This document outlines a six-year plan for Virginia's community colleges with the goals of: 1) increasing participation in postsecondary education by raising awareness of opportunities, 2) increasing award completion rates, and 3) preparing the workforce for high-demand jobs. It proposes strategies such as expanding access for underserved populations, enhancing student support services, developing technology solutions to improve student success, and incentivizing colleges to increase credentials for in-demand fields. The plan also calls for increased funding for capital projects, faculty and staff salaries, and workforce training programs.
Diversity in MPA Programs at Minority Serving Institutions (2013 Annual NASPA...tsuempa
ย
The following presentation explores diversity within master of public administration programs found at minority serving institutions and the many opportunities and challenges that exist.
Creating Access to Education for Disadvantaged Female Civil Servants Ethiopia...UNDP India
ย
The document discusses an initiative by the Ethiopian Civil Service University to increase access to higher education for disadvantaged female civil servants. The initiative provides alternative admissions procedures and student support services to help more females enroll in degree programs. It also aims to increase the number of female faculty by targeting female graduate recruits. The reform effort overcame obstacles like negative attitudes through consensus building discussions. As a result, female civil servant participation in higher education and the number of female faculty have increased.
With a focus on diversity in graduate education, this session will discuss how units can maintain effective outreach, recruitment, and retention during a time of economic austerity. How can you keep diversity a priority when budgets are being cut? How can you recruit, when travel budgets have been reduced? How can you compete for and maintain a robust, diverse community of graduate scholars, with limited funding? Representatives from the University of Washington Graduate Opportunities & Minority Achievement Program will discuss these questions and share some of the strategies being implemented by graduate programs to counteract the effects of operating on a strained budget. Initiatives using traditional, web 2.0 (social media), and collaborative strategies will be discussed. Participants are encouraged to share their own best practices.
This document discusses strategies for maintaining recruitment and retention of a diverse graduate student population on a limited budget. It recommends focusing outreach efforts through targeted conferences and networks. When recruiting, programs should work to create competitive funding packages and emphasize fit between prospective students and departments. Retention requires continuous communication, funding support, and addressing issues like isolation or lack of resources. Overall, establishing diversity as a shared value and following up with students are important to recruitment and retention efforts.
A Cross-Cultural, Participatory Approach for Measuring and Cultivating Resili...ESD UNU-IAS
ย
A Cross-Cultural, Participatory Approach for Measuring and Cultivating Resilience on Small and Medium Farms
Walter Poleman, Co-Coordinator, RCE Greater Burlington, Senior Lecturer, Director of Ecological Planning Program, Rubenstein School of Environment and Natural Resources, The University of Vermont
Christopher Nytch, RCE Coordinator, RCE Puerto Rico and Fundaciรณn Amigos de El Yunque
10th Americas RCE Regional Meeting
5-7 October, 2021
The 2nd Global Meeting of Associations will examine the role of university associations in quality assurance of higher education. With reforms expanding higher education across borders, all stakeholders now seek assurance of quality. University associations are increasingly called upon to address quality, both for domestic and cross-border education. Over a day and a half, the meeting will discuss key questions around actors in quality enhancement, stakeholder coordination, definitions of quality, and the role and responsibilities of university associations. Participants will debate how associations can better support their members and the public interest in quality of higher education.
This document discusses a project to build capacity for watershed leadership in the Mississippi and Atchafalaya River Basins. The project goals were to strengthen relationships among watershed leaders, expand the knowledge base, and improve coordination of educational programs. Activities included a needs assessment of watershed training programs and two leadership summits. Pilot projects engaged watersheds in Arkansas and Ohio. The needs assessment found that watershed leadership training should be modular and address different roles. Summits brought together stakeholders from different sectors. The project aims to continue developing training modules and facilitating information sharing across states.
Diversity in MPA Programs at Minority Serving Institutions (2013 Annual NASPA...tsuempa
ย
The following presentation explores diversity within master of public administration programs found at minority serving institutions and the many opportunities and challenges that exist.
Creating Access to Education for Disadvantaged Female Civil Servants Ethiopia...UNDP India
ย
The document discusses an initiative by the Ethiopian Civil Service University to increase access to higher education for disadvantaged female civil servants. The initiative provides alternative admissions procedures and student support services to help more females enroll in degree programs. It also aims to increase the number of female faculty by targeting female graduate recruits. The reform effort overcame obstacles like negative attitudes through consensus building discussions. As a result, female civil servant participation in higher education and the number of female faculty have increased.
With a focus on diversity in graduate education, this session will discuss how units can maintain effective outreach, recruitment, and retention during a time of economic austerity. How can you keep diversity a priority when budgets are being cut? How can you recruit, when travel budgets have been reduced? How can you compete for and maintain a robust, diverse community of graduate scholars, with limited funding? Representatives from the University of Washington Graduate Opportunities & Minority Achievement Program will discuss these questions and share some of the strategies being implemented by graduate programs to counteract the effects of operating on a strained budget. Initiatives using traditional, web 2.0 (social media), and collaborative strategies will be discussed. Participants are encouraged to share their own best practices.
This document discusses strategies for maintaining recruitment and retention of a diverse graduate student population on a limited budget. It recommends focusing outreach efforts through targeted conferences and networks. When recruiting, programs should work to create competitive funding packages and emphasize fit between prospective students and departments. Retention requires continuous communication, funding support, and addressing issues like isolation or lack of resources. Overall, establishing diversity as a shared value and following up with students are important to recruitment and retention efforts.
A Cross-Cultural, Participatory Approach for Measuring and Cultivating Resili...ESD UNU-IAS
ย
A Cross-Cultural, Participatory Approach for Measuring and Cultivating Resilience on Small and Medium Farms
Walter Poleman, Co-Coordinator, RCE Greater Burlington, Senior Lecturer, Director of Ecological Planning Program, Rubenstein School of Environment and Natural Resources, The University of Vermont
Christopher Nytch, RCE Coordinator, RCE Puerto Rico and Fundaciรณn Amigos de El Yunque
10th Americas RCE Regional Meeting
5-7 October, 2021
The 2nd Global Meeting of Associations will examine the role of university associations in quality assurance of higher education. With reforms expanding higher education across borders, all stakeholders now seek assurance of quality. University associations are increasingly called upon to address quality, both for domestic and cross-border education. Over a day and a half, the meeting will discuss key questions around actors in quality enhancement, stakeholder coordination, definitions of quality, and the role and responsibilities of university associations. Participants will debate how associations can better support their members and the public interest in quality of higher education.
