Accountability measures for schools — including state takeover for those that consistently fail — have worked so well that lawmakers should consider extending them to school districts, state Superintendent of Public Instruction Tony Bennett said Tuesday.
In his third annual State of Education address at the Indiana Historical Center, Bennett celebrated what he said were the fruits of Indiana’s increasingly accountability-heavy reforms, including more students passing state exams, more high school graduates and more students taking advanced coursework.
Bennett said the reform lessons from his first term could be used to push accountability further. He is being challenged by Democrat Glenda Ritz, a teacher from Washington Township, in Nov. 6 election.
“In our efforts to turn around the state’s lowest performing schools, it has become clear that underperformance is often systemic, with problems rooted in district-level leadership,” he said before an invitation-only crowd of about 300 educators, lawmakers and others. “To make a greater impact on student performance where it is most desperately needed, Indiana should begin to explore expanding accountability to the district level.”
Cynthia Joffrion Grants
Tuesday, September 25, 2012
Sunday, September 23, 2012
Friday, September 23, 2011
Literature Review by Cynthia Joffrion
Benefits Offered by Using Distance Education: Literature Review by Cynthia Joffrion
Background It is important to review research and literature on exploring the potential benefits offered by using Distance Education.
Jan 12, 2010 - Increasing Student EnrollmentIn the state of Texas K-12 public and private schools have experienced a steady growth in student enrollment for the past several years. The United States Department of Education's, National Center for Education Statistics (NCES) has complied data that indicates that the stream of continued growth is predicted to increase nationally over the next ten years. Specifically, NCES statistics projected enrollment in K-12 schools nationally to increase 4 percent between 2004 and an 11% increase in student enrollment by 2010. The continued growth in enrollment will increase the need for additional classroom space construction, textbooks, instructional materials, classroom computers, and qualified teachers. Distance learning course offers a viable solution to this problem.The growth in distance learning and Internet based education is changing the face of traditional education (Jones, 2002. Nationally, traditional instructional delivery is changing from being teacher centered to student centered. The student-centered instructional approach provides an environment that is conducive to Distance Education. Instructional approaches are becoming more learner-centered: "recursive and non-linear, engaging, self-directed, and meaningful from the learner's perspective" (McCombs, 2000. One of the principles of student-centered instruction is to provide learning opportunities on demand, which are meaningful to the students (Yelon, 1996). Distance Education provides on-demand instruction. Research studies have been quite consistent finding that distance learning classrooms report similar effectiveness results as reported under traditional instruction methods. In addition, research studies often point out that student attitudes about distance learning are generally positive (USDLA, 2004).To meet the needs of America's growing student population, we need to build new schools and modernize existing one (Clinton, 2000). As student enrollment increases and class sizes grow it becomes increasingly difficult for teachers to engage in student centered teaching. Traditional local classroom instruction provides customized, flexible content to a relatively low number of students. Distance learning courses can reach a very large audience while offering students a flexible schedule (Jones, 1999). Over the last 10 years, our public schools have grown by 6.6 million students, resulting in overcrowded classrooms and strained school facilities. Multiple modes of enabling interaction among students and teachers will be critical to the success of schools (Hanna, 2003).The demand for teachers has indeed grown. Since 1984, both student enrollments and teacher retirements have increased (Snyder, Hoffman, & Geddes, 1997). Substantial numbers of schools with teaching openings have experienced difficulties finding qualified candidates to fill their positions (Ingersoll, 1999). While teacher shortages are easing in some areas, they remain a problem elsewhere, especially in the Sun Belt. Texas, for instance, needs 45,000 new teachers annually, more than double the 20,000 new certifications it issued last year, according to the State Board of Educator Certification (Axtman, 2004. The Vocational Education Journal cites increased student enrollment as a factor in lack of qualified educators.(1999) Now, in the wake of such reports as America's Choice: High Skills or Low Wages and The Forgotten Half, public school educators face the Herculean task of improving instruction for all students and helping to prepare a world-class workforce while their state and local education funding decreases (USDOE, 2004. Distance Education allow certified teacher to transmit classes to many places reaching many students at one time.An analysis of the U.S. Department of Education (DOE) budget over the past 3 years shows no significant increase in the amount of funds available to states and Local Education Agencies (LEA). The small increase that was scene was utilized by the DOE in developing and monitoring the No Child Left Behind Act. In 1995 the DOE budget was 71 billion in comparison the 2003 budget was 85 billion (USDOE, 2004). Currently, many states and LEA's rely heavily on grant funds to implement and sustain targeted instruction and special programs. Stakeholders are relying heavily on these innovative programs to narrow the achievement gap. However, further analysis of the budget shows that in 2003 the LEA's formula grants budget was approximately 71 billion. In 2004 and 2005 the budgeted amount is 70 billion. A decrease of 1 billion is present for each year after 2003. A vivid example of how constricting state budgets have come to bear on major reorganization is when the Texas Education Agency (TEA), long considered a national leader for school technology planning and programs, announced in September 2003 the elimination of at least 200 jobs and the liquidation of its educational technology division. State and Federal grant programs have been cut. It is evident by the decrease that innovate systemic initiatives have a difficult time receiving grants. Some areas have been increased such the Reading First Program which saw a 9.9% increase. Still minimal if you compare the number of school districts that the funds are being distributed to. As student enrollment increases the need for increased federal and local funds increase. Therefore, Distance Education courses can be a cost efficient means of addressing areas that have minimal funding.Videoconferencing systems revenues in the U.S. reached $359 million in 2003, declining by 7.4% over 2002. The revenue drop-off is attributed to depressed IT spending resulting from a tough economic climate, as well as the continued decline across the board in Average Selling Prices (ASPs). Revenue growth in the U.S. videoconferencing systems market took a harder hit while revenues outside of U.S. showed a lower cumulative decline of 1.9%, with Asia showing a revenue growth of 5.9%. Over the last two years, growth in videoconferencing systems was hampered by reductions in IT budgets, deferred projects, and smaller deployments (Frost & Sullivan, 2004).Callahan noted at a recent UCEA conference that the largest high school class in U.S. history would occur in 2009. (2003) School system must begin strategically planning now to accommodate enrollment increases. Distance Education may provide a solution to the capacity constraints growing enrollments place on school systems. Educators must look for other instructional method that is non-traditional and cost effective. The literature is very clear in insolating the.
http://www.prweb.com/releases/2011/9/prweb8805236.htm
Background It is important to review research and literature on exploring the potential benefits offered by using Distance Education.
