Communicative Learning And Transformative-Participatory...

Communicative Learning And Transformative-Participatory...
In 2009, a resurgence of attention on STEM curriculum in North American elementary, middle and
secondary schools coincided with the launch of Canada's "Economic Action Plan" the American
campaign "Educate to Innovate". There have been numerous investigations focused on factors that
influence success among racial (Tsui, 2007) and ethnic (Xie, Shauman, 2015) minority students,
examinations of gender inequalities (Riegle–Crum, King, Grodsky, Muller, 2012) as well as
impediments to entering post–secondary education in these areas. Where the research seems to need
bolstering, is a process to identify how this approach affects other at–risk members of our learning
communities. In this paper, I will discuss the potential of using interdisciplinary, ... Show more
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This perspective offers mixed methods inquiry specific value–based goals which are incorporated at
all stages (Baker, 2007) directly with the community. This study would incorporate Communicative
Learning and Transformative Learning theory lenses that support a participatory approach that is
enmeshed in critical self–reflection. The juxtaposition that to teach effectively we must also
participate as learners in the process (Freire, 1970; Habermas 1971) with learning perspective that's
goal is to enables the participant to emancipate themselves from misconceptions about limitations to
overcome these constraints (Habermas, 1971; Mezirow 1991) would be an important development
in this field. By including members of the education and sociology disciplines along with social
workers, this perspective can develop a more holistic approach to an understanding of how
impediments to STEM placements in post–secondary institutions have been conceptualized and
crystallized over time. Inherent in communicative learning, is the understanding that meaning is
validated through critical discourse (Mezirow, 1990), and through the transformative–emancipatory
process the socially constructed concept of knowledge for CIC can be contextualized and a process
forward created. To bring about positive social change related to oppression, power, and privilege
the study would embrace a critical perspective that ensured theoretical frameworks, methods, and
the researcher all have strong relationships with the community
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Affirmative Action And Admissions Policies Essay
Affirmative action has historically been utilized to ameliorate past injustices endured by minorities
of color. In 1978 the Supreme Court of the United States ruled race may be considered when used
amongst several factors, as part of university admissions policies (Regents of the University of
California v Bakke, 1978). The Supreme Court opinion allowed postsecondary institutions to
incorporate affirmative action policies into their admission process. Ever since the Bakke decision
affirmative action has been challenged in court. However, the Supreme Court has constantly ruled
affirmative action permissible when used in a holistic manner. In the meantime, several states have
banned affirmative action policies via legislation or voter initiatives. These states include Texas,
California, Florida, Washington, Michigan, Nebraska, Arizona, and Oklahoma. In 2014, Hersch
found ". . . the probability of earning a graduate or professional degree from any institution is
strongly influenced by the status of undergraduate institution" (2014, p.2). Hersch's findings are
important in context as much of the following research explores the link between affirmative action
and admission to prestigious universities. Overall, this paper examines the effects of affirmative
action bans on students of color and how their chances of enrolling in graduate school may be
negatively impacted.
Literature Review
Alon and Tienda (2007) set out to explore two concepts. First, examine the post–secondary

The Effects Of Parental Involvement On Public Schools
History of Parental Involvement
Prior to 1850, parent involvement was primarily at home because there was no formal American
public school education implemented. Parental education included, and still includes, activities
related to discipline, basic skills, work skills, ethics, and value inculcation. These educational
activities were carried out privately within the family, rather than publicly through the use of public
institutions (Berger, 1981). In 1850, there was a progression in public education. The United States
leaders of the educational reforms were successful at making a compelling case to the American
population of the importance to establish a public school system ("1850–1877: Education:
Overview," 1997). As the public education system changed there was a shift in parent involvement.
Many parents felt as if they were loosing control over their children's education. Therefore, parents
were in an uproar, questioning their role in parent involvement within the public school educational
system. Not too long after the emergence of the public school educational system, in 1879 the
National Congress of Mothers was formed, which is formally known as the Parent Teacher
Association (PTA) today. The National PTA is the oldest and largest volunteer association working
exclusively on behalf of all children and youth. Although the PTA involves so much more than just
parental involvement pertaining to a child's success in school, there was a big push for parent

The Perkins Act
QUESTION #1: (2 points). The Perkins Act, now known as the Carl D. Perkins Career and
Technical Education Act of 2006, is one of the most influential legislations in Career and Technical
education to date. Summarize the Carl D. Perkins Career and Technical Education Act of 2006,
including a brief introduction, benefits of the legislation, and the significance of the legislation.
Contrary to what people might think, our education deserved some major changes in the ways
technical education was being taught. By reading the historical and present legislation of technical
education prior 1960, we end up discovering the articulation and the learning about federal technical
legislation. Furthermore, it is essential to learn how this ... Show more content on Helpwriting.net ...
A posteriori, the facilitator and the learner will be motivated and optimistically result in a
constructive experience for both. The economic needs of industry and social satisfaction of students
in CTE continues be predominant in our current and future classroom.
For the sake of a national technical education, the federal must develop the programs of study in
consultation with the states and local programs, and each local receiving funding under the Act will
be required to offer the relevant course of at least one program of study. To our belief, such a move
will maximize the profitability of the labor workforce industry throughout the country.
QUESTION #3: (2 points). Summarize one educational philosophy that you learned about from a
group member's posting. How do you relate to this philosophy? Would you use it as your
instructional philosophy? Why or why not?
CTE Pragmatism from Samantha McElhaney is an important philosophical viewpoint that will play
a major role in making decision on curriculum structure, instructional strategies, and program
delivery related to career technical education. Accordingly, the philosophy of education should be
pragmatic and meaningful to learning new skills and obtaining jobs.
The educator and learner are both vital to the learning process in order to perform new ways that
enable them to see the real world as their field of experience

Analysis Of Jean Valjean 's ' Les Miserables '
Statement of the Problem
Introduction
Victor Marie Hugo (1831) once said, "He who opens a school door, closes a prison." Such a brilliant
reflection from this French poet and dramatist explored an astounding reality of life with one of his
best–known works, Les Miserables (1862). In this play, Jean Valjean is a prisoner on parole who
created a new life for himself with a great deal of time spent exploring the decision that changed his
life (Hugo, 2015).
Each year, thousands of adults all in the United States go to prison for crimes that may both minor
and atrocious. Almost as many incarcerated adults will leave their prison walls to be once again
reunited with families and communities that they left behind. While there are some stories of
successful reintegration into families and communities, many others fail and end up being re–
incarcerated, a process known as recidivism.
Although there are different factors and accounts for why some ex–prisoners succeed and some do
not, it is highly believed that a lack of education and serviceable skills that are necessary to the
process of prison reduction is one essential element.
At present, the federal government and county officials are facing a crisis with their criminal justice
systems due to increases in the amount of prisoners and less money being relegated to their upkeep.
Lack of education has led to a prison system more focused on optimizing correctional expenditures,
particularly those related to incarceration that