This document discusses a project to build capacity for watershed leadership in the Mississippi and Atchafalaya River Basins. The project goals were to strengthen relationships among watershed leaders, expand the knowledge base, and improve coordination of educational programs. Activities included a needs assessment of watershed training programs and two leadership summits. Pilot projects engaged watersheds in Arkansas and Ohio. The needs assessment found that watershed leadership training should be modular and address different roles. Summits brought together stakeholders from different sectors. The project aims to continue developing training modules and facilitating information sharing across states.
This document summarizes diversity and inclusion efforts at Virginia community colleges. It shows that minority student populations have grown significantly from 2001 to 2015, but faculty and leadership diversity have lagged behind. Several actions have been taken to increase diversity, such as establishing chief diversity officers, recruiting programs, and partnerships. Challenges remain around infrastructure, accountability, and developing a diverse talent pipeline. The goal is to better connect the mission of opportunity with diversity initiatives through community building.
The Campus Kitchen at Monmouth University aims to strengthen bodies, empower minds, and build communities. It does so by recovering unused food from the dining halls to prepare meals that are delivered to local social services. Students gain leadership skills in managing the Campus Kitchen and a better understanding of hunger issues. The university benefits from enhanced student engagement and community partnerships. Dining services reduces waste while the community receives nutritious meals. The Campus Kitchen is a mutually beneficial collaboration among students, dining services, the university, and the local community.
College Promise: Delivering the American Dream for the 21st CenturyRotary International
ย
Lack of access to colleges and universities is a challenge
for disadvantaged youth in both developing and developed
countries. One-third of young people in Washington, D.C.,
donโt finish high school, and even more donโt go on to college.
Poor academic performance and lack of preparedness
are major issues, as is unaffordability. Learn about some
leading programs that are improving college access and
preparedness in the United States, and how your club or
district could help.
SUN CSN - Learning Route Start-up meeting 2016 -5. learning route grant coord...SUN Civil Society Network
ย
The document summarizes a learning program funded by the Children's Investment Fund Foundation to strengthen civil society alliances in support of national nutrition efforts. Over two years, it will facilitate two learning routes - one in Southeast Africa and one in Asia - to share best practices, discuss challenges, and promote innovation among stakeholders. The goal is to enhance advocacy and accountability skills so civil society alliances can more effectively contribute to multi-stakeholder platforms and support national nutrition priorities.
This document discusses the importance of encouraging undergraduate research at Dixie State University. It advocates for faculty from all disciplines to commit to advancing hands-on learning opportunities, encouraging creativity, and promoting engagement for students and other faculty members. It notes that research and innovation can occur in any discipline and that partnerships with organizations like the Council on Undergraduate Research can help build UR practices into the curriculum. It provides examples of funding opportunities and prominent UR programs at other universities to showcase additional opportunities undergraduate research can provide students.
Follow The Money presentation during a workshop organized by OSIWA & CITIC Dakar for Activists/Social Entrepreneurs to share knowledge and experiences on their intervention on Civic Engagement, Good Governance using Open Data to foster transparency & accountability in the West African Region at Dakar, Senegal.
The Howard University Cancer Center (HUCC) CORE Program aims to educate, empower, and engage medically underserved communities through community outreach for research excellence. The program provides input on study design and recruitment plans. It develops partnerships to assist in recruitment and provides ongoing community education to promote research participation. HUCC CORE maintains a database of potential research participants and has strong partnerships with community organizations to build research capacity and disseminate findings.
Rotary Family Health Days is a massive, comprehensive
Rotarian-led disease prevention program in Africa and
India. Over the last six years, Rotarians for Family Health
and AIDS Prevention, in partnership with 550 Rotary clubs,
in-country ministries of health, the U.S Centers for Disease
Control and Prevention, private foundations, and major
media houses, has provided free annual health screenings
and critical immunizations to over 15 million underserved
citizens. Join us and learn how you can be part of this
lifesaving effort.
The Student Government Association (SGA) budget presentation outlines their mission to advocate for student concerns and appoint students to university committees. Their goals include developing internal relationships through retreats and awards, raising awareness of SGA initiatives through advertising, and assisting student organizations through co-sponsoring 38 events last year. The SGA also aims to strengthen school spirit and motivate conversations through their annual summit. They request a total budget of $105,295 for wages, recognition, publicity, senate expenses, co-sponsorship funding, telephone costs, and executive expenses.
The document outlines strategies for implementing an inclusive excellence plan at Ivy Tech Community College. It discusses why diversity matters in education and benchmarks other colleges' diversity initiatives. It then proposes assessing Ivy Tech's full-time faculty diversity and curriculum for inclusiveness. Addressing areas like recruitment, promotion, and curriculum integration, the plan outlines best practices to develop a strategic diversity plan and communication plan to promote inclusion across campus.
HOPE program, implemented by Global Communities in partnership with USAID and Ministry of Education Science and Technology
Program seeks to improve HIV and AIDS knowledge, attitudes and practices among primary and secondary-aged students through peer, school, and community-based interventions.
To ensure prevention the program supports referral for in school youth by linking them to comprehensive youth friendly services within the school environs
American Council on Education Fellow, Dr Janelle Chiasera, discusses the history of higher education in the United States, the diversity divide and current racial tensions within colleges across America requiring the development of more inclusive educational environments through strategic planning, governance and reporting.
This document summarizes a student's involvement in campus organizations and activities at Binghamton University. It details the student's participation in various clubs and programs, including the Finance Society, Newing College, Newing College Council, and the School of Management. The student held leadership roles such as a Newing Leadership Internship and serving as a Student Conduct Board Member. The record is intended to complement the student's academic transcript and resume for applications and advising.
