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Leslie Camacho

New study tracks student transfers - Inside Higher Ed - 6 views

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    "Invisible Transfer Students February 28, 2012 - 3:00am By Mitch Smith Enrollment managers have long spoken about the mobility of students, citing the high number of credits transferred in and out of their colleges and grumbling that federal graduation rate calculations fail to account for those transient degree-seekers. Data released today by the National Student Clearinghouse back those assertions, showing that a third of those who were first-time college students in 2006 had attended at least one other institution by summer 2011. The study followed 2.8 million full- and part-time students of all ages at every type of institution. Students were counted as transfers if they enrolled at a second institution before earning a degree. Thus, students who moved to a four-year institution after earning an associate degree were not counted, but university students who took a community college class over the summer were. High school students who enrolled in concurrent enrollment courses were not counted as transfers. The Clearinghouse researchers found that a quarter of those who transferred did so more than once and that the greatest number of moves, 37 percent, took place in a student's second year. It also found that 43 percent of transfers were to public two-year institutions, making them the most common transfer destination for students from every type of institution except other public two-year colleges. This study, unique in including part-time students and in following students who might transfer several times, joins a small but growing body of research on the mobility of students. The findings don't surprise Clifford Adelman, a senior associate with the Institute for Higher Education Policy whose research agenda includes national transfer patterns. Loyalties to a particular institution or location, which can discourage transferring, have long been eroding, Adelman said. He calls the phenomenon "geomobility" and said it has called attention to ineffi
Leslie Camacho

Some details on proposed Obama budget for higher ed 2013 | Inside Higher Ed - 1 views

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    " Preview: Obama's 2013 Budget February 13, 2012 - 3:00am By Libby A. Nelson WASHINGTON -- President Obama today will propose spending $8 billion on job training programs at community colleges over the next three years, part of a budget for the 2013 fiscal year that also would increase spending on Education Department programs and some scientific research. The president will outline the job-training proposal in more detail in a speech at Northern Virginia Community College this morning. But unlike past calls to spend more on community colleges, this plan is aimed squarely at an election-year message of "jobs, jobs, jobs" rather than the administration's goal of increasing the number of Americans with college degrees. The proposal, as outlined by Education Department officials Sunday evening, builds on job training programs already in existence -- especially the Trade Act Assistance Community College Career Training Program, which began making grants to community colleges in September. If approved by Congress, the president's proposal would provide $1.3 billion each per year to the Education and Labor Departments, on top of the trade act grants. While it's unclear whether the money would create new federal programs or build up existing ones, the funds would be spent at community colleges that train workers for jobs in high-demand fields, according to materials released by the Education Department. Programs that are especially successful at finding jobs for their graduates, or at placing those who traditionally have difficulty finding work, would be eligible for additional money. The grants would also be used to encourage partnerships between businesses, states, local governments and community colleges, and to create an online course to encourage entrepreneurs. The money would also support paid internships for low-income college students. But the plan would shut out for-profit colleges, which would not be eligible for the additional funds -- a move alm
Leslie Camacho

Obama administration continues push to change teachers colleges | Inside Higher Ed - 1 views

  • ASHINGTON -- If getting into a college's teacher preparation program were as difficult as gaining admission to its law school or medical sch
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    "WASHINGTON -- If getting into a college's teacher preparation program were as difficult as gaining admission to its law school or medical school, would that college's graduates be more effective teachers?"
Leslie Camacho

College Access: The Missing Link - 0 views

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    "he Obama administration is drawing attention to the hemorrhage of low-income and minority students out of the educational pipeline as a current national problem heading toward a future national crisis. On target are government efforts to expand federal financial aid and community college. These strategies should result in more students with the means and academic support to pay for college and graduate."
Leslie Camacho

Your Executive Career - How to Be a Better Boss? Spend Time in the Trenches - WSJ.com - 1 views

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    "To succeed in upper management, consider walking in the shoes of your lower-level workers"
Leslie Camacho

Where's the Boss? Trapped in a Meeting - WSJ.com - 2 views

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    "What do chief executives do all day? It really is what it seems: They spend about a third of their work time in meetings."
Leslie Camacho

News & Trends in Management - WSJ.com - 0 views

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    "The average number of applications submitted per job opening fell to 118 in the fourth quarter, from 187 during the same period in 2010, according to new research from the Corporate Executive Board."
Leslie Camacho

4 Leadership Styles to Master | Inc.com - 1 views

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    "4 Leadership Styles to Master It's not enough to have just one way of leading: Different circumstances require separate management styles."
Leslie Camacho

Changing the Perception of Prolonged Unemployment - NYTimes.com - 0 views

  • You have been out of work for a long time and believe that potential employers are holding that against you. Even though many people lost jobs during the recession for reasons unrelated to performance, you fear that your long-term unemployment is sometimes equated with desperation and a lack of competency. What can you do about this?
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    To change perceptions about your employment status, start with the way you network. When you have been out of work for a while, people in your network may feel guilty because they are employed and you are not, says Lavie Margolin, a career coach in New York City and author of "Lion Cub Job Search." You don't want them to feel sorry for you or to see you as defeated, so make sure you have something to offer them, whether it's sharing an article in a trade magazine, talking about an industry blog or mentioning a professional opportunity they may not know about, he says.
Leslie Camacho

Archived: International Education Programs Service - Title VI Programs: Building a US I... - 0 views

