The University of Akron is trying to help longtime students - with far more credit hours than they need to graduate - find degree paths that work for them.
Those undergraduates have accumulated more than 180 credit hours - well above the 128 needed to graduate. Sherman said the university is considering having freshmen take a career aptitude test and then compare the results to what the student expects to study. Sherman said advisers met with the 180 students last fall and deans will let him know at the end of the school year how many graduate. Kent fashion students will show designs in China: Seven students in Kent State University's School of Fashion Design and Merchandising will attend China's 2011 Fashion Week in Beijing at the end of March. The all-expenses-paid trip is provided by the Beijing Municipal Government, which each year sponsors an international partner for China Central Academy of Fine Arts Fashion Week. Kent State fashion design students will each show four pieces from their senior collections.
The seven students are Bethany Clark, Abigail Drake, Zachary Hoh, Vanecia Kirkland, Staci Moening, Caitlin Nugent and Samantha Woodard.
Students convert vehicle to electric power: One of the newest vehicles in the Kent State University fleet will be a used Ford Ranger truck that runs on a battery-powered system.
Students in assistant professor Don Coates' class on electric power purchased a kit to convert the truck to run on electricity, according to a KSU news release. Deep cycle gel batteries similar to those used in golf carts were installed in the bed of the truck.
The electric truck can travel up to 100 miles on one charge, at speeds up 70 miles per hour. Once the truck is certified as an official university vehicle, students will measure performance. Within the last few years, students and parents have been persuaded by advertising campaigns promoting digital high school.
Ronald Packard, a former Goldman Sachs banker, and William Bennet, the former Secretary of Education under President Reagan, launched K12 Inc. The investigation found that students who spend as little as one minute logged into their academy are considered present for a full school day. Furthermore, the virtual schools provide students with no sense of community, routine, or face-to-face interaction with educators, factors that considerably improve students’ academic performances and provide a space for them to mature socially. For its part, officials of California Virtual Academies have criticized the investigation’s findings as “wrong and insulting” and as an attack on school choice. Calefati writes in The Mercury News writes that the California Charter Schools Association and California Teachers Association are urging the state legislature to scrutinize for-profit companies like K12, and determine whether they are effectively serving the needs of students. Many students are not able to keep pace with rising tuition, because family earnings have lost ground over the past decade. Tuition at two-year and four-year institutions has outpaced median family income in the majority of states—and in all states where community colleges are most critical to access to college opportunity and to the baccalaureate degree.
Student financial aid did not keep pace with tuition costs, exacerbating the college affordability problem.
Forty-four percent of low-income students (those with a family income of less than $25,000 per year) attend community colleges as their first college after high school. The most underserved populations are among the least able to afford steeply rising tuition, least likely to enroll in college, and least likely to complete degree and certificate programs if they do enroll. LOW RATES of college completion have long been a major deficiency in the performance of American higher education.
This Policy Alert addresses baccalaureate degree completion and the vital role of community colleges as the entry point for many students seeking bachelor’s degrees.
The White House, national foundations, and states have recently launched important initiatives to increase the number of Americans who complete college programs leading to associate and baccalaureate degrees and postsecondary certificates.
Equally important, in many states the effectiveness of the transfer path from community colleges to four-year baccalaureate-granting colleges and universities is particularly critical to improving college completion rates and raising the proportion of residents who earn baccalaureate degrees. Because so many students who seek a bachelor’s degree begin at community colleges, initiatives to improve baccalaureate completion should incorporate policies and practices that explicitly address college affordability and transfer.
The nation and the states rely increasingly upon lower-division education in the community colleges and effective transfer pathways to improve baccalaureate completion rates and raise higher education attainment.
Community colleges account for approximately 40 percent of all enrollments in American higher education. Enrollment in community colleges is closely related to several background characteristics of students. In addition, several studies have confirmed that students who enroll in community colleges are less likely to complete their educational objectives. As Table 2 shows, several states—including Arizona, California, and Texas—will experience rapid growth in high school graduates in the next decade, and therefore depend even more heavily on community colleges to serve these students.
Students from underrepresented racial or ethnic groups are more likely to enroll in community colleges as their first postsecondary institution.
Table 3 shows the proportion of black, Hispanic, American Indian, and Asian students who enroll in community colleges in states with large minority populations. Unfortunately, many students are not able to keep pace with rising tuition, because family earnings have lost ground over the past decade.
Student financial aid at the federal, state, and institutional level has increased in the past decade.
However, even at community colleges, Figure 1 shows that from 1999–2009 tuition increases outpaced median family income in states where community colleges are most critical to college opportunity and to achieving a baccalaureate degree. In addition, 68 percent of community college students report that they chose their college because of the cost, compared with 58 percent of attendees at public four-year institutions and only 30 percent of students at private four-year institutions.9 Concerns about college affordability have most likely been driving many students to community colleges.