The Robert Wood Johnson Foundation Executive Nurse Fellows Program
Linda Cronenwett, PhD, RN, FAAN
Co-Director
Distinguished Professor and Former Dean,
UNC-Chapel Hill School of Nursing
Mano y Corazรณn Binational Conference of Multicultural Health Care Solutions, El Paso, Texas, September 27-28, 2013
The document discusses the San Diego/Imperial Valley Regional Network for Basic Skills Instruction. It describes the network as allowing faculty and staff to share knowledge and opportunities for transformation. The network will build a community among 10 colleges in the region to address questions and problems in basic skills instruction. For decades, colleges have worked in isolation on basic skills, but networks help facilitate collaboration. The network focuses on student, faculty, institutional, and systemic learning. It provides resources and activities to promote models of effective practices.
This document discusses quality assurance in South African higher education. It provides an overview of the South African higher education system and structures in place for quality assurance, including the roles of the National Department of Education, Council of Higher Education, and South African Qualifications Authority. It also outlines how Higher Education South Africa (HESA) works to shape the national quality system through capacity development, convening forums, and participating in quality assurance processes and reviews, despite having no statutory powers. Finally, it discusses efforts to ensure quality across borders and priorities for the region.
The document summarizes a summit that brought together 22 colleges and universities to identify characteristics of institutions that are friendly to encore learners over age 50. Key themes that emerged included the need for flexible programming and dedicated support services for older learners. The summit participants reflected that partnerships across institutions will be important to help more people transition to new careers in their encore phases of life. Next steps discussed were revising commitments to these efforts and gathering information to support sharing best practices between institutions on programming for older learners.
The document presents the Rural Sanitation Model and Strategy (R-SMS) for Ghana. It notes poor sanitation costs Ghana's economy significantly each year and that most Ghanaians still practice open defecation or use unimproved latrines. The R-SMS aims to build capacity, create demand, and ensure supply of sanitation infrastructure and behaviors to help Ghana achieve its Millennium Development Goals for sanitation access. It proposes pillars of enabling the environment through advocacy, building capacity through training, creating demand through community-led approaches, and ensuring supply of affordable technologies. Key actions include training community facilitators, using formative research to understand demand, commercializing latrine marketing, and monitoring progress toward indicators like
Beyond Basic Skills: Building Pathways to Credentials for Adult Education Stu...Marcie Foster
ย
This document discusses the need for career pathways programs in adult education to help low-skilled adults earn postsecondary credentials. It notes that traditional adult education programs have poor transition rates to further education and that a sequential approach takes too long. Career pathways programs integrate basic skills instruction with occupational skills training, allowing students to progress through stackable credentials toward family-sustaining jobs. The document outlines components of effective career pathways programs and cites early promising results from programs in Illinois, Minnesota, and Wisconsin that show high completion and further education rates.
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
This document summarizes diversity and inclusion efforts at Virginia community colleges. It shows that minority student populations have grown significantly from 2001 to 2015, but faculty and leadership diversity have lagged behind. Several actions have been taken to increase diversity, such as establishing chief diversity officers, recruiting programs, and partnerships. Challenges remain around infrastructure, accountability, and developing a diverse talent pipeline. The goal is to better connect the mission of opportunity with diversity initiatives through community building.
The Campus Kitchen at Monmouth University aims to strengthen bodies, empower minds, and build communities. It does so by recovering unused food from the dining halls to prepare meals that are delivered to local social services. Students gain leadership skills in managing the Campus Kitchen and a better understanding of hunger issues. The university benefits from enhanced student engagement and community partnerships. Dining services reduces waste while the community receives nutritious meals. The Campus Kitchen is a mutually beneficial collaboration among students, dining services, the university, and the local community.
College Promise: Delivering the American Dream for the 21st CenturyRotary International
ย
Lack of access to colleges and universities is a challenge
for disadvantaged youth in both developing and developed
countries. One-third of young people in Washington, D.C.,
donโt finish high school, and even more donโt go on to college.
Poor academic performance and lack of preparedness
are major issues, as is unaffordability. Learn about some
leading programs that are improving college access and
preparedness in the United States, and how your club or
district could help.
SUN CSN - Learning Route Start-up meeting 2016 -5. learning route grant coord...SUN Civil Society Network
ย
The document summarizes a learning program funded by the Children's Investment Fund Foundation to strengthen civil society alliances in support of national nutrition efforts. Over two years, it will facilitate two learning routes - one in Southeast Africa and one in Asia - to share best practices, discuss challenges, and promote innovation among stakeholders. The goal is to enhance advocacy and accountability skills so civil society alliances can more effectively contribute to multi-stakeholder platforms and support national nutrition priorities.
This document discusses the importance of encouraging undergraduate research at Dixie State University. It advocates for faculty from all disciplines to commit to advancing hands-on learning opportunities, encouraging creativity, and promoting engagement for students and other faculty members. It notes that research and innovation can occur in any discipline and that partnerships with organizations like the Council on Undergraduate Research can help build UR practices into the curriculum. It provides examples of funding opportunities and prominent UR programs at other universities to showcase additional opportunities undergraduate research can provide students.
Follow The Money presentation during a workshop organized by OSIWA & CITIC Dakar for Activists/Social Entrepreneurs to share knowledge and experiences on their intervention on Civic Engagement, Good Governance using Open Data to foster transparency & accountability in the West African Region at Dakar, Senegal.
The Howard University Cancer Center (HUCC) CORE Program aims to educate, empower, and engage medically underserved communities through community outreach for research excellence. The program provides input on study design and recruitment plans. It develops partnerships to assist in recruitment and provides ongoing community education to promote research participation. HUCC CORE maintains a database of potential research participants and has strong partnerships with community organizations to build research capacity and disseminate findings.
Rotary Family Health Days is a massive, comprehensive
Rotarian-led disease prevention program in Africa and
India. Over the last six years, Rotarians for Family Health
and AIDS Prevention, in partnership with 550 Rotary clubs,
in-country ministries of health, the U.S Centers for Disease
Control and Prevention, private foundations, and major
media houses, has provided free annual health screenings
and critical immunizations to over 15 million underserved
citizens. Join us and learn how you can be part of this
lifesaving effort.
The Student Government Association (SGA) budget presentation outlines their mission to advocate for student concerns and appoint students to university committees. Their goals include developing internal relationships through retreats and awards, raising awareness of SGA initiatives through advertising, and assisting student organizations through co-sponsoring 38 events last year. The SGA also aims to strengthen school spirit and motivate conversations through their annual summit. They request a total budget of $105,295 for wages, recognition, publicity, senate expenses, co-sponsorship funding, telephone costs, and executive expenses.