The Impact Of Shifts On Academic Patterns, Technological...
The importance of shifts in academic patterns; technological progress, and student lifestyle changes;
schools are compelled to consider new platforms for students to achieve their scholastic goals. As
cyber learning evolves, learning and engaging outside of the classroom is one of many changes we
see in education today. While technology continues to expand, it becomes evident that the
development and widespread usage of technologies allow educators to reconfigure the realm of
possibilities for learning in a networked world (Borgman et al., 2008). Community college will need
to adapt to the "paradigm shift" as succinctly stated by Holistic Education: A new paradigm for
teaching, "Making the paradigm shift proposes new ways of thinking. Paradigms determine
perceptions and possibilities for discovery depend on the prevailing paradigm which provides the
general outline and directions for our future students (n.d.)." Gunder Myran, a national leader for the
past 48 years in the community college field in general and the adult and continuing education field
indicates in order to successfully compete and attain students, the following are additional steps
community colleges can take to effectively serve students of a growing diverse group:
Review and revise policies, admission practices, and requirements.
Upgrade curricula to meet changing demographic needs.
Continuously offer training and retraining programs.
Address changing demographics in mission statements and

Analysis Of Postecondary Remedial Education
To effectively address the epidemic of students entering postsecondary remedial education takes a
strong partnership between CCC and CUSD. CUSD has taken a three–pronged approach to helping
combat this epidemic through the following: changing the college–going culture, system alignment,
and increased parental involvement.
College–Going Culture
As noted by the College Board (2006) a college–going culture is "An environment that builds the
expectation of post–secondary education for all...it inspires the best in every student, and it supports
in achieving their goals" (p. 2, para 1). CUSD has begun to change the perception of college,
beginning at the district level and filtering to the fourteen local high schools. Data provided by
R.I.S.E. ... Show more content on Helpwriting.net ...
This renewed emphasis on collaboration as recommended by R.I.S.E. has resulted in developing
workshops emphasizing college–related issues, such as: how to write statement essays, how and
whom to ask for recommendations, preparing for tests, and applying for financial aid. At these
workshops, counselors and faculty wear something that represents what college they attended. This
provides a visual representation of the college and helps to lay further a foundation of the college–
going culture. CUSD has furthered the collaboration between CCC and CUSD by having a CCC
counselor on each high school campus once per week to provide opportunities for students to have
"drop–in one–on–one" sessions with college counselors to supplement the use of installed kiosks. As
a result, CUSD has seen an increase in student visits, applications, and acceptance to two–year
colleges and four–year universities.
CUSD has changed the physical look of its high schools, where college banners from all across the
country are placed around the school campus. College banners of where CSUD alumni have
attended are placed in high traffic areas. This is another visual representation for creating and
sustaining the college–going culture. Within the district and local high school websites, CUSD
alumni are highlighted with a

Essay on Policy Proposal: Student Loan Default
Along with scholarships, fellowships, and grants, student loans are an important method of
financing post–secondary education. With tuition costs rising, more students are borrowing to pay
for college education today. However, not all students realize the burden of paying back their
student loans. Many are defaulting.
Moreover, individual borrowers are not the only ones who face the consequences of the loan default.
The federal government recovers around 80% of the total defaulted amount of student loans, losing
billions of dollars each year. The latest data from the U.S. Department of Education indicates that
student loan default rates have been rising. Official 2011 default rate is 10%. ("Comparison of FY
2011 2–Year Official Cohort ... Show more content on Helpwriting.net ...
It is important to understand that many students borrow big amounts in federal government loans to
pay for high tuition. Statistics show that the for–profit sector has the highest numbers of defaults
among all colleges (Comparison of FY 2011 2–Year Official Cohort Default Rates to Prior Two
Official Calculations) as the tuition in proprietary colleges is higher than in other schools. However,
the government cannot completely ban for–profit colleges from operating, because some of them
provide flexible and valuable educational programs and schedules that meet demands of many
working students.
To address this situation, I will look into existing studies to establish the reasons of why students go
into default, will try to understand why students of proprietary colleges default more often, and will
look into existing regulations on student loan approval process. Based on the acquired knowledge, I
will try to develop a few regulatory policy options that can reduce the amount of the students going
into default. The proposed options will include regulatory changes for the institutions as well as for
individuals.
Every policy is based on the analysis of the problem and stakeholders involved in the issue to better
address the situation and prevent possible drawbacks and strong opposition. In their work Toward a
Theory of Stakeholder Identification ... , R.K. Mitchell, B.R. Agle, and D.J. Wood identify a
stakeholder as

Students with Disabilities in Career and Technical Education
Students with Disabilities in Career and Technical Education
Career and technical education (CTE) can provide significant benefits to students with disabilities.
CTE teachers need to be aware of the rights of students with disabilities and of the planning process
involved in meeting their needs. In addition, CTE teachers must know what role they play both in
planning and in providing instruction. CTE teachers often need background information on the
details of disabilities and the accommodations required. This Digest provides information on
students with disabilities for secondary CTE teachers.
Benefits of CTE
Research shows that students with disabilities in secondary CTE programs were less likely to drop
out and more likely ... Show more content on Helpwriting.net ...
The 1998 Perkins Act requires equal access for special populations, including students with
disabilities, to all vocational programs, services, and activities and prohibits discrimination based on
special population status. The Individuals with Disabilities Education Act (IDEA), as amended in
1997, establishes the right of students with disabilities to a free appropriate public education,
including special education, related services, and transition services.
The Individualized Education Program (IEP) mandated by IDEA draws on the results of a
comprehensive evaluation of the student's educational needs at least once every 3 years (ibid.; Smith
2000). The IEP must identify the student's current level of educational performance; measurable
goals and objectives; special education, related services, and other accommodations to be provided;
and the extent of participation with nondisabled students. The IEP must also specify how the
student's progress will be measured, how parents will be informed of progress, and the extent of
modification in state– and districtwide tests. Beginning at age 14, the IEP must include a statement
of transition services the student will need to reach postschool goals; beginning at age 16, the IEP
must include a statement of transition services

Colleges Vs Independent Colleges
According to the latest U.S. Census, 33.4 percent of Americans (just over 105 million people)
reported having a bachelors degree; only ten years ago this number was 28 percent; in 1940, 4.6
percent (Wilson). With this in mind, the importance of secondary education becomes self–evident.
Where people decide to obtain their education will ultimately influence the rest of their lives. The
common struggle of choice appears between universities and independent colleges (those not under
authority of universities). Both have upsides and downsides as well as similarities and differences
that can make the choice difficult. An effective way to choose between attending a university or
college, however, is to consider the focus of the school, offered programs, ... Show more content on
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Colleges and universities are largely the same and contain very few differences. How a student will
choose a school will depend on what criterion will they hold. If they wish to stay in one place
throughout their post–secondary education, are not that concerned with tuition, and/ or love social
aspects of the "college experience", a university may be the best bet. If a student is not concerned
with moving from school to school, holds what they pay in high esteem, and/or is not too concerned
with socialization, a college may be the best fit. There may also be a compromise, where someone
gets an under–graduate degree from a college, and decides to further their education at a university.
Regardless of where someone decides to take their education past high school, it is still a win for our
country and our global society. Every waking moment there are more and more people that hold
"college" degrees and essentially make a further educated society that can continue to