Jan 12, 2010 - Increasing Student EnrollmentIn the state of Texas K-12 public and private schools have experienced a steady growth in student enrollment for the past several years. The United States Department of Education's, National Center for Education Statistics (NCES) has complied data that indicates that the stream of continued growth is predicted to increase nationally over the next ten years. Specifically, NCES statistics projected enrollment in K-12 schools nationally to increase 4 percent between 2004 and an 11% increase in student enrollment by 2010. The continued growth in enrollment will increase the need for additional classroom space construction, textbooks, instructional materials, classroom computers, and qualified teachers. Distance learning course offers a viable solution to this problem.The growth in distance learning and Internet based education is changing the face of traditional education (Jones, 2002. Nationally, traditional instructional delivery is changing from being teacher centered to student centered. The student-centered instructional approach provides an environment that is conducive to Distance Education. Instructional approaches are becoming more learner-centered: "recursive and non-linear, engaging, self-directed, and meaningful from the learner's perspective" (McCombs, 2000. One of the principles of student-centered instruction is to provide learning opportunities on demand, which are meaningful to the students (Yelon, 1996). Distance Education provides on-demand instruction. Research studies have been quite consistent finding that distance learning classrooms report similar effectiveness results as reported under traditional instruction methods. In addition, research studies often point out that student attitudes about distance learning are generally positive (USDLA, 2004).To meet the needs of America's growing student population, we need to build new schools and modernize existing one (Clinton, 2000). As student enrollment increases and class sizes grow it becomes increasingly difficult for teachers to engage in student centered teaching. Traditional local classroom instruction provides customized, flexible content to a relatively low number of students. Distance learning courses can reach a very large audience while offering students a flexible schedule (Jones, 1999). Over the last 10 years, our public schools have grown by 6.6 million students, resulting in overcrowded classrooms and strained school facilities. Multiple modes of enabling interaction among students and teachers will be critical to the success of schools (Hanna, 2003).The demand for teachers has indeed grown. Since 1984, both student enrollments and teacher retirements have increased (Snyder, Hoffman, & Geddes, 1997). Substantial numbers of schools with teaching openings have experienced difficulties finding qualified candidates to fill their positions (Ingersoll, 1999). While teacher shortages are easing in some areas, they remain a problem elsewhere, especially in the Sun Belt. Texas, for instance, needs 45,000 new teachers annually, more than double the 20,000 new certifications it issued last year, according to the State Board of Educator Certification (Axtman, 2004. The Vocational Education Journal cites increased student enrollment as a factor in lack of qualified educators.(1999) Now, in the wake of such reports as America's Choice: High Skills or Low Wages and The Forgotten Half, public school educators face the Herculean task of improving instruction for all students and helping to prepare a world-class workforce while their state and local education funding decreases (USDOE, 2004. Distance Education allow certified teacher to transmit classes to many places reaching many students at one time.An analysis of the U.S. Department of Education (DOE) budget over the past 3 years shows no significant increase in the amount of funds available to states and Local Education Agencies (LEA). The small increase that was scene was utilized by the DOE in developing and monitoring the No Child Left Behind Act. In 1995 the DOE budget was 71 billion in comparison the 2003 budget was 85 billion (USDOE, 2004). Currently, many states and LEA's rely heavily on grant funds to implement and sustain targeted instruction and special programs. Stakeholders are relying heavily on these innovative programs to narrow the achievement gap. However, further analysis of the budget shows that in 2003 the LEA's formula grants budget was approximately 71 billion. In 2004 and 2005 the budgeted amount is 70 billion. A decrease of 1 billion is present for each year after 2003. A vivid example of how constricting state budgets have come to bear on major reorganization is when the Texas Education Agency (TEA), long considered a national leader for school technology planning and programs, announced in September 2003 the elimination of at least 200 jobs and the liquidation of its educational technology division. State and Federal grant programs have been cut. It is evident by the decrease that innovate systemic initiatives have a difficult time receiving grants. Some areas have been increased such the Reading First Program which saw a 9.9% increase. Still minimal if you compare the number of school districts that the funds are being distributed to. As student enrollment increases the need for increased federal and local funds increase. Therefore, Distance Education courses can be a cost efficient means of addressing areas that have minimal funding.Videoconferencing systems revenues in the U.S. reached $359 million in 2003, declining by 7.4% over 2002. The revenue drop-off is attributed to depressed IT spending resulting from a tough economic climate, as well as the continued decline across the board in Average Selling Prices (ASPs). Revenue growth in the U.S. videoconferencing systems market took a harder hit while revenues outside of U.S. showed a lower cumulative decline of 1.9%, with Asia showing a revenue growth of 5.9%. Over the last two years, growth in videoconferencing systems was hampered by reductions in IT budgets, deferred projects, and smaller deployments (Frost & Sullivan, 2004).Callahan noted at a recent UCEA conference that the largest high school class in U.S. history would occur in 2009. (2003) School system must begin strategically planning now to accommodate enrollment increases. Distance Education may provide a solution to the capacity constraints growing enrollments place on school systems. Educators must look for other instructional method that is non-traditional and cost effective. The literature is very clear in insolating the.
http://www.prweb.com/releases/2011/9/prweb8805236.htm
Cynthia Joffrion Inks "Internet Fundraising' Book Deal
The Funding Management Group Announces TCI Publishing Book Deal on Online Fund Raising
Homa, LA (PRWEB) September 21, 2011
Cynthia Joffrion, a veteran of the Funding Raising industry and President of the Funding Management Group, a firm specializing exclusively in non-profit fund raising, has inked a book deal with publisher Thomas Communications, Inc. (TCI) to share her perspectives on the state of internet fundraising.