The document outlines strategies for implementing an inclusive excellence plan at Ivy Tech Community College. It discusses why diversity matters in education and benchmarks other colleges' diversity initiatives. It then proposes assessing Ivy Tech's full-time faculty diversity and curriculum for inclusiveness. Addressing areas like recruitment, promotion, and curriculum integration, the plan outlines best practices to develop a strategic diversity plan and communication plan to promote inclusion across campus.
HOPE program, implemented by Global Communities in partnership with USAID and Ministry of Education Science and Technology
Program seeks to improve HIV and AIDS knowledge, attitudes and practices among primary and secondary-aged students through peer, school, and community-based interventions.
To ensure prevention the program supports referral for in school youth by linking them to comprehensive youth friendly services within the school environs
American Council on Education Fellow, Dr Janelle Chiasera, discusses the history of higher education in the United States, the diversity divide and current racial tensions within colleges across America requiring the development of more inclusive educational environments through strategic planning, governance and reporting.
This document summarizes a student's involvement in campus organizations and activities at Binghamton University. It details the student's participation in various clubs and programs, including the Finance Society, Newing College, Newing College Council, and the School of Management. The student held leadership roles such as a Newing Leadership Internship and serving as a Student Conduct Board Member. The record is intended to complement the student's academic transcript and resume for applications and advising.
The Robert Wood Johnson Foundation Executive Nurse Fellows Program
Linda Cronenwett, PhD, RN, FAAN
Co-Director
Distinguished Professor and Former Dean,
UNC-Chapel Hill School of Nursing
Mano y Corazรณn Binational Conference of Multicultural Health Care Solutions, El Paso, Texas, September 27-28, 2013
The document discusses the San Diego/Imperial Valley Regional Network for Basic Skills Instruction. It describes the network as allowing faculty and staff to share knowledge and opportunities for transformation. The network will build a community among 10 colleges in the region to address questions and problems in basic skills instruction. For decades, colleges have worked in isolation on basic skills, but networks help facilitate collaboration. The network focuses on student, faculty, institutional, and systemic learning. It provides resources and activities to promote models of effective practices.
This document discusses quality assurance in South African higher education. It provides an overview of the South African higher education system and structures in place for quality assurance, including the roles of the National Department of Education, Council of Higher Education, and South African Qualifications Authority. It also outlines how Higher Education South Africa (HESA) works to shape the national quality system through capacity development, convening forums, and participating in quality assurance processes and reviews, despite having no statutory powers. Finally, it discusses efforts to ensure quality across borders and priorities for the region.
The document summarizes a summit that brought together 22 colleges and universities to identify characteristics of institutions that are friendly to encore learners over age 50. Key themes that emerged included the need for flexible programming and dedicated support services for older learners. The summit participants reflected that partnerships across institutions will be important to help more people transition to new careers in their encore phases of life. Next steps discussed were revising commitments to these efforts and gathering information to support sharing best practices between institutions on programming for older learners.
The document presents the Rural Sanitation Model and Strategy (R-SMS) for Ghana. It notes poor sanitation costs Ghana's economy significantly each year and that most Ghanaians still practice open defecation or use unimproved latrines. The R-SMS aims to build capacity, create demand, and ensure supply of sanitation infrastructure and behaviors to help Ghana achieve its Millennium Development Goals for sanitation access. It proposes pillars of enabling the environment through advocacy, building capacity through training, creating demand through community-led approaches, and ensuring supply of affordable technologies. Key actions include training community facilitators, using formative research to understand demand, commercializing latrine marketing, and monitoring progress toward indicators like
Beyond Basic Skills: Building Pathways to Credentials for Adult Education Stu...Marcie Foster
ย
This document discusses the need for career pathways programs in adult education to help low-skilled adults earn postsecondary credentials. It notes that traditional adult education programs have poor transition rates to further education and that a sequential approach takes too long. Career pathways programs integrate basic skills instruction with occupational skills training, allowing students to progress through stackable credentials toward family-sustaining jobs. The document outlines components of effective career pathways programs and cites early promising results from programs in Illinois, Minnesota, and Wisconsin that show high completion and further education rates.
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 2014 annual report of The Campus Kitchens Project highlights the organization's work fighting hunger and food waste through student-led Campus Kitchen programs. It summarizes that in the 2013-2014 academic year, 19,363 student volunteers recovered 939,030 pounds of food across 36 schools, preparing 271,967 meals for community partners. The report discusses the organization's strategic growth plan to rapidly expand its national network of Campus Kitchens by empowering students to start new programs using online tools. It also describes how Campus Kitchens go beyond just providing meals by addressing the root causes of hunger through additional programs and how participating develops students' leadership skills.
The Service Children Support Network is partnering with Bath Spa University to provide an educational enrichment project for primary and secondary school students in Wiltshire and Somerset in 2013. The project aims to inspire curiosity in learning, boost self-esteem and understanding of higher education, and introduce career opportunities. It involves on-campus and in-school workshops led by university staff on topics like career exploration, subject enrichment, and skills development. Schools or parents in the regions can contact the listed emails for more information on participating.
The 2018-2022 strategic plan for North Carolina Community Colleges has four main goals: 1) Increase student interest and access to education and training, 2) Provide clear pathways for student progress and success, 3) Ensure the educational pipeline meets workforce needs, and 4) Advance organizational effectiveness. Some key activities to achieve these goals include expanding marketing and outreach, implementing career coaching programs, improving advising and student support services, expanding work-based learning opportunities, leveraging industry partnerships, and implementing a new enterprise resource planning system. The plan was developed through an extensive stakeholder engagement process to guide the community college system in better serving students and meeting the state's economic and workforce needs.
This initiative aims to cultivate a college-going culture in two counties along the Mexico border by providing Spanish-speaking parents and families with information about higher education opportunities. It will develop bilingual materials about college admissions, financial aid, programs, and the value of higher education. It will also organize community events in partnership with schools and religious institutions to distribute these materials and inform families in their native language. The goal is to address language barriers that prevent information sharing, empower families, and provide clear pathways to college for students.