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    "The United States today faces unprecedented demand for globally competent citizens and professionals. Although 9/11 brought broad public and political attention to global integration and national security needs, the Federal government has long recognized this need. To this end, U.S. Department of Education (ED) Title VI and Fulbright-Hays programs form the vital infrastructure of the Federal government's investment in the international service pipeline. These programs' support for foreign language, area, and international studies infrastructure- building at U.S. colleges and universities ensures a steady supply of graduates with expertise in less commonly taught languages (LCTLs), world areas, and transnational trends. Title VI primarily provides domestically-based language and area training, research, and outreach while Fulbright-Hays supports on-site opportunities to develop these skills."
Leslie Camacho

Study explores increases and declines in student work hours | Inside Higher Ed - 0 views

  • The last 40 years have seen dramatic changes in the hours worked at jobs by full-time undergraduates -- with notable increases until 2000, and then a period of relative stability until a sharp drop in 2009, according to research (abstract available here) released Monday by the National Bureau of Economic Research.
  • During the period of rapid increase in hours worked, many students exceeded the hours that many experts recommend as optimal for those seeking to finish a degree on time. But to the extent that some of those working long hours may have no choice -- due to tuition increases and the lack of desire or ability to borrow -- the drop in work hours due to a shrinking of available positions may be problematic for many students.
  • By 2000, the average working student was employed an average of 22 hours a week -- far more than the average time students spend on academic work out of class, and far more than many experts recommend.
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  • many believe that there are advantages, but that these evaporate -- and time to degree grows -- when students work more than 10 or so hours a week.)
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    The last 40 years have seen dramatic changes in the hours worked at jobs by full-time undergraduates -- with notable increases until 2000, and then a period of relative stability until a sharp drop in 2009, according to research (abstract available here) released Monday by the National Bureau of Economic Research. Read more: http://www.insidehighered.com/news/2012/01/17/study-explores-increases-and-declines-student-work-hours#ixzz1jjSJWQB8 Inside Higher Ed
Leslie Camacho

Knowing How -- And When -- To Quit - WSJ.com - 1 views

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    "A few years ago I was - like some of you reading this - overextended, overworked, and deeply unhappy about it. I was a young psychology professor desperately seeking tenure, with two toddlers at home and a husband whose work kept him away for days at a time. I exercised once a week on a good week, rarely saw my friends or extended family, and couldn't remember the last time I'd read a book that wasn't about statistics. It was just too much. Something had to give. And it did. I left my job, not knowing exactly what I was going to do next. It was the toughest decision I've ever made, but it was also one of the best."
Leslie Camacho

Improving Graduation Rates Is Job One at City Colleges of Chicago | Inside Higher Ed - 0 views

  • If low graduation and student transfer rates at City Colleges of Chicago don’t start improving, the system’s leaders could lose their jobs. That’s because the formal job responsibilities of the chancellor, presidents and even trustees include graduation rate goals.
Leslie Camacho

Two-year colleges in California move toward rationing student access | Inside Higher Ed - 0 views

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    A debate over priorities at California's community colleges is heating up, as the system considers putting more emphasis on first-time students who are working toward a credential or transferring to a four-year institution. The debate has deep national relevance, as the "completion agenda" may hinge on the 2.6 million students who attend the state's community colleges.
Leslie Camacho

2011-12 Winter MNYCCPOA Post.pdf - 0 views

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    2011-12 Winter MNYCCPOA Post
Leslie Camacho

Creativity and Flexibility Can Help a Job Seeker Stand Out - WSJ.com - 1 views

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    "In 2012, creativity and adaptability will be key to landing and keeping a job for many workers, as staff levels remain lean and employees are expected to respond to a wide variety of demands, experts say."
Leslie Camacho

CUNY Proposes a Leaner Core Curriculum, to Faculty's Dismay - Curriculum - The Chronicl... - 0 views

  • The proposed structure would also unify a set of general-education requirements that now vary widely from campus to campus, both in emphasis and in the number of credits required, which ranges from 39 to 63. Under the new structure, CUNY's students would take their first 30 credits in two categories. The first would be a 12-credit "required core" composed of six credits in English, and three each in mathematics and science. The division of those core credits reflects a revision, suggested by some faculty, to the original draft requirements.
  • The second category would be an 18-credit "flexible core," in which students would take six three-credit classes encompassing five different areas: world cultures and global issues; U.S. experience in its diversity; creative expression; the individual and society; and the scientific world. Students would be able to choose a class from a range of disciplines to satisfy each area. For example, a student could take a course in world literature, history, economics, sociology, or political science to meet the requirement for world cultures and global issues. Each of the system's four-year campuses will also develop requirements for an additional 12 "college option" credits, bringing to 42 the total number of core credits required under the new plan.
  • December 2, 2011 CUNY Proposes a Leaner Core Curriculum, to Faculty's Dismay By Dan Berrett
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    "The committee charged with designing a new core curriculum for the City University of New York released on Thursday its final recommendations, and faculty leaders quickly faulted both the substance of the proposal and the process used to produce it."
Leslie Camacho

'Must I Say My Last Boss Fired Me?' - WSJ.com - 3 views

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    "I was terminated from my last job. Do I have to put that on my applications for future employment? "
Leslie Camacho

Working Through the Holidays, Sort Of - The Juggle - WSJ - 1 views

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    "A new report from office-space company Regus PLC says 64% of U.S. employees will be working the week between Christmas and New Year's, with 56% actually coming into the office. But is anyone really productive? According to the survey of more than 12,000 employees worldwide, just 39% of U.S. respondents say they expect workers to actually do much work."
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