Americans link higher education to global competitiveness
Strongly support career education
A survey released today, commissioned by the Career College Association and conducted by Harris Interactive(R), finds the American public sees a clear link between higher education and global workforce competitiveness and strongly supports alternative approaches to postsecondary education. The survey also finds strong support for a decision to attend a career college.
Among the top line findings:
– Nearly nine out of ten U.S. adults (89 percent) say they see value in a decision to enroll in a career college;
– Two of three adults (67 percent) agree with the idea that in order for the U.S. to be competitive in the global marketplace, every American needs at least one year of college education;
– In pursuing this postsecondary education, 86 percent of adults agree with the need to consider alternatives to a traditional four-year college degree;
– In terms of what form this education should take, 84 percent of adults believe that for some Americans this education should focus on careers rather than more academic pursuits like social science or humanities.
According to CCA President and CEO Harris N. Miller: “We are extremely pleased to receive this strong validation of our sector, especially because it comes from the most important constituency of all: the American public. This study shows Americans have ‘crossed the Rubicon’ in their thinking when it comes to valuing purposeful higher education delivered in a practical way. We hope those who influence, shape and implement higher education policy will do the same. “
The new survey provides a variety of fresh insights into the attitudes of the public towards the idea of postsecondary education for all Americans and alternative approaches for achieving this goal. For instance, younger people and, in particular, young women seem to share the goal of at least one year of higher education more strongly than older adults. Nearly eight of ten women in the 18-34 age group (79 percent) agree that in order for the U.S. to be competitive in the global marketplace, every American needs at least one year of college education, compared to only 64 percent of women age 55 or older.
Other key findings:
Awareness of Higher Education Alternatives
The survey found that Americans are acquainted with non-traditional postsecondary approaches. Most (60 percent) have attended or are planning to attend a non-traditional college or university or know of someone who has or is planning to.
More than one in five (22%) have either attended or plan to attend such an institution. The move towards non-traditional approaches is more keenly felt by the young, with 67 percent of those age 18-34 indicating that they are either attending, plan to attend or know someone attending or planning to attend this type of school, compared to only 52 percent of those 55 or older. Three out of four current students say they either attend or are planning to attend or know someone who attends or is planning to attend a non-traditional college or university.
A Willingness to Consider Alternative Approaches
While the overwhelming majority of adults indicate the need to consider alternatives to traditional four-year colleges and universities, the proportion of those indicating that they “strongly agree” with this view is substantially greater than those who “strongly disagree” (28 percent versus 4 percent).
Practical experience may help shape this view. Those with some college education (90 percent) are more likely to agree that alternative postsecondary approaches should be considered than those with a high school education or less (81 percent).
“Traditional higher education is extremely important in shaping the national character and nothing in this survey diminishes its critical role in society,” said Miller. “It’s no coincidence, however, that private not-for-profit colleges and universities are seeing the higher education landscape shifting quickly. Americans view college as less of a privilege and more of a basic economic necessity. The bottom line: people are more than willing to consider alternative approaches to traditional colleges and universities.”
Americans Connect Education and Careers
The public believes higher education for some Americans should be career-focused as opposed to focused on academic topics. One of four adults (26 percent) say they strongly agree with this, while only three percent say they strongly disagree.
This thinking may be influenced by age, with 89 percent of older adults (those 55 years of age or older) agreeing with the need to make postsecondary education career focused, compared to only 79 percent of younger adults (those 18 to 34). Retirees are most likely to hold this view (92 percent), while current students are least likely to do so (74 percent). Interestingly, those with more education and higher household incomes are more likely to see the value of career-focused education as an alternative for some Americans. Twice as many college graduates (35 percent) strongly agree with this opinion as compared to those with a high school diploma or less (17 percent). Nearly one out of three adults (32 percent) in households with incomes of $75,000 or higher strongly agree with getting a career-focused education, while only 22 percent of those with household incomes of less than $35,000 feel the same.
“What’s Important” Emphasizes Practical Considerations
Higher education attributes such as low tuition, schedule and class flexibility, immersive hands-on education, student services and job placement rate trump values like institutional reputation, competitive admissions and tenured faculty in the public’s assessment of what is important in obtaining a higher education.
Seventy-six percent of adults identify “low tuition cost” as important, as do 67 percent for “schedule and class flexibility,” 64 percent for “immersive hands-on education and training in a chosen field of study,” and 61 percent for “job placement” and “student support services.” Only 38 percent of adults identify “school reputation” as important, while 21 percent say the same of “competitiveness of admissions process” and 13 percent of “tenured faculty.”
“Career colleges excel in factors such as flexibility, program richness, job placement assistance and student support services, making them the best value for many students,” said Miller. “And while the ’sticker price’ may be higher than some other alternatives, when you factor in speed to degree and completion rates, they may be less costly for many. Americans value the factors that characterize the career college experience, including career assistance, student support services, and internships.”
Americans Value Career College
Perhaps placing importance on values such as flexibility and hands-on education explains why Americans overwhelmingly see value in career colleges.
Nearly nine out of ten adults (89 percent) say they see value in a decision to attend a career college, and this viewpoint is shared in the survey across region, age, gender and marital status.
“We are extremely gratified that 94 percent of America’s current college graduates said they see the value of career college,” Miller said. “I can’t think of a stronger message of support for our sector. It also suggests that those who have been to traditional schools understand the need to consider and value other approaches for reaching the nation’s higher education and workforce competitiveness goals.”