Tentatively entitled "Internet Fundraising" it will provide an insider account of a non-profits journey to obtaining 11.3 million in funding for educational projects. All proceeds from the book will go to benefit the CAP Animal Shelter.
Commenting on the book deal, Joffrion said, "I am thrilled to be working with TCI in telling the story of how non-profit organizations can use the internet to raise needed funds. Many organizations need help finding funds and they need information on how to get started. It is gratifying to offer solutions that can really help people immediately.
TCI is a pioneer in the self-help field with its roots in the funding raising genera. Cynthia Joffrion founded the Funding Management Group, an award winning non-profit foundation targeting special needs projects.
http://www.prweb.com/releases/2011/9/prweb8805236.htm
The Funding Management Group Announces TCI Publishing Book Deal on Online Fund Raising
Homa, LA (PRWEB) September 21, 2011
Cynthia Joffrion, a veteran of the Funding Raising industry and President of the Funding Management Group, a firm specializing exclusively in non-profit fund raising, has inked a book deal with publisher Thomas Communications, Inc. (TCI) to share her perspectives on the state of internet fundraising.
Tentatively entitled "Internet Fundraising" it will provide an insider account of a non-profits journey to obtaining 11.3 million in funding for educational projects. All proceeds from the book will go to benefit the CAP Animal Shelter.
Commenting on the book deal, Joffrion said, "I am thrilled to be working with TCI in telling the story of how non-profit organizations can use the internet to raise needed funds. Many organizations need help finding funds and they need information on how to get started. It is gratifying to offer solutions that can really help people immediately.
TCI is a pioneer in the self-help field with its roots in the funding raising genera. Cynthia Joffrion founded the Funding Management Group, an award winning non-profit foundation targeting special needs projects.
http://www.prweb.com/releases/2011/9/prweb8805236.htm
Wednesday, August 3, 2011
Cynthia Joffrion Education
Cynthia Joffrion is the current president of the Funding Management Group, an organization working to raise much needed funding to schools and non-profit organizations. Located in the heart of Houston, Texas, the Funding Management Group is composed of an experienced staff, and has been a leader in the industry for over five years.
Previous to her work with the Funding Management Group, Cynthia Joffrion dedicated much of her life to school system instructional management. For nearly twenty-five years, she has built progressively responsible experience in education. During these years, Joffrion has held positions in teaching and instructional coordination. She has served as school superintendent and state instructional technology director.
Cynthia Joffrion and the Funding Management Group provide affordable grant writing services and maximize the funding potential for non-profit clients. As a consultant, Joffrion has been successful in helping clients acquire well over twenty-six million dollars in funding in only the past three years.
Aside from grant consulting work with the Funding Management Group, Cynthia Joffrion has offered her expertise through lectures at over one hundred different conferences and workshops at the local, state, and national level. Joffrion speaks on issues and topics ranging from instructional technology education issues, grant writing, and grant management techniques. Additionally, Joffrion has penned a number of journal articles on funding acquisition for schools, utilizing distance education instruction, funding school district technology initiatives, and grants for universities.
Joffrion believes her success can be attributed to her passion for to staying well rounded in combining her academic excellence, leadership, talents and experience.
http://www.prweb.com/releases/2011/9/prweb8805236.htm
Previous to her work with the Funding Management Group, Cynthia Joffrion dedicated much of her life to school system instructional management. For nearly twenty-five years, she has built progressively responsible experience in education. During these years, Joffrion has held positions in teaching and instructional coordination. She has served as school superintendent and state instructional technology director.
Cynthia Joffrion and the Funding Management Group provide affordable grant writing services and maximize the funding potential for non-profit clients. As a consultant, Joffrion has been successful in helping clients acquire well over twenty-six million dollars in funding in only the past three years.
Aside from grant consulting work with the Funding Management Group, Cynthia Joffrion has offered her expertise through lectures at over one hundred different conferences and workshops at the local, state, and national level. Joffrion speaks on issues and topics ranging from instructional technology education issues, grant writing, and grant management techniques. Additionally, Joffrion has penned a number of journal articles on funding acquisition for schools, utilizing distance education instruction, funding school district technology initiatives, and grants for universities.
Joffrion believes her success can be attributed to her passion for to staying well rounded in combining her academic excellence, leadership, talents and experience.
http://www.prweb.com/releases/2011/9/prweb8805236.htm
Friday, July 30, 2010
Education Publications
Mixed Method Research Defined Publication
http://www.prlog.org/10814294-mixed-method-research-defind.pdf
This article will assess the influences of Dewey, Lewin, Piaget, and Kolb to the current trends in education. Each theorist will be reviewed separately. The review will include information related to each theorist’s seminal work followed by examples of how they influenced educational approaches today.