The document outlines a strategic plan called "Hispanic Educators for Change" for a school district. The plan aims to better serve the district's growing Hispanic population, which makes up 35% of students. It identifies 5 goals: 1) improving academic programs and support, 2) forming economic partnerships, 3) developing Hispanic leadership, 4) innovating educational models, and 5) strengthening community engagement. Under each goal are specific outcomes and strategies to help Hispanic students and families achieve their full potential.
Press Release N-45 2015-2016 (City Announces New Initiatives to increase Dive...Lida Roman
ย
The document announces six new initiatives by the New York City Department of Education to increase diversity at the city's specialized high schools. The initiatives include increasing outreach to underrepresented students, piloting administering the entrance exam during the school day, offering test preparation through middle school programs, expanding free tutoring programs, enrolling more students through the Discovery Program, and strengthening school culture and climate. The goals are to boost the number of black and Latino students taking the entrance exam and gaining admission, without lowering standards.
The Vision Project Performance Incentive Fund is designed to support innovative work that will advance the Vision Project goals for Massachusetts' national leadership in certain key educational outcome areas in higher education. How is Bunker Hill Community College spending its $200K grant to advance these goals? Presented at a meeting of the Massachusetts Board of Higher Education on January 31, 2012.
This past year, Utah Valley University made substantial progress on issues of inclusion and diversity. UVU's commitment to making the university a welcoming place for all students from diverse backgrounds is key to cultivating student engagement and success. The annual inclusion report outlines UVU's goals and objectives in its Strategic Inclusion Plan, and provides examples of initiatives undertaken by students and administrators to improve access, support underrepresented groups, develop intercultural competence, and foster a supportive campus environment. These efforts aim to ensure UVU fulfills its mission of providing accessible education to all.
The "I Have A Dream" Foundation empowers low-income children to achieve higher education through guaranteed tuition support and skills development. Its mission is to help students gain access to college to change their academic and life trajectories, and impact future generations. The foundation provides resources, support systems, and leadership to help students become college-ready and succeed in higher education and beyond.
The Michigan DOE required a strategic blueprint to guide future communications using email as the primary channel for a state funded school meal program.
ACCESS envisions that all Boston youth reach their full potential through graduating college regardless of financial barriers. It aims to raise awareness of financial aid, guide students through the process, and secure scholarships for Boston students. Since 2004, ACCESS has educated over 8,000 students on affordability, advised nearly 10,000 on paying for college, and awarded over $2 million in scholarships, helping students secure $100 million in aid.
The document provides an overview of 10 steps for enrollment management in independent schools. It discusses trends like declining birth rates, the rise of charter schools as competition, and changing student demographics. It emphasizes understanding student inquiries, markets, and brands. It also stresses using financial aid and standardized tests strategically and collaborating across departments like admission, development, and business. Recruiting and compensating talent as well as having the admission director involved in leadership is important. Overall it outlines best practices for a strategic, data-driven, and collaborative approach to enrollment management.
Join this session to explore how to meet the talent needs of rural companies and communities today and tomorrow. Learn how workforce development models โ particularly apprenticeship and other forms of work-based learning โ can effectively adapt to a rural context. This session will emphasize strategies to grow talent locally, beginning with youth-focused programming, and will examine workforce development in the context of broader national trends, including the Great Resignation, a shift to remote work, and national investment in infrastructure such as broadband technology. This presentation will also examine how the economic development community can support a stronger and more equitable talent ecosystem.
Presented to the Board of Higher Education and Board of Elementary and Secondary Education at the joint meeting on January 26, 2016 at Roxbury Community College.
Supporting students to become active and engaged citizens
Strengthening the civic responsibility of universities
Ensuring Equity in Higher Education
Examples from the IDEAS database
Presentation for the 2017 AACC conference featuring three ATD initiatives: Adjunct Faculty, Teaching & Learning National Institute, and the OER Degree Initiative
The South Dakota GEAR UP program aims to increase the number of Native American and financially eligible students prepared for and graduating from higher education. It works with 24 middle schools and 14 high schools to provide academic support, summer programs, mentoring, campus visits, and assistance with financial aid and scholarships. The program emphasizes rigor, relationships, and relevance to intrinsically motivate students and ensure they are academically prepared and believe they can succeed. It also supports students and families to help guide students through higher education.
The document outlines Louise Pollard's work as the 2016 National Equity Fellow. Key points include:
- Pollard analyzed policies and practices supporting remote students' access, participation, and success in higher education.
- She identified two main profiles of remote students - campus-based and online - and challenges they face.
- Pollard proposed applying a "remote lens" across the student life cycle to ensure equity practices specifically support remote students. This includes outreach, pathways to university, student support services, pedagogy, and post-completion support.
Participant Experiences and Financial Impacts: Findings from Year 2 of Achiev...Achieving the Dream
ย
Slides from this session at OpenEd 2018 in Niagara Falls, NY. Presenters were Jessica Mislevy (SRI), Donna Desrochers (rpk GROUP), and Richard Sebastian (ATD).
This presentation discusses open educational resources (OER) and their benefits. OER are teaching and learning materials that can be freely used and modified. The presenter argues that adopting OER through entire degree programs (replacing all required textbooks with OER) can significantly improve affordability for students, increase student success rates, reinvigorate teaching methods, and achieve these benefits at scale across many students and institutions. The presentation cites research showing positive impacts of OER adoption on student outcomes like course completion rates and credits earned. It encourages moving beyond just swapping textbooks to fully leveraging the capabilities of OER, such as creating renewable assignments that students find valuable.
This document outlines the research plan for evaluating an OER Degree Initiative. It discusses conducting quasi-experimental studies on the impact of OER degrees on student outcomes at 10-12 partner colleges. It also involves collecting cost data through surveys, interviews and financial templates to analyze the cost impacts on students and institutions. The evaluation will examine academic and economic impacts through quantitative outcomes data and qualitative implementation research to provide formative feedback throughout the initiative.
This presentation discusses Open Educational Resources (OER) and high impact OER adoption. It defines OER as resources with free access and permission for users to retain, reuse, revise, remix, and redistribute. Studies show OER improves affordability and student success compared to commercial textbooks. High impact adoption invigorates pedagogy through reusable assignments and entire OER-based degree programs. The open nature of OER allows new opportunities to enhance teaching and learning.