Organization And Governance Of Higher Education
First Year Freshman Policy
Teresa Watkins
Chicago State University
Policy Analysis Paper Submitted in partial fulfillment of the requirements for
ELCF 5920: Organization and Governance of Higher Education
Fall 2014
Abstract
Institutions of higher education has the ability to market and implement First year freshman policies
that will attract and assist with the experience that influences the expectation of whether incoming
freshman will successfully transition into four year university until completion. Students are in need
of a wide range of support systems, and other resources and tools that are vital throughout their
retention at an institution of higher education. First year freshman's based on the research of ...
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The first year freshman expectation and experience standards are set as one of the many ways to
retain students until graduation. Scholarly research has been conducted on this policy that many
higher education institutions have implement into their universities. Based on the factors that the
institutions have a wide range support system in place for a diverse freshman student body who are
bombard with several situations that can have a profound effect on their successful completion and
whether or not they register as sophomores for the next semester. The factors that will be address are
from two Universities, Chicago State University, (CSU) Chicago, IL, according to the csu website
host a freshman seminar that is a course designed to assist University College (UC) students with
their transition to Chicago State University and enhance the academic skills necessary for college
success. This program helps freshman's strengthen their study habits and GPA. The R.I.S.E
Academy– Provides students with the personal and academic (cognitive and non–cognitive) support
they may need in order to get off of academic probation and to prevent borderline students from
gaining probationary status. Boise State University (BSU) Boise, ID. According to, BSU website
update news article dated September 2010 fall enrollment, Boise State has increased its overall
retention rate to almost 70 percent through a combination of a strong orientation experience,
enhanced advising,

Student Financial Aid For Students
Staring from the 1940s, Student financial aid began to play a significant role in prompting student
access, persistence and completion rate of American Higher Education. Since students can be
regarded as the output of the education, student financial aid also contributes to the social mobility
and the improvement of economics. Federal government, state governments and institutions jointly
provide the funding to certain groups of students. Among all types of financial aid, need–based aid
and merit–based aid are most important financial aid for students. Higher Education Act of 1965 is a
milestone of the development of need–based aid. The Law was intended to "strengthen the
educational resources of our colleges and universities and to provide financial assistance for
students in postsecondary and higher education." Specifically, the Pell Grant is the foundation of the
federal financial aid system. While the social turbulence of the 1960s may have been the impetus
behind the Pell program, the groundwork for broad–based aid programs is more appropriately
attributed to the GI Bill. After 1965, the Higher Education Act of 1965 was reauthorized several
times to achieve the goals. Need–based aid is essential for college access and success. According to
Turner's research (2013), every $1000 decrease of tuition price will lead to 4% of increase in college
attendance. Evidence suggests that reducing college costs can increase college entry and persistence
(Dynarski & Clayton,

The Role Of External Factors That Affect Student...
However, Tinto's Model, according to Carrera, Nora, and Castañeda (1993), has a major gap. The
Model fails to address the role of external factors which shape student perceptions, commitments,
and preferences. Tinto's Limits of Theory and Practice in student Attrition (1982) would address
these external factors.
The Student Attrition Model proposes that behavioral intentions are shaped by a process wherein
beliefs shape attitudes, and these attitudes influence behavioral intents. These beliefs are presumed
to be affected by a student's experience while attending an institution. The Model also recognizes
that external factors can also affect student attitudes and decisions while attending college (Carrera,
Nora, & Castañeda, 1993). Spady (1970, 1971) was the first one to propose that institutional change
was necessary in an effort to address student persistence issues. In 1975, Tinto produced additional
research on student persistence, and placed emphasis on how the relationship between students,
society, and the institution were contributors to student success.
Because of the need to increase the number of Hispanic male student who persist and successfully
complete in higher education, it is logical to conduct inquiry–based activities, interviews, and
surveys among groups of Hispanic male students to gain more insights into the challenges being
faced by these students. It is through these groups that a researcher can gain a better understanding
as students will have the

International Student Retention Efforts : A Correlational...
International Student Retention Efforts: A Correlational Study
A Research Proposal Submitted to the
Department of Graduate Education of Lincoln Memorial University
For: EDUC 511
JoAnn M. Russell
Fall 2015
Abstract
International students attending U.S. colleges and universities bring valuable cultural and
educational diversity as well as economic contributions to American campuses and their
communities (Andrade, 2006). Internationalization on college campuses encourages cultural
awareness which can provide beneficial skills for students as they enter the workplace in our
globally interconnected society. As international student recruiting increases, research suggests that
universities must become more aware of the adjustment and acclimation challenges international
students face and provide appropriate services to keep them enrolled. This qualitative study of
international students in a North Eastern Tennessee university, will attempt to explore best
institutional efforts to boost student retention, confirming that additional recruitment resources alone
does not guarantee international student retention. Key words: Acclimation, Globally Interconnected
Society, Internationalization, International Students
TABLE OF CONTENTS
Abstract 2
Statement of Problem 4
Purpose of Study 4
Justification 5
Research Question 5
Definition of Terms 6
Literature Review 7
Methodology 9
References 10
Appendix 12
Statement of Problem
There is a big push

Fidelity Report Essay
Scope of the Report Please define the scope of this Fidelity Report and other aspect of the
Implementation Report so that the reader has a clear sense of the delineation between the two. There
is marked unevenness in length and complexity of the two segment of the report. The Onondaga
report (OCC) is 13 pages (4–17) while the Pellissippi report (PSCC) is 8 pages (pg. 18–26) While
there are three pages of the OPC segment of the reporting that focuses on changes to the program
and team there is a need for more discussion regarding UPEP and some of the complexities that that
program has faces in securing partnership with their local disability and workforce system is needed.
Additionally reports (9/6) from UPEP regarding i support from the office of ... Show more content
on Helpwriting.net ...
Relations, job development and matching youth to jobs), Family Engagement Postsecondary
Education Webinar PSCC– UDL training NCWD/CAST for faculty, Follow up UDL Training for
Staff, Consultation on Family Engagement in Postsecondary from U of Tenn. (AHEPPP) program.
Family Engagement Postsecondary Education Webinar Incorporation (First and Last Q) to what
extent did the grantee program models incorporate the Guideposts for Success framework? and To
what extent did the grantees engage employer and other workforce development partners in
designing and operating their programs? The latter question of employer and workforce
development addressed for OCC and its inclusion of Career and Workforce Staff at their institution.
However not really thoroughly addressed for UPEP (which initially experience a number of
difficulties with VR and AJC some of which were later overcome. In term of Guideposts for Success
there was not discussion regarding how the community colleges customized the element within a
postsecondary environment to meet the needs of their students with