John Dewey
Dewey’s influence on today’s education system is significant. Dewey was one of the first theorists to propose the connection of education to the meaningful experience. Tenets of that connection can be found in the curriculum of K-12 schools, colleges, and universities, which embrace the idea of authentic experiential instruction. These schools provide course offerings that include internship, externships, work-study arrangements, and credit based on prior experience. The learner is directly in touch with the realities studied. Often, it involves direct encounters with the phenomenon being studied rather than merely thinking about the encounter or only considering the possibility of doing something with it (Keeton & Tate, 1978, p. 2). The internship type courses provide students with real-world experiences which can be applied to day-to-day situations. According to Dewey’s theory, instruction through application has relevance to the student.
Dewey’s theory also has influenced the current theory of constructivism. He encouraged the students to take an active role in the learning process. The constructivist teacher designs lessons which allow students to be participants in the construction of their own knowledge. Gertek (2004) explains that Dewey’s concept of experience as the interaction of the person with his or her environment reflects constructivist beliefsp.11). In simple terms, learning occurs during the interaction through which the learner gains knowledge.
Kurt Lewin
Lewin also strongly believed that the experience was a construct of the learning process. Lewin added the additional propositions to Dewey’s theory that took into account the interactions of group dynamics, action research, laboratory training, and the training group. His work, which is related to groups, serves as a medium for learning how to encourage planned change within organizational social systems. He emphasized basic values of a humanistic scientific process and authenticity in relationships which offered new hope-filled ideals for the conduct of human relationships and the management of organizations (Schein & Bennis, 1965). Today, many organizations planning change use Lewin’s three-stage change process model.
Lewin’s work on the Laboratory Training Model inspired the formation of the National Training Laboratory in Group Development. Kolb (1984) explained that the laboratory training movement had a profound influence on the concept of innovation and on the practice of adult education, training, and organization development. The training center focused on teaching change motivation and management in group situations, utilizing Lewin’s laboratory practices.
Jean Piaget
Piaget is most widely known of all the educational theorists and perhaps one of the most substantial contributors to the current constructivist theory of education. Marlowe and Page (2005) say that one cannot overestimate Piaget’s contributions to the direction, meaning, and understanding of contemporary constructivism (p. 12). Examples of Piaget’s contributions include his ideas that knowledge should be actively constructed by a child, and learning activities should match the level of the conceptual development stage of each child. Also, several major approaches to curriculum and instruction are based on the Piagetian theory (Berrueta-Clement, Schweinhart, Barnett, Epstein, & Weikart, 1984). For instance, Piaget influenced many teaching techniques such as the focus on the process of the child’s thinking and the active role of the learner (Berk, 2001).
Piaget’s focus on the process of the child thinking promoted the development of the stages of Cognitive Development Theory. Teachers use the stages in today’s classroom as a way to gauge a child’s cognitive functioning. This permits the development of activities and learning experiences that are at the correct cognitive development stage for the child’s ability to learn.
Piaget recognized that students must be self-initiated and actively involved in learning activities. A current application of this concept today can be found with the teacher designing a variety of activities that allow a child to act within the physical world. Today, many of the academic curriculum material include interactive activities and even educational software for the student to engage in self-controlled learning.
David Kolb
David Kolb’s work has been very influential within the education system at the present time. His most notable work is the LSI. The instrument offers educators and trainers the tools to assess and determine behavior related to environmental interactions, which is useful in determining a match between the learner and the learning experience. Sims explains that the effectiveness of Kolb’s model is contingent on a dynamic match between the learner and the experience. In support, Tennant (1997) explains that Kolb’s model can be used as a framework for planning, teaching, and learning activities, as well as a guide for understanding learning difficulties, vocational counseling, and academic advising. Therefore, the inventory provides the learner with the necessary information needed to support the learning process with direction.
Kolb’s measure of learning styles called the LSI has been used increasingly by both education and business organizations. Kolb describes that the increased attention is due to the fact that very little in terms of research and studies have focused on the relation of learning styles to one’s chosen field of specialization in college. Honigsfeld and Schiering (2004) explain that empirical results with the Learning Styles Inventory have shown differentiated learning style preferences in specified disciplines. This indicates that there is a relation with academic choices, achievement, and teaching styles. Therefore, the information obtained from the inventory can be applied to learning choices, career paths, and continued professional development.
Kolb’s LSI is currently used in adult learning and development. Healey and Jenkins (2000) say that Kolb’s inventory remains one of the most widely distributed instruments used in higher education. In fact, the tool can be downloaded for a small fee from a number of web sites. Many management consultant firms also use the model as a tool to develop personal development and planning.
http://www.prlog.org/10814294-mixed-method-research-defind.pdf
This article will assess the influences of Dewey, Lewin, Piaget, and Kolb to the current trends in education. Each theorist will be reviewed separately. The review will include information related to each theorist’s seminal work followed by examples of how they influenced educational approaches today.
John Dewey
Dewey’s influence on today’s education system is significant. Dewey was one of the first theorists to propose the connection of education to the meaningful experience. Tenets of that connection can be found in the curriculum of K-12 schools, colleges, and universities, which embrace the idea of authentic experiential instruction. These schools provide course offerings that include internship, externships, work-study arrangements, and credit based on prior experience. The learner is directly in touch with the realities studied. Often, it involves direct encounters with the phenomenon being studied rather than merely thinking about the encounter or only considering the possibility of doing something with it (Keeton & Tate, 1978, p. 2). The internship type courses provide students with real-world experiences which can be applied to day-to-day situations. According to Dewey’s theory, instruction through application has relevance to the student.