Lumen Learning is a nonprofit organization founded in 2012 that aims to improve access to education through open educational resources (OER) and personalized learning. It provides support for institutions creating OER degree programs through required services like certifying courses are openly licensed and sharing them publicly, as well as enhancement services like advising on instructional design and sustainability. Studies of OER adoptions supported by Lumen have consistently found significant gains for students.
The Virginia Community College System launched the Zx23 Project to scale open educational resources (OER) across its 23 colleges. Through the project, six degree programs containing over 100 OER courses were created. Over 400 faculty members participated in developing the courses. Initial results showed cost savings of over $1 million for enrolled students in the first year. The project aims to eventually offer OER-based Z-degrees at all 23 colleges to reduce textbook costs for over 50,000 students annually.
The Portable Z: How Virginia is Scaling the Z-Degree Across Its 23 Colleges ...Achieving the Dream
ย
One advantage of a centralized statewide postsecondary system that shares core infrastructure, policy-making, and governance among diverse institutions is that often, promising innovations are able to scale more easily, and more quickly, than in decentralized systems. The Virginia Community College System (VCCS) has just this sort of centralized structure, which is enabling the widespread adoption and use of open educational resources (OER) across the system. Three years ago, only a small fraction of VCCS faculty had heard of OER, with far fewer using open materials in their courses. Today, with support from System Office grants, professional development funds, and local college monies, Virginia's colleges have helped develop over 70 new open courses, with many of these courses being adopted by entire college departments. Led by the pioneering work of Tidewater and Northern Virginia Community Colleges, Virginia already boasts three all-OER associate degrees, or Z-Degrees. Collectively these efforts have not only saved Virginia college students millions of dollars in textbook costs but have increased their chances of academic success.
In April 2015, The William & Flora Hewlett Foundation awarded the VCCS a grant to help fund the Zx23 Project. The long-term goal of the Zx23 Project is to identify what factors make a Z-Degree portable from one community college to another in order to eventually scale the model to all 23 Virginia community colleges. To that end, the grant from Hewlett is helping the VCCS to accomplish three initial objectives: (1) Adopt, adapt, and pilot Z-Degree courses across VCCS colleges, (2) establish models for sustaining and supporting future OER infrastructure, and (3) create a "roadmap" to be used by other institutions interested in scaling and sustaining a statewide or system OER infrastructure.
A cohort of sixteen VCCS colleges began work on the Zx23 Project in Summer 2015, with project faculty currently piloting new Z-Degree courses in September and planning courses for the Spring 2016 semester. Lumen Learning, an integral partner in the project, has been working closely with participating colleges to help build degree pathways and common OER practices and infrastructure, and to evaluate the outcomes of the pilots.
The goal of this session is to provide a valuable, on-the-ground report of the early results of this ambitious effort midway through its first year, as well as stimulate conversation and ideas about the project from the broader OER community.
Parallel Trajectories: Distance Learning, OER, and Scaling InnovationAchieving the Dream
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This document discusses the Virginia Community College System's (VCCS) efforts to expand distance learning and use of open educational resources (OER) through its Zx23 project. It provides statistics showing growth in distance learning enrollment within VCCS from 2008-2015. The Zx23 project awarded grants to 16 community colleges to develop 6 zero-textbook cost degree programs using OER. Goals included saving students over $4 million in textbook costs by spring 2016. Over 350 faculty members participated across 23 colleges. Initial results exceeded projections with over 18,000 expected enrollments saving $1.8 million for fall 2015.
Zx23 Project | Wm & Flora Hewlett Foundation Annual Meeting | 2015Achieving the Dream
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This document summarizes a project to scale zero-textbook-cost degree programs across Virginia's Community Colleges. It outlines that the project aims to:
1) Have 50,000 students complete zero-textbook-cost courses at 15 community colleges.
2) Establish a sustainable model for supporting open educational resources (OER) infrastructure.
3) Create a roadmap for other institutions to scale and sustain OER on a statewide level.
It discusses challenges with low faculty adoption rates and a need for a centralized OER commons. The goal is to create sustainable infrastructure to effectively scale OER use across colleges in Virginia.
Scaling Open | Reducing Textbook Costs Across Virginiaโs Community CollegesAchieving the Dream
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Presentation at the Innovations 2015 Conference in Boston, MA. Discover the innovative ways Virginia's 23 community colleges are working together to leverage shared system resources to scale openly-licensed course materials.
Co-presenting with:
Cheryl Huff, Germanna Community College
Jane Rosecrans, J. Sargeant Reynolds Community College
Preston Davis, Northern Virginia Community College
This document provides information about online tools and resources for collaboration and cloud-based services. It lists the URLs for various Virginia community college portals and introduces concepts like cloud-based storage, collaboration features, and control considerations for Google services. Links to training resources on the Google education website and Atomic Learning are also included.
From a 2014 American Association of Community Colleges presentation with Dr. Jack Lewis, President of New River Community College, Dr. Van Wilson, Assistant Vice Chancellor for Academic and Student Services for the VCCS, and Dr. Dan DeMarte, Vice President of Academic Affairs of Tidewater Community College.
Faculty have a wealth of new digital resources available to them that, when integrated effectively,can offer students an enhanced educational experience. Colliding with the promise of these transformative technologies is the decades-old problem of textbook affordability.
Four innovative projects highlight Virginiaโs community collegesโ efforts to address textbook affordability: a multi-college committee investigating strategies for reducing textbook costs; the first OER degree in the nation; a college-developed site for sharing OER; and an incentive grant to encourage faculty of high enrollment courses to adopt and integrate OER.
The document discusses efforts to reduce textbook costs for students in Virginia's community college system (VCCS). It outlines initiatives between 2012-2013 that focused on adopting open educational resources and zero-cost digital alternatives in high-enrollment courses. Task forces and working groups examined policies and made recommendations to formalize adoption processes, leverage digital technologies, and create an institutional culture that embraces openness and resource sharing to lower costs. The goal is to replace textbooks with no-cost materials in 10% of course sections each year across the VCCS.