Career And Technical Education
Including Career and Technical Education Teachers in the IEP Process: The Need For Increased
Participation
The current mantra of the American education system is to equip students with the skills and
knowledge required to be college and career ready. This is not an easy task for educational
leadership given the diversity of students served in public education. While programs and services
exist to support students in their individual post–secondary endeavors, coordination and
communication between programs in not always a given. This phenomenon exists between two such
programs: career and technical education (CTE) and special education. Each programs goal is to
assist students with obtaining the skills and knowledge necessary to move forward ... Show more
Legislation assisting students with disabilities (SWD) with equal opportunities in education and
training has been progressive. Legislative mandates underpinning CTE and inclusion of students
with special education needs has occurred in rapid succession since the 1950's. There are several key
legislative directives, which bolster the inclusion of students with disabilities (SWD) in career and
technical education (CTE). In 1975, The Education for All Handicapped Children Act, together with
the Americans with Disabilities Act (1990), the Rehabilitation Act (1973) and Section 504, prohibit
discrimination based on disability, and require equal access for all students in programs that are
federally funded. Furthermore, the Perkins Act (1998) requires that individuals with disabilities
receive equal access to all vocational education endeavors supported by federal financial assistance
and bars discriminatory practices based on ability (Ordover and Annexstein,

The Relationship Between CTE And General Education
Introduction
Though well–implemented programs of study require strong cooperative partnerships between core
content and CTE teachers, there is still substantial work to be done to ensure that fruitful CTE and
general education collaborations exist at every level. Policymakers must communicate and
collaborate to align and integrate core content and CTE standards. In the classroom, educators must
pool resources to present an integrated curriculum in both CTE and core classes. And accountability
systems must be retooled to ensure that aligned metrics assess a range of student knowledge and
abilities that predict readiness for success in both college and careers.
CTE courses often combine classroom–based instruction with work–based learning, ... Show more
Consortia of schools, colleges, and employers can also be an effective strategy, and the CTSOs,
which have strong industry partners, can be the basis for building relationships between secondary
and postsecondary schools and employers to identify opportunities for career experiences.
The integration of global competencies into CTE programs of study is a natural one. CTE students
are learning valuable skills related to the program's industry; and students in the ISSN network, as
discussed earlier, are using deeper analytic skills to research and address issues of global
significance. Research in both areas demonstrates that engagement in real‐world learning on issues
of global significance leads to persistence and higher achievement. To combine CTE with the
methods and strategies of a globally focused education is a powerful way to engage, motivate, and
ultimately ensure that students graduate from high school with the skills needed to succeed in the
interconnected environment in which they will be living and working. Increasing numbers of careers
are requiring global competency, facility with world languages and cultures, and the ability to work
in global teams. At a fundamental level, CTE's role is to prepare students for successful careers, and
quality CTE programs should provide opportunities for students to learn and apply global
competencies in order for students to successfully participate in the Am Rapid economic,
technological, and social changes are

Defaulting College Tuition Debt
PROBLEM DEFINITION
Along with scholarships, fellowships, and grants, student loans are an important method of
financing post–secondary education. With tuition costs rising, more students are borrowing to pay
for college education today. However, not all students realize the burden of paying back their
student loans. Many are defaulting.
Moreover, individual borrowers are not the only ones who face the consequences of the loan default.
The federal government recovers around 80% of the total defaulted amount of student loans, losing
billions of dollars each year. The latest data from the U.S. Department of Education indicates that
student loan default rates have been rising. Official 2011 default rate is 10%. ("Comparison of FY
2011 2–Year ... Show more content on Helpwriting.net ...
Borrowers do not have power over the maximum amount they can borrow, over the interest rate,
over anything in fact. However, at the time of enrollment, loan is not a real thing for the borrowers,
as they do not have to worry about paying it back right away. They face problems when they need
help repaying the loans or cannot repay the loans. Then, they have a legitimate and urgent issue to
deal with, but still no power. So the borrowers are moderately salient or expectant stakeholders
(Mitchell, Agle, and Wood 853–86). They can only choose from the available repayment options or
default on their loans.
Another group of stakeholders is the schools. Loan servicers monitor when students do not make
payments on their loans and go into default and report it to the school and the department of
education. At this point, the school tries to reach the student and explain to them existing repayment
plans or forbearance options. If the student does not sign the repayment plan or the forbearance, the
loan is reported on a cohort default rate. (Default cohort consists of loans that go into the repayment
during a single federal fiscal year (from Oct 1 to Sept 30). There are 2–year and 3–year default
cohort periods). If the reported school default rate gets to 25% in 3 consecutive years or 40% in one
year, the college could lose eligibility to participate in the Direct Loan program, and in most cases,
the Federal Pell Grant program. That is

Integrated Basic Education System
Background and Problem Statement
While an effort has been made to allow for a more seamless transition from high school to college or
from AEL to college, there still is not a strong effort to increase persistence among African
American students. According to Bush and Bush, (2010), African American males, in particular, are
"under–achieving and lag behind their counterparts in the community college system. . ." (p. 52).
With AEL aligning with the community college model, one could conclude that African American
males are lagging behind their counterparts in AEL as well. According to Bush and Bush (2010),
"There is a pronounced scarcity of educational literature and research about the community college
system in general and African American ... Show more content on Helpwriting.net ...
. . attributes racial disparities in education to the more burdensome route to educational success
related to disparities in social capital as well as barriers to earning good grades and navigating the
academic climate in a successful manner" (p. 54). These negative experiences at the hands of
administrators and teachers are said to be educational barriers. Unlocking Opportunity (2014) uses
information from a report by the National Women's Law Center (2012) which includes educational
barriers such as "stigmatization and harassment by administrators, teachers, and fellow students", as
barriers that "prevent African American young women from realizing their potential, forcing them to
reluctantly leave school" (p. 27). In order to achieve a sense of belonging, some girls chose to
assimilate with their White counterparts but were unsuccessful. As Unlocking Opportunity (2014)
notes:
Too many African American girls are in a no–win situation: they either conform to white, middle
class notions of how girls should act and be quiet and passive, which ultimately does not serve girls
well in their pursuit of an education; or they speak up and get disciplined for defying those
expectations and conforming to educators' stereotyped expectations for African American girls (p.