Dewey’s theory also has influenced the current theory of constructivism. He encouraged the students to take an active role in the learning process. The constructivist teacher designs lessons which allow students to be participants in the construction of their own knowledge. Gertek (2004) explains that Dewey’s concept of experience as the interaction of the person with his or her environment reflects constructivist beliefsp.11)
Kurt Lewin
Lewin also strongly believed that the experience was a construct of the learning process. Lewin added the additional propositions to Dewey’s theory that took into account the interactions of group dynamics, action research, laboratory training, and the training group. His work, which is related to groups, serves as a medium for learning how to encourage planned change within organizational social systems. He emphasized basic values of a humanistic scientific process and authenticity in relationships which offered new hope-filled ideals for the conduct of human relationships and the management of organizations (Schein & Bennis, 1965). Today, many organizations planning change use Lewin’s three-stage change process model.
Lewin’
Jean Piaget
Piaget is most widely known of all the educational theorists and perhaps one of the most substantial contributors to the current constructivist theory of education. Marlowe and Page (2005) say that one cannot overestimate Piaget’s contributions to the direction, meaning, and understanding of contemporary constructivism (p. 12). Examples of Piaget’s contributions include his ideas that knowledge should be actively constructed by a child, and learning activities should match the level of the conceptual development stage of each child. Also, several major approaches to curriculum and instruction are based on the Piagetian theory (Berrueta-Clement, Schweinhart, Barnett, Epstein, & Weikart, 1984). For instance, Piaget influenced many teaching techniques such as the focus on the process of the child’s thinking and the active role of the learner (Berk, 2001).
Piaget’s focus on the process of the child thinking promoted the development of the stages of Cognitive Development Theory. Teachers use the stages in today’s classroom as a way to gauge a child’s cognitive functioning. This permits the development of activities and learning experiences that are at the correct cognitive development stage for the child’s ability to learn.
Piaget recognized that students must be self-initiated and actively involved in learning activities. A current application of this concept today can be found with the teacher designing a variety of activities that allow a child to act within the physical world. Today, many of the academic curriculum material include interactive activities and even educational software for the student to engage in self-controlled learning.
David Kolb
David Kolb’s work has been very influential within the education system at the present time. His most notable work is the LSI. The instrument offers educators and trainers the tools to assess and determine behavior related to environmental interactions, which is useful in determining a match between the learner and the learning experience. Sims explains that the effectiveness of Kolb’s model is contingent on a dynamic match between the learner and the experience. In support, Tennant (1997) explains that Kolb’s model can be used as a framework for planning, teaching, and learning activities, as well as a guide for understanding learning difficulties, vocational counseling, and academic advising. Therefore, the inventory provides the learner with the necessary information needed to support the learning process with direction.
Kolb’s measure of learning styles called the LSI has been used increasingly by both education and business organizations. Kolb describes that the increased attention is due to the fact that very little in terms of research and studies have focused on the relation of learning styles to one’s chosen field of specialization in college. Honigsfeld and Schiering (2004) explain that empirical results with the Learning Styles Inventory have shown differentiated learning style preferences in specified disciplines. This indicates that there is a relation with academic choices, achievement, and teaching styles. Therefore, the information obtained from the inventory can be applied to learning choices, career paths, and continued professional development.
Kolb’s LSI is currently used in adult learning and development. Healey and Jenkins (2000) say that Kolb’s inventory remains one of the most widely distributed instruments used in higher education. In fact, the tool can be downloaded for a small fee from a number of web sites. Many management consultant firms also use the model as a tool to develop personal development and planning.
Tuesday, January 5, 2010
Education Grant Benefits and Opportunities
Education Grant Benefits and Opportunities
How to Find the Right Sources
Today, few students are able to simply foot the bill for a college education. Only the wealthiest can manage this and their numbers are few in comparison.
The average cost of a private, four-year college is well over $20,000 per academic year.
Divide this figure in half and you have the average tuition for a public university; in half again, the still formidable tuition at a community college.
The purpose of college grants is to make educational funds however minimal, available to financially needy students to help defray the cost of a college education. Students seeking grant money may begin by searching for grants by student-type or subject-specific grants.
Grants—Different from Scholarships and Student Loans
Grants are distinctly different from both scholarships and student loans in that they are free gift money—so unlike student loans that must be repaid—and primarily need-based, compared to traditionally merit-based scholarships.
Grant Categories
Grants may be divided into the following searchable categories:
Student-specific
Subject-specific
Degree Level
Minority
Common sources for grant funding:
Federal and state governments
Colleges and universities
Public and private organizations
Because most grant recipients are financially impaired or otherwise disadvantaged, there are many grants specifically designed for minorities and low-income students.
Federal Grants
The federal government is putting more money into the hands of college students than ever before and much of the impetus behind it is the No Child Left Behind Act. The measures help to assure that more primary and secondary schools are held accountable for making sure kids get the attention and education they deserve without prejudices. Which means a much higher percentage of high school students are earning diplomas. More students stand a chance of attending college when the right financial and social resources are available to them along with educators with the know-how and experience to guide them to the right academic and career choices.
The following federal grant programs offer hundreds of thousands of students the necessary assistance that makes college a financial reality:
The Pell Grant, in existence since 1972, remains one of the staples of federal funding for millions of low-income students. This fundamental grant program is somewhat at the mercy of the federal government’s budgetary and political whims, but nevertheless remains a valuable source of funding for impoverished undergraduate students.
The Academic Competitiveness (AC) Grant is available to undergraduate freshman and sophomores with outstanding academic records and with demonstrated aptitudes for leadership and service. Qualifying candidates must also be Pell Grant eligible.
The National Science and Mathematics Access to Retain Talent Grant (SMART Grant) picks up where the Academic Competitiveness Grant leaves off - with $4,000 awards to undergraduate juniors or seniors studying computer science, engineering, mathematics, or sciences. Applicants must be eligible for and receiving the Pell Grant.
