By preparing all students for college, schools are ensuring that their students are not simply graduating, but graduating to a world of options and possibilities for their future. Earning a college degree offers a variety of benefits to individuals, their families, and society as a whole. Only 32% of Minnesota’s 2009 ACT-tested graduates met all four College Readiness Benchmarks set by ACT: an 18 in English, 22 in Math, 21 in Reading, and 24 in Science. Percent of Minnesota high school students taking the ACT in 2009 whose composite scores from the English, Math, Science, and Reading portions of the test indicate that they are not likely to be successful in first-year college coursework.
Baylor University has been chosen as one of only three higher education institutions to take part in an innovative national effort to plan a prototype residence hall of the 21st century. Baylor, along with Indiana University and Colorado College, will serve as a host site for the multi-phase, multi-year 21st Century Project of the Association of College and University Housing Officers - International (ACUHO-I). The 21st Century Project focuses on ground-breaking approaches in the design of unique, functional and technologically advanced living experiences that play a vital role in attracting and retaining students.
During the spring semester, Baylor's Campus Living and Learning (CLL) will begin its own campus-wide planning process, modeled after the original summit.
The process will bring together housing personnel, administrators, faculty, facilities staff, finance officers, students and others to analyze residence hall needs and requirements, as well as ways to build community, instill flexibility, utilize technology and promote sustainability.
To further the educational mission of ACUHO-I, the three campuses will report their progress throughout the project. In 1970, Baylor had an enrollment of approximately 7,000 students with rooms for half of all undergraduates.
In 2004, Baylor opened North Village, the first new residential facility built on the Baylor campus in nearly 40 years.

Just three years after the completion of North Village, Baylor opened a second residential community, Brooks Village, which included the university's first residential college.
Since that time, universities such as MIT, SMU, Arkansas and the University of Texas at Arlington have sent site teams to Baylor to tour the university's residential facilities and learn more about living-learning communities.
This will be a culminating formative assessment task for students to consolidate what they have learnt from the previous lessons. In the 20th century, high schools that graduated most of their students, with about one-third obtaining a college degree, filled the needs of the workforce. Obama’s request echoes what researchers have been suggesting for several years: a college education is no longer an option but an imperative.
The project initially began in 2006 with a summit meeting of 100 college housing and student affairs professionals, who met to envision the residence hall of the coming decades. Once complete, the projects also will be made available for studies and research by other professionals. However, by 1995, undergraduate enrollment surged to more than 12,000, while residential spaces on campus did not increase.
The North Village housed the Engineering and Computer Science Living-Learning Center - Baylor's first living-learning community - and provided a home to the university's first faculty-in-residence, a distinguished professor of engineering.
North Village and Brooks Village increased the percentage of undergraduates living on campus from 30 to 40 percent, moving closer to the 2012 goal of 50 percent of students living on campus. More than 1,400 students are actively involved in nine living-learning communities, and nine faculty-in-residence - who also call campus home - help facilitate academic engagement in the residential communities. Sexuality Education (SEd) in schools is about enabling students to understand the physiological, social and emotional changes they experience as they mature, develop healthy and rewarding relationships including those with members of the opposite sex, and make wise, informed and responsible decisions on sexuality matters.

Parents who wish to opt their children out of the Growing Years (GY) programme need to complete an opt-out form. Parents, who wish to attend the school sexuality education programmes, should contact the school to make the necessary arrangements. Also, there will be lessons which focus on enacting citizenship in the wider community through student-initiated activities in Values in Action. The content for Sexuality Education is grouped into five main themes: Human Development, Interpersonal Relationships, Sexual Health, Sexual Behaviour, and, Culture, Society and Law.
This form will be distributed to parents at the start of the year and is also downloadable here.
This means encouraging healthy, heterosexual marriages and stable nuclear family units with extended family support. You may click here for more information on the scope of Sexuality Education in the school curriculum. A hardcopy of the form, duly completed and signed, is to be submitted to the school office by 11 February 2016 for JC 2 students and 25 May 2016 for JC 1 students.
The teaching and learning of SEd is based on respect for the values and beliefs of the different ethnic and religious communities in Singapore on sexuality issues.
The desired outcome of the eTeens programme is that students are empowered to make wise, informed and sensible decisions.

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