The Initiative Of The Pathways Programs Essay
Achieving goals on the roadway to twenty–first century jobs is the initiative of the Pathways
Programs. These programs help high school students and adults achieve a college bond high school
diploma or equivalent, and technical skills that will build a career and educational pathway.
Community Colleges work toward "partnerships with K–12 schools, the private sector, government,
higher education and other entities as one cohesive unit," preparing students for industry
occupations and furthering educational opportunities for students. (Campbell, 2012) These benefits
go beyond the individual affecting the colleges, communities and workforce needs of local
industries.
The changing tide in colleges from the traditional 18–24 year old students to the non–traditional
student that attends school and works or re–trains for career advancement works well with Pathway
Programs. All students should leave high school with a college ready diploma even if they choose a
technical or trade career, recognized as one of the goals of the Common Core State Standards.
(Campbell, 2012) Pell Grants are available for adults entering the Career Pathways programs
making college success easier and the early numbers are showing an upward trend in retention to
graduation rates for adult learners in these programs. (Jobs for the Future, n.d.)
The integration of Common State Standards and Common Career Technical Core readies students
for the workforce and community technical colleges. (Pahlow &

High School Dropout
The main objective of high school is to graduate but what happens when one does not graduate?
Lower wages, increased chance of poverty, increased likelihood of experiencing unemployment,
higher rates of crime, poor health due to stress and or insufficient health care. How can we prevent
this from happening? Reducing the number of students who drop out of high school is an urgent
national policy issue. Despite protections established under Individuals with Disabilities Education
Act (IDEA), as well as numerous drop–out prevention initiatives, many students with disabilities
have higher rates of dropout than non–disabled peers. Approximately 75% of the nation's students
graduate high school in the expected four years graduation track. Some students may fail a grade or
two and take longer. Fewer than 55% of students with disabilities graduate high school with a
standard diploma. Each year about 40% of students with learning disabilities and 65% of students
with emotional disturbances drop out of high school. (Pyle & Wexler, 2012) There has been an
increase to provide students with more integrated co– teaching settings or inclusion. According to
the U.S Department of Education the national percentage of students served under IDEA, ages 6 to
21, and being educated in the general education environment for at least 80% of the day, has
increases from 43.3% in 1995 to 52.1% in 2004. That number continues to rise as using the 90/80
rule, which states that 90% of the special

Adding International Perspectives to Vocational Education...
Adding International Perspectives to Vocational Education
International work opportunities are increasing as the borders of the U.S. economy expand to
embrace international markets. Future workers will need to develop global awareness and an
understanding of competitive, cultural, and economic factors that influence ways of doing business
in order to work in the international arena. This Digest examines the instructional approaches and
strategies used in vocational education to prepare students to work in a global environment.
The Industrial Age expanded the vision of U.S. workers beyond their local communities to the
country's national borders. The current Information Age moves the focus to global boundaries. To
meet the ... Show more content on Helpwriting.net ...
How can vocational education, the educational program area that is specifically designed to prepare
students for work, infuse international concepts into vocational education programs so that the youth
of today are prepared for the global workplace? Ostheimer (1995) offers several suggestions:
1. Promote global awareness.
2. Internationalize the curriculum.
3. Adopt instructional practices that incorporate international dimensions.
4. Provide resources that address international/global dimensions of business.
5. Provide faculty development programs in international business.
Global Awareness
With the growth of multinational corporations and increased trade among nations, workers need to
understand global conditions, development, and trends. Such issues as population growth, wealth
distribution, environmental concerns, diseases, and political and social problems as well as cultural
issues such as religious beliefs, customs, and family structure have implications for a country's
business activity and practices. The study of such issues will enhance students' abilities to engage in
job–related problem solving and decision making in ways that reflect knowledge of and respect for
other cultures (McLaughlin 1996).

Classroom study, even when it includes international content, cannot provide the extent of global
awareness that one

Low Voter Turnout Essay
As the decline in voter turnout affects Canada and most western democracies, there is an increasing
urgency to find a solution to this trend. This paper will evaluate whether civic education is indeed a
solution to the trend, in hopes of re–engaging citizens. I would argue that civic education is a crucial
measure to be taken in order to inform and mobilize voters. It is said, without question, that a
politically savvy population is more inclined to engage in political participation. However, believing
that civic education alone is the "silver bullet" solution to declining voter turnout is overly
optimistic.
Why is low voter turnout a concern? Simply put, non–participatory citizens are disengaged from an
important aspect of political life. One's decision to to participate can be linked to several issues. The
concern facing the pattern of disengagement is that it lowers our collective ... Show more content on
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However, the reality one faces when observing the outcome of such an initiative proves that it is not
so cut and dry. Civic education in Canada has been met with a number of challenges. One primary
issue is the lack of parity. As stated in Canada's Constitution Act of 1867, there is no federal
department of education and no integrated national system of education. Therefore, in each
province, the legislature makes education laws exclusively. They are therefore responsible for the
organization, delivery and assessment of education at the elementary, secondary and even
postsecondary level. Moreover, it is difficult to immediately assess the impact of civic education on
voter turnout. This is mainly because the majority of students who take civic education are not yet of
voting age. Therefore, the benefits of civic education can only be evaluated objectively at a later

Best Practices in a Learning Skills and Algebra Classroom
Best Practices in a Learning Skills and Algebra Classroom Part A: Utilized Best Practices Since the
beginning of the student teaching experience, multiple first–hand examples of best practices being
utilized in the classroom in the area of instruction, assessment, and management have been
demonstrated. These practices have led to growth in the students' learning. Best practices are those
classroom practices that focus on the student, are based on experience, and look at learning as
holistic (Zemelman, 2005). They are based on a balanced combination of quantitative and
qualitative data (Spalding, 2009). Kokomo High School uses a system for keeping records of
students' grades, absences, tardies, and any medical needs or alerts. The ... Show more content on
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It is also coordinated with the best practices of coplanning, which includes IEP access and
achievement, data–based instructional decision making and evaluation, and progress monitoring and
reporting (Baker & Scanlon, 2012).This is utilized by the Algebra 1 teacher, as the special needs
educator provides bell work for all the students and then provides reinforcement by addressing
questions one–on–one. Baker & Scanlon (2012) state that the teachers in this study showed that
providing class–wide accommodations is both rational and appropriate because it strengthens the
class as a whole. In the Algebra 1 classroom, multiple best practices are applied and demonstrated.
Algebra 1 teacher, Ms. Simpson, displayed the practice of teaching to students' different learning
styles by incorporating tangible, hands on activities, like interactive notes, creating combo meals for
word problems, and using "the sea of zeros" to explain positive and negative integers. Classroom
management was also displayed through the use of bell work, which keeps students busy and
motivated. Teachers should emphasize that learning that is experience–based. Students respond
positively to real–word relationships, relevancy, and hands–on, concrete learning. This can be
applied to algebra when working with objects and manipulatives such as algebra tiles, hands on
activities, games, and word problems relating to real–life situations that

A Causal Link Between The Presences Of Sports And A...
The goal of this paper is to be able to establish a causal link between the presences of sports in a
postsecondary school affect the number of male students attending these schools. The reason we
would want to answer this question is should we incorporate sports more in schools to increase male
attendance and level out the gap between male and female enrollment. State Universities that are
wanting to become established and increase their male enrollment, as well as their presence in the
athletic arena will have a great interest in this correlation. The answer to this question is interesting
and valuable from an Economics point of view is to influence postsecondary school's to help make
the decision if they should incorporate sports teams ... Show more content on Helpwriting.net ...
With the presence of sports this could create a positive effect on the number of men enrolled in these
schools. Other factors that affect the number of enrolled men are the different kinds of sports. For
instance, Football may increase the number of enrolled men. But soccer will decrease the number of
men enrolled.
When researching papers that could help determining if there is a casual link between sports in
postsecondary schools and male attendance, the only thing that was found of interest was that "High
school athletic participation was significantly related to educational progress among suburban and
rural white males." (Sabo, pg. 50) Since it seems that there is some data and research suggesting that
male students who participated in sports during their high school careers went on to college and had
success. One could argue that since these students had participated in sports during their high school
career and went on to succeed in college, there would be an increase in male students when more
sports or present. It is logical to think that if a male student is highly interested in sports and even
participates in the sport, that they would prefer to attend a school that has sports. This is the only
article that I could find that had a discussion between male college attendance and sport. I feel that I
am contributing to the research, instead of looking at student's