The primary goal of state policies for transfer should be to ensure that community colleges are a viable route to the bachelor’s degree, and that students who begin at community colleges can complete their educational goals with no greater difficulty than students who start at four-year colleges.

States should assure that tuition and student financial aid policies do not discourage full-time attendance at two- and four-year colleges; state policies should encourage and enable expeditious completion of college programs by full- and part-time students. 4 NCES, IPEDS, 2007-08 Enrollment File, all public, private non-profit, and private for-profit 2-year and 4-year institutions.
5 NCES, IPEDS, 2007-08 Enrollment File, all public, private non-profit, and private for-profit 2-year and 4-year institutions.
8 Sandy Baum and Jennifer Ma, Trends in College Pricing 2010 (New York, NY: College Board, 2010). The National Center for Public Policy and Higher Education promotes public policies that enhance Americans’ opportunities to pursue and achieve high-quality education and training beyond high school. Established in 1998, the National Center is not affiliated with any institution of higher education, with any political party, or with any government agency. This Policy Alert is supported by grants from the Bill & Melinda Gates Foundation and Lumina Foundation for Education. Stay on top of your student loans and take a look around the Quizzle blog for tactics on paying down debt and saving cash. The rock cycle is a fundamental concept describing dynamic transitions of minerals and materials through three main rock types: sedimentary, metamorphic, and igneous. 18th and early 19th century studied rock layers and the fossils in them to determine relative age. Designing An Effective Pay For Performance Compensation Systememployee performance and pay are fair and reasonable.
PROBATIONARY EMPLOYEE EVALUATIONS: ARE WE DOING THEM RIGHT?Be fair to the new recruit and devise a system that evaluates them in all the right areas. Performance Evaluation Employee Self Evaluation55303 A member of the Minnesota State Colleges and Universities System Anoka Technical College is an equal opportunity, affirmative action employer and educator.
HOW TO MAKE EXEMPTION STATUS DETERMINATIONS UNDER THE FAIR …C position classification evaluation statement (eval.
Performance Evaluation Manual For Supervisors – Default PageTo accomplish this is to briefly review with the employee the evaluation system and the purpose of the review session.
This entry was posted in Employee Evaluations and tagged employee performance appraisal, employee self evaluation, minnesota state colleges, performance evaluation system, system performance evaluation. The students were chosen after the 49 senior design students showed two pieces to a committee at Kent State's fashion school and the 13 semi-finalists were interviewed.
The project, including the $2,400 batteries, was funded by donations from companies, faculty and individuals. Thousands of California families, supported by hundreds of millions in state education funding, have subscribed to online high school programs. Jessica Calefati of Bay Area News group launched the investigation into online high schools, contends that students, policymakers, and taxpayers are being cheated as the company takes advantage of them. Only half of the Academies’ students are proficient in reading, and only a third are in math – levels that fall well below statewide averages. In a letter sent to teachers, the school’s academic administrator, April Warren, called the investigation “a gross mischaracterization of all the work that you all do on a regular basis.” Despite their condemnations, however, no school official has countered any of the damning specifics brought to light by the report. If not, they should be defunded, and the state should then lay out guidelines for ensuring quality oversight of charter schools. Over the last decade, the extent and importance of the problem was documented by the National Center for Public Policy and Higher Education in the Measuring Up national and state report cards on higher education, and by international comparisons of educational performance. It focuses particularly on states with rapidly growing young populations, where ethnic groups and low-income students with low rates of college participation and completion are most concentrated.
These initiatives seek improvements in state policy and budgeting, including better tracking of college completion rates, and financial incentives for colleges to employ educational practices that will improve the success of students in completing degrees and certificate programs.
Their most underserved populations are among the least able to afford the continuous escalation of tuition, the least likely to enroll in college, and the least likely to complete degree and certificate programs if they do enroll. Even the most thoughtful and well-intentioned policies will be very limited in their effectiveness if they fail to address these critical issues that reflect the real life circumstances and constraints confronting students seeking, often struggling, to earn bachelor’s degrees.
The proportion of students enrolled in community colleges varies from one state to another. Students who enroll in community colleges are more likely to be low-income, the first in their families to go to college, and members of underrepresented racial or ethnic groups.
Students who intend to complete a bachelor’s degree but enroll in a community college as their first institution are about 15 percent less likely to complete their degree, even after background characteristics are taken into account. These states will continue to rely on community colleges as the point of entry for these students, many of whom will be first-generation students from traditionally underserved groups.
Nationally, 50 percent of Hispanic students start at a community college, along with 31 percent of African American students.
Median family income, adjusted for inflation, declined in the United States over the last decade. However, the investments in student financial aid have not kept pace with college prices in all sectors of higher education.
If current trends continue, more students will be priced out of higher education altogether.