State Grants
Many states administer grant programs to resident students based on merit, need and even area of study. Here are some examples:
Oklahoma offers need-based grants and "specialized" grant programs.
Michigan's grant programs are designed for a cross-section of students, including general undergraduates, academically gifted, low-income and even non-traditional adult students.
Florida's Office of Student Financial Assistance administers a wide array of grants from those for disadvantaged, disabled, loan repayment, Hispanics, and academically talented.
Popular Minority Grants
Over the last decade the percentage of minorities graduating with a four-year degree has risen sharply. More African Americans are in college now than ever before and the 39 Historically Black Colleges and Universities in the country offer top-notch programs and administer scholarships and grants just like other colleges and universities. Find out from us where to find the richest vein of African American student grants.
African American Students
African American women are perhaps one of the most disadvantaged minorities. In fact, this group of students will find countless sources for grants that target women and minorities, especially those grants rewarding involvement in specialized fields of study. Spelman College is the only college in the United States that is devoted to nurturing the needs of African American women students.
Hispanic Students
Hispanics have recently overtaken African Americans in number, but as far as education is concerned most educators sadly label the group as a whole "under-educated." This means that most do not pursue education beyond high school and those that do are satisfied with a vocational or two-year degree. Cultural, social and economic problems have held past generations of students back from four-year college programs. Despite the fact that numbers remain small, more Hispanic students are finding the means both socially and financially to attend college, often via Hispanic grants. In Texas, California, Florida and Arizona, Hispanic serving colleges - or those whose student bodies are at least a quarter Hispanic - offer need-based grant and scholarship opportunities.
Native American Students
Native Americans constitute the smallest minority group of all, call this their native land and yet are plagued with some of the most disadvantaged backgrounds of all. Up until recently, Native Americans have been isolated in typically remote and rural environments and in reservation communities. Like Hispanics most Native Americans have no family history of higher education - most consider a high school diploma the final goal; a primary reason that Native American grants are so critical.
Asian American Students
The fastest growing ethnic population in America is Asian American. Grants for Asian American students are commonly sponsored by ethnic organizations or available as general ethnic minority grants through the government or colleges and universities.
Are you a First in Family college student?
Both Sallie Mae and Coca Cola provide grants to first generation college students from disadvantaged backgrounds.
Grants for Women
For generations women were disregarded on most college campuses. Many educators argue that women are in general not as engaged on a coeducational campus as they are on a women's campus. Private women's colleges have continued to thrive thanks to the generosity of corps of alumnae, innovative curricula, and expanded programs such as athletics that round out a more complete educational experience.
Grant programs designed for women promote their participation in underrepresented degree programs such as the sciences, mathematics and business. The American Competitiveness Initiative is designed to introduce and prepare future generations of students at primary and secondary levels to be more assertive in subjects like math and science. But for now big corporations and professional organizations emphasize grants and scholarships that reward those students studying in underrepresented professions. One of the most influential organizations, the American Association of University Women, offers an outstanding array of grants to minority and disadvantaged women looking to return to college, or pursue a degree for the first time.
Popular Student-Specific Grants
There is little limit on the types of students seeking college grant money. However we have created some loose categories that successfully embrace significant populations of students. The most popular student-specific grants are:
Non-traditional
Low-income and disadvantaged
Graduate and doctoral
High school and undergraduate
Military
Non-traditional Students
A growing population of students is outside the traditional college age - between the ages of 18 and 24, posing unique challenges for post-secondary education and driving new demand for non-traditional student grants. Americans are living longer, many are choosing alternative careers, higher degrees, or finishing a degree for the first time in their lives. Community colleges, as well as many traditional campuses, now offer flexible course schedules that include evening and weekend classes specifically tailored to working adults.
Native American tribal colleges and universities serve a wide array of community individuals, many of their students outside the traditional college age. Since tribal colleges are typically the only educational resources remote communities have, they offer all types of degrees, including two-year and certificate programs, and are popular for all members of a community.
Low Income and Disadvantaged Students
There is no reason a student should be denied a college education because of lack of money. Many federal, state, college or private organizations subsidize need-based aid awards for the most financially disadvantaged students.
The federal Pell Grant can ultimately become a generous gift if you are one of the most financially strapped students. The U.S. Department of Health and Human Services also offers the Scholarships for Disadvantaged Students. This award is need-based and disbursed to students studying in an approved health care profession.
Only in the last few decades have accessibility and mobility issues been clarified and institutions of all kinds made accessible to disabled students. Now grants for disabled students such as those from the National Federation of the Blind and the National Association of the Deaf assist students in achieving their goals of participating in and completing a traditional college education.
Graduate and Doctoral Students
Many types of grant programs for graduate students and doctoral candidates are available from colleges and universities and private organizations. Colleges and universities are quite competitive in offering grant awards to the right candidates. In some instances grants support most of a doctoral student's research and living expenses.
Grad students who must travel to participate in studies abroad, take part in research, or professional conferences may discover a slew of small grants administered by professional organizations or college travel grants designed to cover such auxiliary expenses.
Undergraduate Grants
Popular undergraduate grants range from general grant programs that provide monetary incentive to low-income and disadvantaged students to specialized grants in science, math, engineering, and technology (SMET subjects). The grant options for undergraduate women or minorities are even more bountiful.
High school students enrolling in college; do not overlook your college’s grant hand-outs. Most smaller, private colleges are quite generous when it comes to kicking in funds to augment financial aid. They are more interested in attracting quality students regardless of financial ability to pay.
Grants for Military Students and Families
Interested in a branch of the military, but still want to attend college? The Army, Air Force and Naval ROTC, among others, offer full tuition to qualified students in the armed forces. For those active in the military, programs such as the Army's Spouse Education Assistance Program or the Navy equivalent—the Spouse Tuition Aid Program—are available to married active duty personnel. Check the military section for each branch’s opportunities.