This presentation presents an overview of current ed-tech related projects happening in Virginia's community colleges to faculty members attending the Faculty and Administrator Leadership Academy in Virginia Beach, VA.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
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In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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Ivรกn Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
22. *expand programs that inform
people from groups that currently
have lower rates of higher
education participation about career
opportunities and college entrance
processes
As you heard from the Chancellor, the VCCS Six-Year Plan is about the hundreds of thousands of students we will serve over the next six years and meeting state needs. Iโd like to give highlights of some of the strategies you see included in our plan that align with state needs. But first, letโs take a look at our enrollments <click>
enrollments since the beginning of Virginiaโs Community Colleges. In its short history, not only has the number of colleges and campuses grown to 23 and 40, but also our enrollment has seen unprecedented growth, from 7,xxx in 1965-66 to nearly 280,000 in 2012-13. As you know, serving as an on-ramp to postsecondary education for thousands with an access mission means enrollments have been, are, and will remain unpredictable. In a short number of recent years during the recession, we added 50,000 students, somehow!
This slide adds our projections, which are modest as we see the job outlook changing and students returning to work. What we see (add line) taking out those few years of unprecedented growth is that we are continuing to increase enrollment.
Our degree estimates reflect continued increase in the number of graduates. You might ask why, given little enrollment growth reflected in our projections. The Achieve 2015 strategic plan (approved by our State Board in fall 2009) has as its central focus student success. Our efforts in moving students from access through persistence to credit completion to student success through graduation, transfer, or earning a workforce credential tell a story of significant impact on our state. These efforts have gained momentum; our six-year plan demonstrates a commitment to advancing students to graduation and preparation for the workforce.
Three state needs are reflected in our planโฆ
First (Access Slide and then paraphrase)
93% of students who use them also own them
Second (Increase Completion Slide and then paraphrase)
Third (Prepare Workforce Slide and then paraphrase)
Letโs revisit these needs one at a time and highlight ways that each need can be met by Virginiaโs Community Colleges. Weโll look at selected strategies from the Six-Year Plan
Who are our students?
1 in 4 are first generation, 2 in 5 are minority race/ethnicity,
with an increase of 6% in the number of Hispanic students in 2012. Indeed, nearly 3 in 5 minority undergraduate students attending public colleges in Virginia are enrolled in community colleges Overall, more than half of our students come from what are considered under-served populations (URPs)ย Think about the choices across Virginiaโs higher education landscape. Some institutions, particularly for-profits, are able to market their programs heavily to prospective students. The VCCS must use its resources in other ways.
We intend to expand access to higher education for students from underserved populations to help the Commonwealth reach the goal of 100,000 additional degrees by 2025.
Specifically, we willโฆ
โฆexpand programs that draw potential students from underrepresented populations to our doors so that we can serve them. Tools like the Virginia Education Wizard enhance student success. The Wizard tool will be critical moving forward as we seek to share with individuals about college and career opportunities and assist in college entrance processes.
We seek toโฆ
โฆexpand to statewide the existing Middle College and PlugGED in Virginia initiatives. Both of these programs transition individuals who have not completed high school through earning a GED and entering postsecondary education or training.
Dual enrollment is a significant on-ramp for high school students. Our data show that 86% of dually enrolled VCCS students attend college after high school. We anticipate increased activity in dual enrollment as a result of recent legislation (HB 1184) through which all of Virginiaโs CCโs have signed agreements with all K-12 school divisions to create a pathway whereby high school students can earn a general education certificate or an associate degree concurrent with high school graduation.
Rural portions of Virginia have special challenges regarding access to postsecondary education. Another strategy is toโฆ
โฆimplement The Rural Horseshoe Initiative, which includesโฆ
โฆ14 community colleges who together have acute needs in college readiness and college going. The Rural Horseshoe Initiative seeks to elevate Virginiaโs rural communities and economies by increasing rural Virginiaโs high school graduation rate (79%) to meet the state average (86%) and by doubling to 52% the percentage of rural Virginian residents who hold a postsecondary credential.
A second strategy under the state need โGet more students into collegeโ is about affordability. We intend to...
โฆraise awareness that affordable options are available for college. As you know, Virginiaโs Community Colleges provide a high quality, lower cost higher education option to students and families. Our tuition and mandatory fees remain at under half of the average tuition and mandatory fees for four-year institutions.
The VCCS willโฆ
โฆincrease financial aid to low- and middle-income students, using the definition developed by SCHEV and the Higher Ed Commission. The Wizard highlights affordability by providing a financial aid estimator and a cost calculator so prospective students can assess the cost of college.
We will alsoโฆ
โฆpromote the value of obtaining an applied degree or transferring to a four-year institution to obtain a bachelorโs degree. There is strong likelihood that the nurse, dental hygienist, radiographer, physical therapy assistant, or emergency medical personnel you may have come in contact with in a doctorโs office or hospital received training at a community college. The value of an applied degree is reflected in Mr. Massaโs recently released Transfer Cohort Lifecycle tool. A finding from that data source shows that:
Graduates of occupational/technical associateโs degree programs, with an average salary of just under $40,000, out-earned not just nonoccupational associateโs degree graduates (by about $6,000) but even bachelorโs degree graduates by almost $2,500 statewide.
A third state need is to โHelp More Students Graduate.โ Virginiaโs Community Colleges are and will be significant contributors to meeting the goal of 100,000 additional degrees by 2025. Awards have more than doubled since 2003-04, with nearly 15,000 awards in 2003-04 to nearly 33,000 in 2012-13. We are uniquely positioned to advance more students into college to reach a student success outcome. Weโve seen aโฆ
โฆ50% increase in the number of transfers from VCCS colleges to four-year institutions between 2007 and 2012. The Two-Year College Transfer Grant, together with a comprehensive array of systemwide Guaranteed Admission Agreements, create a transfer infrastructure in Virginia that is unparalleled. In nursing, for example, the Governorโs recent announcement of our partnership with Western Governorโs University to provide a $17,000 bachelorโs degree has resulted in five additional guaranteed admission agreements, just in nursing. The VCCS plays a big part of a pathway to an affordable bachelorโs degree in Virginia.
Outcome of early engagementHow does a student get to that goal of completing 24 or more credits?