The guiding principle of the strategies outlined below is to maximize students’ opportunities to succeed. Tuition increases that outpace family income, particularly at community colleges and regional state colleges and universities, discourage enrollment, transfer, full-time enrollment, and degree completion.
Overall completion rates among students who lose significant credits in the transfer process are low, and it is not difficult to see why. Common course numbering ensures that all institutions recognize credits from courses that cover the same material. Several states have established such policies, ensuring successful transfer of credits and high completion rates among community college students.

Faculty from four-year institutions and community colleges should develop the transfer curriculum collaboratively to assure that the transfer courses are equivalent across all institutions. For example, Florida, New Jersey, Rhode Island, and Washington offer transfer associate’s degrees. Based on the recommendations of a statewide advisory group submitted to the Massachusetts Board of Higher Education in June 2008, the bill calls for developing more streamlined and automated transfer systems among the state’s community colleges and universities. In Arizona, there are discipline-specific task forces where faculty from two- and four-year colleges and universities agree on common core courses and discuss curricular changes.
As an independent, nonprofit, nonpartisan organization, the National Center prepares action-oriented analyses of pressing policy issues facing the states and the nation regarding opportunity and achievement in higher education—including two- and four-year, public and private, for-profit and nonprofit institutions. The statements and views in this report, however, do not necessarily reflect those of the funders, and are solely the responsibility of the National Center for Public Policy and Higher Education.
And they were probably right, but what nobody anticipated was how fast the cost of an education would grow, or how much student debt would be accumulated in the noble pursuit of higher learning.
Each employee should be told that all employees are subject to evaluation on an annual basis.
Organizational and employee objectives One of the ?rst steps in developing an effec-tive performance evaluation system is to employee performance. Fewer than half of students who enroll in online high schools earn a diploma, and almost none are qualified to attend California’s public universities.
The company is the nation’s largest online school market, and it operates more charter schools in California than in any other state. It opened its first virtual academies in San Diego, and it watched its student body grow from several hundred students to more than 15,000 today.
School district bureaucrats receive a cut of the digital academies’ revenue, so they have an incentive to ignore shortcomings.
The report notes that community colleges are more crucial than ever, but that state financial aid and transfer policies that enable students to move from two-year colleges to baccalaureate-granting institutions are not keeping pace with current needs. However, these policies may fall short of expectations if they fail to improve the affordability of two- and four-year colleges and the transfer pathway from community colleges to four-year colleges and universities. The students from these groups who do enroll usually choose the most affordable postsecondary education option—community colleges. Table 1 shows the proportion of enrollment accounted for by community colleges in selected states and in the nation. The most recent national data on college enrollment and income show that 44 percent of low-income students (those with family incomes of less than $25,000 per year) attend community colleges as their first college after high school.
Failure to improve current rates of transfer and bachelor’s degree completion in these states will mean that many of these students will not reach their educational goals, and the states and the nation will risk a shortage of baccalaureate degree holders. In California, more than 70 percent of African American students are enrolled in community colleges. At the same time, tuition at two- and four-year colleges increased at a rate faster than inflation or family income, and student financial assistance did not keep pace with college costs, exacerbating the college affordability and college completion problems. In the face of escalating costs, one strategy for many students is to attend a community college for the first few years of college enrollment. Even if students do manage to pay the cost of tuition at community colleges, their ability to pay the cost of completing a bachelor’s degree at a four-year college or university is in doubt. Students are often required to enroll again in courses they have already taken, incurring significant costs in terms of tuition and time. The National Center communicates performance results and key findings to the public, to civic, business, and higher education leaders, and to state and federal leaders who are in positions to improve higher education policy.
These issues—which significantly influence student completion rates—matter a great deal to student success, but policymakers have often found them difficult to address. States like California, Arizona, Texas, and Illinois account for a large part of all students enrolled in higher education.
Similarly, in Illinois, 65 percent of Hispanic students are enrolled in community colleges.
In the absence of effective statewide policies, the burden of negotiating transfer, often between large, complex institutions, falls primarily on students seeking to transfer. Florida and Texas use common numbering of lower-division courses for all public colleges and universities.
These states also have among the highest levels of participation in the community colleges. For example, among low-income students from underrepresented racial and ethnic groups, half begin at community colleges—more than double the rate of their peers from high-income families. Raising the rates of educational attainment of students from these racial and ethnic groups is central to the larger objective of maintaining a well-educated population and workforce.
Financial aid should be available for students who transfer, to enable them to attend full-time; aid should also be available for those students who enroll part-time due to the need to work and support their families. Arizona is establishing six transfer pathways leading to associate’s degrees that provide a way for students to maximize transfer credits as they move from an Arizona public community college to an Arizona public university.
Because these students begin higher education at a community college, ensuring an affordable and efficient path for those who aspire to a baccalaureate degree or higher must be a key goal for state higher education policy.
However, student financial aid by itself will not effectively address the affordability issue if tuition increases consistently exceed the growth of family income.

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