Subject-Specific Grants
Considering the fact that scores of professional organizations have active educational funds that help foster their fields of interest, it's no wonder that it is just as easy to shop for grants based on subject or field of interest. Corporations spend millions of dollars offering internships, fellowships, scholarships and grants intended to attract academically driven and talented students to their corporate folds.
High Need Fields Fuel Grant Giving
There are fields of study that draw considerable funding from sources in large part due to challenging shortages. The fields with the most significant shortages drive the biggest supply of grants:
Healthcare, especially nursing
Teaching
Nurses and Med Students
Significant regions of the country remain medically underserved. Specific examples are urban health centers or rural and remote medical facilities. Nursing students: mine rich veins of grant funding. The nursing profession affords flexible hours and schedules and an above average income and earning potential, depending on which professional level you earn. Search for the most popular grants in nursing from federal programs and your state nursing funds.
Teachers
Public school systems remain as professionally bankrupt as some medical facilities. Teaching, like nursing is often a thankless profession, albeit rewarding. However, attracting students to the fold is challenging considering the number of jobs that must be filled. Prospective student teachers must first explore grant programs for teachers with their home state and federal sources such as the Department of Education.
Grants-for-Service programs: How they work
Grant monies administered by many government and university sources may be designed as grant for service programs. These are successful programs that provide two-fold solutions: they give students the financial support necessary to cover tuition and they secure talented and well-educated staff to serve in their medically or educationally underserved facilities for a certain length of time.
Remember, many sources exist for free and clear grant money. Where there is a need, there is a way. Don’t stop searching.
How to Find the Right Sources
Today, few students are able to simply foot the bill for a college education. Only the wealthiest can manage this and their numbers are few in comparison.
The average cost of a private, four-year college is well over $20,000 per academic year.
Divide this figure in half and you have the average tuition for a public university; in half again, the still formidable tuition at a community college.
The purpose of college grants is to make educational funds however minimal, available to financially needy students to help defray the cost of a college education. Students seeking grant money may begin by searching for grants by student-type or subject-specific grants.
Grants—Different from Scholarships and Student Loans
Grants are distinctly different from both scholarships and student loans in that they are free gift money—so unlike student loans that must be repaid—and primarily need-based, compared to traditionally merit-based scholarships.
Grant Categories
Grants may be divided into the following searchable categories:
Student-specific
Subject-specific
Degree Level
Minority
Common sources for grant funding:
Federal and state governments
Colleges and universities
Public and private organizations
Because most grant recipients are financially impaired or otherwise disadvantaged, there are many grants specifically designed for minorities and low-income students.
Federal Grants
The federal government is putting more money into the hands of college students than ever before and much of the impetus behind it is the No Child Left Behind Act. The measures help to assure that more primary and secondary schools are held accountable for making sure kids get the attention and education they deserve without prejudices. Which means a much higher percentage of high school students are earning diplomas. More students stand a chance of attending college when the right financial and social resources are available to them along with educators with the know-how and experience to guide them to the right academic and career choices.
The following federal grant programs offer hundreds of thousands of students the necessary assistance that makes college a financial reality:
The Pell Grant, in existence since 1972, remains one of the staples of federal funding for millions of low-income students. This fundamental grant program is somewhat at the mercy of the federal government’s budgetary and political whims, but nevertheless remains a valuable source of funding for impoverished undergraduate students.
The Academic Competitiveness (AC) Grant is available to undergraduate freshman and sophomores with outstanding academic records and with demonstrated aptitudes for leadership and service. Qualifying candidates must also be Pell Grant eligible.
The National Science and Mathematics Access to Retain Talent Grant (SMART Grant) picks up where the Academic Competitiveness Grant leaves off - with $4,000 awards to undergraduate juniors or seniors studying computer science, engineering, mathematics, or sciences. Applicants must be eligible for and receiving the Pell Grant.
State Grants
Many states administer grant programs to resident students based on merit, need and even area of study. Here are some examples:
Oklahoma offers need-based grants and "specialized" grant programs.
Michigan's grant programs are designed for a cross-section of students, including general undergraduates, academically gifted, low-income and even non-traditional adult students.
Florida's Office of Student Financial Assistance administers a wide array of grants from those for disadvantaged, disabled, loan repayment, Hispanics, and academically talented.
Popular Minority Grants
Over the last decade the percentage of minorities graduating with a four-year degree has risen sharply. More African Americans are in college now than ever before and the 39 Historically Black Colleges and Universities in the country offer top-notch programs and administer scholarships and grants just like other colleges and universities. Find out from us where to find the richest vein of African American student grants.
African American Students
African American women are perhaps one of the most disadvantaged minorities. In fact, this group of students will find countless sources for grants that target women and minorities, especially those grants rewarding involvement in specialized fields of study. Spelman College is the only college in the United States that is devoted to nurturing the needs of African American women students.
Hispanic Students
Hispanics have recently overtaken African Americans in number, but as far as education is concerned most educators sadly label the group as a whole "under-educated." This means that most do not pursue education beyond high school and those that do are satisfied with a vocational or two-year degree. Cultural, social and economic problems have held past generations of students back from four-year college programs. Despite the fact that numbers remain small, more Hispanic students are finding the means both socially and financially to attend college, often via Hispanic grants. In Texas, California, Florida and Arizona, Hispanic serving colleges - or those whose student bodies are at least a quarter Hispanic - offer need-based grant and scholarship opportunities.