Challenge of navigating college for 1st gen students, othersImportance of initial student contact for student successSS isnโt just about academics but about an environment of support that nurtures them as learners, students, leading to student success
$17 million: Donna will provide data per FTE
TAACCCTCommunication infrastructure for student successLeveraging technology
Veteranโs Corner
CIF grants on veterans
More than half at least one course online; More than 140,000 HC in 2012-13
Pilot Chancellorโs OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW
Add emerging technologiesHC of enrollees in DL coursesRatio for taking one or more online courses
Steve Sachs data points
A generation of workers, many of them highly skilled, will soon be retiring from Virginiaโs workforce and need to be replaced. ManpowerGroupโs 2013 Talent Shortage Survey confirms that these workers are among those in highest demand by employers in the US and cites a lack of qualified candidates and a general lack of applicants as the cause of high demand. ย In 2012, over 50% of Virginians employed in skilled-trades were age 45 or older according to data compiled by Economic Modeling Specialists International. Virginia has a looming crisis if action is not taken. ย Virginiaโs Community Colleges โ as the Commonwealthโs coordinator of workforce training at the postsecondary level and through our broad network of regionally-focused colleges โ is well positioned to provide workforce training to meet the existing and approaching needs of Virginiaโs businesses and industries.
Renowned workforce economist Tony Carnevale from Georgetown University identified earlier this year that โAlmost a thirdโ17 million out of 55 millionโnew job openings between 2010 and 2020 are going to require middle skills, as baby boomers retire and new jobs are created.โ These middle-skill jobs โ found in industries like construction, manufacturing, technology, communications, health care, energy, engineering and transportation โ are critical to Virginiaโs economy and critical to the economic success of individuals. They typically pay middle-class wages with the majority paying $35,000 or more per year and more than one in eight jobs paying $75,000 or more per year. While most require either an associates degree or some form of licensure or certification, they frequently pay more than entry-level bachelorโs degree positions. So what can Virginia do to continue to ramp-up its workforce for these critical jobs?
Dr. Susan Wood has described a number of strategies Virginiaโs Community Colleges intend to deploy relative to supporting student access and success among students seeking degrees and other credit-bearing programs, but that is only part of our mission and part of the need that faces our Commonwealth. ย Virginiaโs community colleges are poised to expand our efforts to provide workforce training and education for high-demand, high-skilled and high-income workers in such areas as guided, regionally, by business and industry, but let me share just an example from the peninsula. ย In a study undertaken by Thomas Nelson Community College, the Peninsula Workforce Council and more than a dozen of the regionโs largest manufacturers, it was identified that more than 11,000 job openings are expected by 2016. Among a need was identified for 1,700, electrician and 1,700 welders. ย In other parts of the Commonwealth, the industry certifications and licenses in demand may include a Commercial Driverโs License or a Certified Clinical Medical Assistant (LFCC โ boot camp โ average pay is $30,000 โ complete administrative and clinical tasks including lab tests, taking vitals, disposal if contaminates, giving injections, sterilizing equipment, prepping for x-rays)
Slide: Guy in a vest holding a certification, no text These occupations, like so many middle-skill jobs, rely on a workforce that is certified via industry credentials. Virginiaโs Community Colleges are thrilled to have received a $3.5M investment by the Governor and General Assembly and those funds have been productive in allowing Virginiaโs Community Colleges to move from providing services to 5,000 (82K to 87K) more noncredit students in one year and move from providing workforce training and services to just over 7,000 employers to more than 9,400 employers (31% increase) in the first year that these new funds were available. ย There is more to be done and rather than seek to create a model which calls upon the state to pay for more bodies in enrolled in noncredit workforce instruction, we are calling for a new model โ one which rewards colleges for the creation of Virginians who obtain industry-recognized credentials.
Our efforts will remain should be guided by local business and industry to best respond to the regional variation and differentiation in skills that are in greatest demand. Incentive funds will be used to both reduce the cost of instruction for students, thereby making industry credentials more affordable, and help community colleges build needed capacity in critical areas of high demand in their local economies. ย In such a model, colleges only receive funding for students who complete credentials in high-demand areas โ not students who enroll โ and therefore there is a strong incentive for colleges to efficiently deliver successful outcomes.
In addition to providing industry credentials, there is another key ingredient in fueling the workforce needs of Virginiaโs middle-skill jobs. ย Last year, the Governor and General Assembly made a historic move by expanding access to the Higher Education Equipment Trust fund to include noncredit workforce training. We have applied that $1.5M to a select set of five pilot colleges (PHCC, VWCC, BRCC, RCC, and LFCC) which have each begun the process of purchasing much needed equipment to serve their regional workforce needs. I look forward to sharing with you information on the Return on Investment of those funds once the equipment has been purchased and deployed and cohorts of student using the equipment have completed their training and obtained employment.
Planning for the initial investment of these funds, to meet the training needs of businesses who are deficit trained workers, has demonstrated that the need for modern equipment statewide, exceeds the current supply of equipment trust funds available. We propose expanding the available equipment trust funds.
I have had the pleasure of hearing Tom Lohr of Rolls-Royce describe his workforce needs and the process that he and his colleagues in manufacturing undertake in accessing the capacity of workforce training providers. I wonโt do justice to his well-articulated message, but among the most important factors that Rolls-Royce considers in assessing the quality of its potential workforce is the quality and modernity of the equipment on which students are trained. There are numerous training facilities at Virginia Community Colleges that lack the modern equipment necessary to prepare the workforce for Rolls-Royce, its supply chain and others in its industry.
It is also within Advanced Manufacturing that Virginiaโs Community Colleges seek to identify and address gaps in curriculum and other gaps that may impede the rapid growth of a workforce to meet the needs of Virginiaโs industry. Virginiaโs Community Colleges are proud to serve a wide base of manufactures, statewide. And while the need for various skills varies by region, we work closely with our partners in industry and in K12 to prepare a modern workforce. In the last budget, funding was afforded to support the expansion of Danville Community Collegeโs (DCCโs) Precision Machining. Since the 1990s, over 90% of the programโs graduates have received job offers in their field and the funding that was supplied to this program will allow the college to double its current capacity. In addition to Danville Community College, funds were provided to support planning for a Governorโs Academy for Student Apprenticeships and Trades as well as a Feasibility Study for the Virginia Peninsula Center for Advanced Integrated Manufacturing Technologies Center in Hampton Roads. We look forward to keeping stakeholders apprised of the progress from each of these initiatives and we appreciate the support that has been afforded to training a workforce for this priority industry.
Funding in 2011 session47.5% in 2014Make furher improvements