High School Students : Common Core And College And Career...
Hispanic high school graduates exposed to two different curriculums: Common Core and College
and Career Readiness
The Race to the Top program has spearheaded many highs school to purse programs that increase
students completion of college from 40 to 60 percent within 16 years of their induction into the
public education system (Transforming American Education: Learning Powered by Technology,
n.d.). The government's plan is the faster the student completes their higher education, the faster
they join the workforce and contribute to our economy. The Texas Education Agency initiative
called P–16, is one of the driving forces that has high school curriculums offering college credit
while student have not left high school. The government spends approximately 10,000 dollars
annually on each student's education and yet there is no significant increase of improving college
completion rates. These rates depends on several factors, one being a student's ethnicity (Moore,
2010). The second factor to effect the college graduation rates is how these initiatives are being
integrated into the college readiness standards. Federally funded programs, such as Science,
Technology, Engineering and Mathematics (STEM) (Hemmer, 2013). The third factor focus on the
technological implementation of the two types of standard state assessment systems and problematic
communication between accountability reports.
This research will show a comparison between the common core standards and college

How Financial Aid Awareness Affects College Access and...
Paving the Way: How Financial Aid Awareness Affects College Access and Success
Literature Review
October 2008 In a time of ever–rising college costs, financial aid is critical to increase college
access and success. Federal, state, and institutional aid programs help to ensure that students can
afford higher education regardless of economic background. Financial aid is most effective when
students and families learn about it early enough to make the right choices and plans about high
school coursework, family savings, work and earnings, and college options. This literature review
explores the questions of how and when students and families learn about college costs and financial
aid, and how the timing and substance of that information ... Show more content on Helpwriting.net
...
ii) Three out of four African–American parents do not identify scholarships as a source of aid,
compared to half of White parents. Similarly, 83 percent of Latino parents do not mention grants as
a source of aid versus 58 percent of White parents (Sallie Mae Fund and Harris Interactive 2003).
Most Latino non–college–going youths can not name one source of financial aid (Zarate and Pachon
2006). iii) Two–thirds of African–American parents and 62 percent of Latino parents say they need
more information about how to pay for college, compared to only 44 percent of White parents
(Sallie Mae Fund and Harris Interactive 2003). d) Some students have inaccurate perceptions of
their eligibility for financial aid. i) Many current and former community college students, especially
those from two–parent households, assume that their household income is too high to make them
eligible for federal financial aid (Matus–Grossman and Gooden 2002). ii) In California, far fewer
Latino students than are eligible actually apply for Cal Grants because they erroneously believe that
high grades are required (Zarate and Pachon 2006). iii) Many low–income students who do not
apply for financial aid believe that they do not need financial aid. Twenty–nine percent of low–
income dependent students and 39 percent of low–income independent students say they did not file
a Free Application for Federal Student Aid (FAFSA)

The Greatest Challenge For American Higher Education
The greatest challenge for American higher education today is how to improve the success of
developmental education students. Having a postsecondary degree is often the difference between
having a career and living comfortably or holding a minimum wage job and struggling to make ends
meet. Gabriel (2008), reports that nearly half of higher education students do not have the necessary
skills needed in reading to perform successfully and faculty insist these students are not prepared.
Community colleges plays a pivotal role in education and give students the opportunity to sharpen
their skills, personal relations, and receive needed assistance to decide their future goals.
Community colleges serve nearly half of the undergraduate students in the United States. With their
open door policy and low tuition, community colleges are an important pathway for students.
Boroch, Hope, Smith, Gabriner, Mery, Johnstone, and Asera (2010) explain the difference between
developmental and remedial education which are often used interchangeably. Remedial is a deficit
of skills and abilities were as developmental is recognized as a student's strengths and weaknesses.
In higher education developmental courses typically do not count toward a degree or certification,
thus requiring students to complete more courses than necessary. In addition to completing remedial
and developmental courses, these students must take standardized placement tests. By requiring the
standardized test, developmental

What Makes A College Degree?
I was recently prompted, by several frustrating college enrollment experiences, to ask myself: "what
is the meaning of, or the value of, or the significance of a college degree?" Why do "I" need another
college degree? I already have two! The journey I took in seeking answers to these questions was,
for me, very enlightening, and I want to share that journey of discovery with you, the reader.
Some background might be in order. After earning, in the past 5 years, a Bachelor of University
Studies degree, with a GPA of 3.38 and a Masters of Education degree with a GPA of 3.97, I felt I
needed to seek a third degree. This time just for the fun of it. I applied for a Masters program in the
field of psychology and encountered many, many barriers. So many nonsensical barriers that I
withdrew my application. It was clear in that situation – I was being marginalized, and subsequently
not going to be chosen for (as they said) the one slot in the upcoming semester, because of my age. I
then applied at another University for a program of study in political science and was told that the
University required a transcript from every school I had attended. They wanted, no they insisted,
that I go back fifty plus years to a credit from a correspondence course and a credit for a military
basic training program. Forget the two recent demonstrations of academic ability – they insisted on
the 50 + year old proof of having taken a correspondence course. I withdrew that application. I

International Student Immigration Studies
The United States have been hosting the largest number of international students than any other
country in the world. Enrollment of foreign students in US universities increased rapidly from over
310 thousand in 1980 to over 880 thousand in 2013, with an average annual growth rate of 3.4%
over the last three decades citep{iie}. The growth in enrollment has been positive in all years
except in 2003 – 2005 during which strict visa application process was implemented following the
September 11, 2001, terrorist attack. Afterwards it received a quick rebound with an average annual
growth of 5.8% from 2006 – 2013. In 2013 foreign students constituted 4% of the total U.S. higher
education population, of whom 42% and 37% were enrolled in undergraduate ... Show more
Apart from these, this study will examine whether foreign students influence teaching performance
of host universities as measured by their ``graduation premiums". We will also analyze whether
foreign students generate externality that affect the performance of domestic students in completing
their degrees in a timely manner. We use the concept of industry wage premiums which measures
how much more or less relative to the average a given industry pays to its workers after controlling
for individual workers' characteristics and other confounding factors. Methodologically, the wage
premium is estimated from a regression equation which defines the wage of workers as a function of
their observed characteristics, such as education, age, experience and others, and industry dummy
indicators. The coefficients of industry indicators represent industry wage premiums. In our case we
defined a ``graduations equation" which specify the number of degrees conferred in a given
discipline and university as a function of lagged enrollments and university indicators. The simple
rationale behind is that enrollment is that enrollment is an input in the education process and
graduation is an output. Coefficients of the university indicators capture how many more or less
degrees a department in a given