Native American Students
Native Americans constitute the smallest minority group of all, call this their native land and yet are plagued with some of the most disadvantaged backgrounds of all. Up until recently, Native Americans have been isolated in typically remote and rural environments and in reservation communities. Like Hispanics most Native Americans have no family history of higher education - most consider a high school diploma the final goal; a primary reason that Native American grants are so critical.
Asian American Students
The fastest growing ethnic population in America is Asian American. Grants for Asian American students are commonly sponsored by ethnic organizations or available as general ethnic minority grants through the government or colleges and universities.
Are you a First in Family college student?
Both Sallie Mae and Coca Cola provide grants to first generation college students from disadvantaged backgrounds.
Grants for Women
For generations women were disregarded on most college campuses. Many educators argue that women are in general not as engaged on a coeducational campus as they are on a women's campus. Private women's colleges have continued to thrive thanks to the generosity of corps of alumnae, innovative curricula, and expanded programs such as athletics that round out a more complete educational experience.
Grant programs designed for women promote their participation in underrepresented degree programs such as the sciences, mathematics and business. The American Competitiveness Initiative is designed to introduce and prepare future generations of students at primary and secondary levels to be more assertive in subjects like math and science. But for now big corporations and professional organizations emphasize grants and scholarships that reward those students studying in underrepresented professions. One of the most influential organizations, the American Association of University Women, offers an outstanding array of grants to minority and disadvantaged women looking to return to college, or pursue a degree for the first time.
Popular Student-Specific Grants
There is little limit on the types of students seeking college grant money. However we have created some loose categories that successfully embrace significant populations of students. The most popular student-specific grants are:
Non-traditional
Low-income and disadvantaged
Graduate and doctoral
High school and undergraduate
Military
Non-traditional Students
A growing population of students is outside the traditional college age - between the ages of 18 and 24, posing unique challenges for post-secondary education and driving new demand for non-traditional student grants. Americans are living longer, many are choosing alternative careers, higher degrees, or finishing a degree for the first time in their lives. Community colleges, as well as many traditional campuses, now offer flexible course schedules that include evening and weekend classes specifically tailored to working adults.
Native American tribal colleges and universities serve a wide array of community individuals, many of their students outside the traditional college age. Since tribal colleges are typically the only educational resources remote communities have, they offer all types of degrees, including two-year and certificate programs, and are popular for all members of a community.
Low Income and Disadvantaged Students
There is no reason a student should be denied a college education because of lack of money. Many federal, state, college or private organizations subsidize need-based aid awards for the most financially disadvantaged students.
The federal Pell Grant can ultimately become a generous gift if you are one of the most financially strapped students. The U.S. Department of Health and Human Services also offers the Scholarships for Disadvantaged Students. This award is need-based and disbursed to students studying in an approved health care profession.
Only in the last few decades have accessibility and mobility issues been clarified and institutions of all kinds made accessible to disabled students. Now grants for disabled students such as those from the National Federation of the Blind and the National Association of the Deaf assist students in achieving their goals of participating in and completing a traditional college education.
Graduate and Doctoral Students
Many types of grant programs for graduate students and doctoral candidates are available from colleges and universities and private organizations. Colleges and universities are quite competitive in offering grant awards to the right candidates. In some instances grants support most of a doctoral student's research and living expenses.
Grad students who must travel to participate in studies abroad, take part in research, or professional conferences may discover a slew of small grants administered by professional organizations or college travel grants designed to cover such auxiliary expenses.
Undergraduate Grants
Popular undergraduate grants range from general grant programs that provide monetary incentive to low-income and disadvantaged students to specialized grants in science, math, engineering, and technology (SMET subjects). The grant options for undergraduate women or minorities are even more bountiful.
High school students enrolling in college; do not overlook your college’s grant hand-outs. Most smaller, private colleges are quite generous when it comes to kicking in funds to augment financial aid. They are more interested in attracting quality students regardless of financial ability to pay.
Grants for Military Students and Families
Interested in a branch of the military, but still want to attend college? The Army, Air Force and Naval ROTC, among others, offer full tuition to qualified students in the armed forces. For those active in the military, programs such as the Army's Spouse Education Assistance Program or the Navy equivalent—the Spouse Tuition Aid Program—are available to married active duty personnel. Check the military section for each branch’s opportunities.
Subject-Specific Grants
Considering the fact that scores of professional organizations have active educational funds that help foster their fields of interest, it's no wonder that it is just as easy to shop for grants based on subject or field of interest. Corporations spend millions of dollars offering internships, fellowships, scholarships and grants intended to attract academically driven and talented students to their corporate folds.
High Need Fields Fuel Grant Giving
There are fields of study that draw considerable funding from sources in large part due to challenging shortages. The fields with the most significant shortages drive the biggest supply of grants:
Healthcare, especially nursing
Teaching
Nurses and Med Students
Significant regions of the country remain medically underserved. Specific examples are urban health centers or rural and remote medical facilities. Nursing students: mine rich veins of grant funding. The nursing profession affords flexible hours and schedules and an above average income and earning potential, depending on which professional level you earn. Search for the most popular grants in nursing from federal programs and your state nursing funds.
Teachers
Public school systems remain as professionally bankrupt as some medical facilities. Teaching, like nursing is often a thankless profession, albeit rewarding. However, attracting students to the fold is challenging considering the number of jobs that must be filled. Prospective student teachers must first explore grant programs for teachers with their home state and federal sources such as the Department of Education.
Grants-for-Service programs: How they work
Grant monies administered by many government and university sources may be designed as grant for service programs. These are successful programs that provide two-fold solutions: they give students the financial support necessary to cover tuition and they secure talented and well-educated staff to serve in their medically or educationally underserved facilities for a certain length of time.
Remember, many sources exist for free and clear grant money. Where there is a need, there is a way. Don’t stop searching.
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