor
▫ Environment Protection Agency
▫ Local Philanthropic Foundations
28. Contact Information
George Bilokonsky
Director, Youth Technology Academy & Advanced Technology Academy
Tel.: 216-987-6302 • E-Mail: George.Bilokonsky@tri-c.edu
Mary Kay Bitterman
Program Manager, Youth Technology Academy
Tel.: 216-987-6298 • E-Mail: MaryKay.Bitterman@tri-c.edu
Robert Stewart
Program Manager, Advanced Technology Academy
Tel.: 216-987-3347 • E-Mail: Robert.Stewart@tri-c.edu
Cuyahoga Community College • 2900 Community College Blvd., MHCS-203 • Cleveland, OH 44115