Plar (Prior Learning Assessment)
Introduction
Prior Learning Assessment and Recognition (PLAR) allow students to receive educational credit for
informal learning experiences. To what extent does PLAR provide an incentive for students to enrol
in adult learning programs, whether on campus or off campus? Although this is not an easy question
to answer, this paper offers an argument for the benefits of PLAR and why a national initiative
promoting this concept would be valuable. This paper discusses the formation and implementation
of PLAR and its relation to classroom and distance learning, because many distance education
programs offer some form of PLAR.
This paper will address the background problems; provide recommendation in respect to the many
challenges ... Show more content on Helpwriting.net ...
Further, even when they do get re–hired, many do not get support for training, and they may find
that upward mobility in the workplace continues to be problematic. PLAR provides a process that
renews self–confidence and provides career focus. This personal confidence and career focus
enables women to identify transferable and vocational skills and to match these skills with jobs that
require them. (Wong, 1997).
Older Workers
The changing demographics in Canada are creating an older workforce. Policies and initiatives to
engage older individuals are, therefore, in demand and need to be effectively integrated, targeted and
adequately resourced. Flexibility in employment could help Canada address its changing social
context as more "boomers" reach retirement. Furthermore, there are economic and social gains to be
made by encouraging an extended work–life, many of which (including mentorship and knowledge–
transfer) will also benefit younger cohorts. As a policy and practice instrument, PLAR also holds
significant possibilities for encouraging experienced people to pursue encore careers and helping
them assess a legacy of learning and experience. As a legacy planning tool, portfolio can be used
creatively as a means to reflect on one's purpose and accomplishments, and thus help illuminate a
plan for the next stages of life as well as career direction. (Wong, 1997)
Recommendation
HRDC, Gender Analysis program unit

Adult Basic Education Programs For Adult Education
Adult Basic Education programs exist in the United States to provide "second chance" educational
services to adults 18 and older who test below a twelve grade level in reading, language, or math.
This is made possible through the Workforce Innovation and Opportunity Act (WIOA), which was
signed into law by President Obama on July 22, 2014, revising and reauthorizing the Workforce
Reinvestment Act (WIA) of 1998 (H.R. 803, 2014). Title II of the WIA established the current
accountability standards for adult education programs in the United States that include state–level
development of student outcome–based performance standards to determine program effectiveness.
Outcome measures include adult student educational functioning level gains in reading, math, and
language literacy; student gains in the skills and knowledge areas needed to become employable; an
increase in adult student parental involvement, and completion of high school equivalency diplomas.
These outcomes reflect the goals of the WIA adult education program, which are to improve English
literacy and language skills needed for self–sufficiency, to assist in completion of high school, and
to place adults into postsecondary and employment training programs (Condelli, Castillo, Seburn, &
Deveaux, 2002). WIOA expands and encourages better coordination between the primary federal
programs that support workforce development, employment services, adult education, and
vocational rehabilitation services, and establishes

The History of Bill Gates
Marinda Hall Business Communications Dr. Joseph Jang Rise of an Empire– Bill Gates Introduction
William Henry "Bill" Gates III is an American business philanthropist, author, and is chairman of
Microsoft, the software company he founded with Paul Allen. He is consistently ranked among the
world's wealthiest people and was the wealthiest overall from 1995 to 2009, excluding 2008, when
he was ranked third. During his career at Microsoft, Gates held the positions of CEO and chief
software architect, and remains the largest individual shareholder, with more than 8 percent of the
common stock. He has also authored and co–authored several books. Gates is one of the best–
known entrepreneurs of the personal computer revolution. Although he ... Show more content on
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Philanthropy The Bill & Melinda Gates Foundation (B&MGF or the Gates Foundation) is
the largest transparently operated private foundation in the world, founded by Bill and Melinda
Gates. The foundation is driven by the interests and passions of the Gates family. The primary aims
of the foundation are, globally, to enhance healthcare and reduce extreme poverty, and in America,
to expand educational opportunities and access to information technology. The foundation, based in
Seattle, Washington is controlled by three trustees: Bill Gates, Melinda Gates, and Warren Buffet. As
of December 31, 2009 the foundation has had an endowment of $33.5 billion. In 2007, the founders
were named as the second most generous philanthropists in America. The Gates Foundation gives
away approximately $1 billion annually. Its overarching philanthropic goals are to promote
education and health for the world's underprivileged. The Gates Foundation funds a variety of health
initiatives in the developing world, such as the search for vaccines for AIDS and malaria. Its
educational initiatives include a minority scholarship program and a campaign to provide computers
to needy public libraries across the United States and Canada. The foundation has three main
program areas, each with a specific focus. * Global Health Program The Global Health program
work in infectious diseases focuses on developing ways to

Financial Risk Of Higher Education Essay
Financial Risk of Higher Education In the United States, postsecondary education is not paid for by
the government, therefore Americans rely on both private and federal student loans to finance
college. The issue with this is the liability that comes with student loans. Borrowing money seems to
be the American way, from credit cards, to house and car mortgages, to student loans, but is this
method a worthwhile investment in one's future, or is it a financial disaster? Both "The Remediation
of Higher Education and the Harm of Student Debt" by Jeffery J. Williams and "Student Loans: Are
We Getting Our Money's Worth?" by William Elliot explore this issue, but vary slightly in their
focus. Williams takes the stance of how college funding has lost much of its funding from the
federal government since the 1980s and how student loans are currently detrimental to many of the
people that have used them. He focuses more on appealing emotionally by relying on several
quotations from other people. Elliot also mentions the loss of government funding for college but
mostly discusses the impact that student loans have on society and education in general. Elliot is
more persuasive than Williams because he takes a more balanced approach to student loans, offers
different perspectives to consider, and uses more fact–based data than Williams. In the first article,
Williams really explores how student loan debt negatively impacts people in a way to argue against
them and imply for a reform to

Redesigning College Education
Since 1980s, the education in the United States focus on accountability, which makes the country
one of the best in education. Recent negative changes in the economies of the world and the U.S
resulted in exacerbating long–standing needs for improvements in institutional effectiveness and
efficiency, and increase accountability for both. Students and parents are seeking low cost and
higher quality programs, in the time that the government facing significant financial pressure. In
2009, public two–year colleges spent an average of $10,242 per student on education and related
expenditures, and public master's institutions spent $12,364 ($6,441 in state and local funding and
$5,923 in tuition). In comparison, public research institutions spent ... Show more content on
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The limited evidence available suggests that some of the most popular strategies for improving
student success are not cost–effective. New strategies to cut costs and improve college success are
therefore imperative. Some believe that redesigning courses to make use of instructional
technologies will lead to better outcomes at lower cost, although the evidence is mixed. Recently, a
growing number of institutions are going beyond redesigning courses and instead changing the way
they organize programs and supports along the student's "pathway" through college. These efforts
are promising, but their effects on cost per completion are not yet certain. Meager funding has so far
hampered efforts by policy makers to fund colleges based on outcomes rather than how many
students they enroll, but some states are beginning to increase the share of appropriations tied to
outcomes. The increases in tuition at post–secondary education institutions has an impacts on
enrollment. We use data on all U.S. public 4–year colleges and universities from 1991 to 2006 and
illustrate that tuition increased dramatically beginning in the early part of this decade. We examine
impacts of such increases on total enrollment and credit hours, and estimate differences by type of
institution. We estimate that the average tuition and fee elasticity of total headcount is –0.0958. At
the mean, a $100 increase in tuition and fees would lead to a decline in enrollment of about 0.25
percent, with larger effects at Research I universities. We find limited evidence that especially large
tuition increases elicit disproportionate enrollment

Federal Student Loans
iii. Case Study
A comparative analysis with the U.S. experience will be introduced to clarify why a sharp increase
in student–loan defaults happened after the financial crisis of 2008 and how it is going to end as well
as identify default prevention initiatives to alleviate high default rates. The resources from the
federal student aid data center, the data available through the Integrated Postsecondary Education
Data System (IPEDS) and Baccalaureate and Beyond (B&B) of the U.S. Department of Education
can be used for this comparative analysis. Based on comparison of different types of federal student
loans and in–depth reviews of the process and status of loan defaults, following guiding questions
relate to student–loan debts will be answered:
1) Why education debts rise significantly in the U.S. and whether borrowers with student loans are
worse off over time or not?
2) Does a "student loan bubble" necessarily lead to financial hardships of student borrowers?
3) ... Show more content on Helpwriting.net ...
4) How student loan forgiveness functions, especially for Public Service Loan Forgiveness (PSLF)
Program and Teacher Loan Forgiveness?
5) How student loan bankruptcy rules function?
6) What happened to the Federal Family Education Loan (FFEL) Program, and why should it be
ended?
Through the case study, this part will then discuss how to implement early intervention on student
borrowers who may potentially default, the pre–feasibility study of bringing in Income–Based
Repayment Plan to China, and improvements in student loan forgiveness program. Options to
change the interest rate and other terms in student–loan agreements will also be discussed.
Outcomes and

Project Individual Reflection Paper And Project Group
Project Individual Reflection Paper and Project Group Through the completion of my project group
in the assessment course, I have gained an immense amount of knowledge and a plethora of
assessment practice. The project framework allows me to contribute in the WMU's strategic plan
initiatives in developing a project about the Signature designation while taking the course. In here, I
was able to create a variety of project's products, such as project proposal, poster and project's
presentation and evaluation. This paper reflects my knowledge and experience in the accomplishing
of the assessment course. Project Group Challenges There are several challenges to finishing the
project group. First, the project has identified as an initiative necessary to encourage students
involving in the campus activities. In here, I have an opportunity for applying a rigorous assessment.
For instance, I have roles in the project to create literature review finding, co–curricular criteria
transcript in others institutions and record the student feedbacks in the steering committee of
meeting in the project. Second, I learned how to collaborate in assessing program. In here, I have an
opportunity for discussing the findings with peer group to create a treaty of the evidence. The rigor
in assessment is tended to document observation and "reports on the observation of change"
(Keeling, Wall, Urderhile, & Dungy, 2008, p. 35; Gardener, 2003). I found the Signature project is
aligned to the

Entrepreneurship Education: A Comparison of Canada and...
Entrepreneurship Education: A Comparison of Canada and Sweden from the 1980's to Present Day.
Research Question
What is the comparison of entrepreneurship and the state of educating entrepreneurs between the
countries of Canada and Sweden and the effects on entrepreneurial levels and successes within the
specific timeframe of the 1980's to present day?
Entrepreneurship is one of the main foundations of many countries economies historically and it
plays just as crucial of a role in the present day. Dr. Howard Stevenson of entrepreneurship studies
at Harvard School of Business defines entrepreneurship as "the pursuit of opportunity beyond
resources controlled". (Sinoway & Meadow, 2012) As a native Canadian, entrepreneurship played ...
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Literature Review
In regards to past research, there has been academic journals published comparing the state of
entrepreneurship in Sweden to that of other European nations, the United Sates, Japan, as well as
some other Asian countries. There are similar papers publish comparing the state of
entrepreneurship in Canada to the United States as well as some European countries. So previous
research has been done in this comparative fashion but none has been done to directly compare the
countries of Canada and Sweden in this manner. My research as also discovered papers focusing on
specific elements of the entrepreneurial ecosystems in both Canada and Sweden.
In my initial research I mainly focused on papers that pertained to the education of entrepreneurs in
both Canada and Sweden. The Government offices of Sweden produced a report that was a joint
effort by their Ministry of Education and Research, Ministry of Enterprise, and Energy and
Communications. The report outlines the need to "integrate entrepreneurship throughout the
educational system" and the measure taken to do so in the Swedish educational system. (Björklund,
Leijonborg, & Olofsson, 2009, p. 1) In this report the government outline fourteen different points
of importance in their goal of integration and provides a short summary of how each point has or
will be accomplished and instituted. In my research I found an academic journal

The Relationship Between Federal Financial Aid And Tuition...
Every American college student must be familiar with financial aid because majority of
undergraduate students receive financial assistant in form of grans, Federal Work–Study, federal
loans, and federal tax credits program and tuition deductions. According to the "Trends in Financial
Aid 2014", in 2013–14 there were 238.3 billion available to financially support undergraduate and
graduate students' education. The financial support makes people believe that the support for
American college students is as remarkable as the American higher education's academic reputation.
However, the most frequently discussed higher education policy issue is always cost. The
skyrocketing tuition, huge student debt and large student loan default rate raise ... Show more
The National Defense Education Act of 1958 increased federal funding to promote higher education
regarding the launching of the satellite Sputnik by the Soviet Union. As part of Act, the first Federal
student loan programs were established at that time. As Fuller (2014) described in his research that
the Federal loan programs focused on subsidizing loans to undergraduate and graduate student in
subjects related to national defense involving mathematics, science, engineering and foreign
language.
Another remarkable moment in the federal financial aid history was the Higher Education Act of
1965 signed into law by President Lyndon Johnson. Title IV of Higher Education Act of 1965
provided college student financial supports through scholarships, work–study programs and low–
interest student loans including Pell Grants. The Higher Education Act had been reauthorized in
1972, 1976, 1980, 1986, 1992, 1998 and 2008 to insure institutional quality and equal access. As
reported by The office of Federal Student Aid, the Award Year 2015–2016 Recipient Summary
shows that there are 9,113,651 federal loans and grants recipients which are greatly larger than the
1.15 million before adopting G.I. Bill. Figure 1 showed that from 1993–94 to 2013–14, the total
Federal student aid had notably increase especially between 2003–04 and 2013–14, total federal aid
per FTE student increased by 61%. Nevertheless, the rate of college

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