Harris Interactive(R) fielded the study on behalf of Career College Association from September 14-16, 2009 via its QuickQuerySM online omnibus service, interviewing a nationwide sample of 2,022 U.S. adults aged 18 years and older. Data were weighted using propensity score weighting to be representative of the total U.S. adult population on the basis of region, age within gender, education, household income, race/ethnicity, and propensity to be online. No estimates of theoretical sampling error can be calculated; a full methodology is available.
Source: Career College Association
New evidence-based research shows that Universal Comprehensive Eye Exams would help more children succeed in school
Only three states require exams, many children remain untreated, creating a new public health concern, according to report from National Commission on Vision and Health
Even though universal comprehensive eye exams for children prior to starting school would result in more children being diagnosed and successfully treated for vision problems and eye diseases, requirements vary widely from state to state and only three states require eye examinations for school-age children, according to a new report from the National Commission on Vision and Health.
The report, “Building a Comprehensive Child Vision Care System,” found that children are being screened at low rates and those who are screened do not often receive the necessary follow-up and treatment they may require. Children without health insurance and those living in poverty are at the greatest risk. Although the majority of states do require some type of vision screening prior to children entering public schools, they often fail to use the best screening tests and to assure important follow-up for those who fail the screening. Only three states, Kentucky, Illinois and Missouri, require comprehensive eye exams for children entering school. Currently fifteen states do not require any form of screenings or exams, resulting in a public health emergency for millions of children.
“Children from low-income families lack the health care resources necessary to break the cycle of poverty,” said David Rosenstein, DMS, MPH, Oregon Health & Science University professor emeritus. “This lack of vision care is handicapping our most vulnerable populations. Research from the Centers for Disease Control and Prevention shows that 83 percent of families earning less than 200 percent of the federal poverty level have children who have not seen an eye care provider during the prior year. This must change now for the sake of our children.”
According to doctors, early detection and treatment are essential in treating eye diseases and disorders in children and can lead to better school achievement and overall health outcomes which can lead to prevention of eye disease and developmental delays. Vision screenings vary in scope and are not designed to detect many visual problems. A comprehensive exam by an eye doctor does, and an eye doctor can also provide follow-up treatment.
“This report finds that vision screenings are not the most effective way to determine vision problems,” said Deborah Klein Walker, EdD., principal author of the report and past-president of the American Public Health Association. “Screenings missed finding vision conditions in one-third of children with a vision problem and most of the children who are screened and fail the screening don’t receive the follow-up care they need. This, despite the fact that many of the vision problems affecting children can be managed or even eliminated if they receive proper care right away.”
Millions of children are without adequate care and preventable eye diseases and correctable vision problems are neglected. Many eye and vision disorders lack obvious signs and symptoms and can be prevented or treated through early detection, follow-up care and ongoing treatment. Undiagnosed and untreated vision problems in children can potentially limit the range of experiences and kinds of information to which the child is exposed. Visual learning plays an important role in how a child learns to understand and function in the world.
Studies indicate that one in four children have an undetected vision problem. Additionally, a quarter of school-age children suffer from vision problems that could have been addressed or eliminated if appropriate eye assessment programs and follow-up care had been in place when they started school.
“Starting school with good vision should be a part of every child’s back-to-school plan,” said Commission chair Edwin C. Marshall, O.D., M.P.H., Vice President for Diversity, Equity, & Multicultural Affairs at Indiana University. “Clear and comfortable vision is essential for learning, and the country would be well-served to make sure children’s eye exams are accessible and required.”
Given the data surrounding this public health emergency, the Commission recommends agencies at the federal, state and local levels collaborate with academia, business, providers and the public to create a comprehensive child vision care system to ensure all children are assessed for potential eye and vision problems before entering school and throughout the school years. In addition to universal access to vision care, the Commission recommends a point of accountability within local public health agencies, a national education campaign, and ongoing data collection to monitor the use and efficacy of child vision exams.
Specifically, the commission supports a national child vision care system that:
– Includes child vision health care in key legislation at the federal and state levels.
– Assures adequate comprehensive coverage of child vision care services by all public and private insurers and payers.
– Establishes a child vision health categorical program linked to the Title V MCH Block Grant within the Maternal and Child Health Bureau in the Health Resources Service Administration (HRSA), Health and Human Services (HHS).
– Develops a national set of children’s vision guidelines for screening and examinations and assure these guidelines are adopted by all states.
– Implements and funds a national clearinghouse for child vision health within the Department of Health and Human Services.
– Enhances and fully funds national campaigns to encourage early identification of child vision problems and to prevent injuries from sports and toys.
– Designs and implements an ongoing data system that monitors prevalence of child vision problems together with access and utilization of child
vision care services.
– Develops and facilitates a broad coalition of child-oriented stakeholder groups to work towards the establishment and maintenance of a comprehensive child vision system across the country.
Source: National Commission on Vision and Health
Microsoft introduces new ways to help teachers personalize learning
From Windows 7 to free teacher resources, and a collaboration between Microsoft’s Innovative Teachers Network and the Smithsonian Institution, Microsoft helps educators effectively engage students.
This week at the National Educational Computing Conference (NECC) 2009, Microsoft Corp. is showcasing innovative technologies that enable teachers to engage their students more deeply by adapting teaching to the unique needs of each learner. These tools range from the introduction of Windows 7 education-friendly features to a new collaborative initiative between the Microsoft Innovative Teachers Network (ITN) and the Smithsonian Center for Education and Museum Studies, as well as a variety of free software and services to help teachers enhance the education experience for their students.
“Effective teachers are the key to engaged and successful students,” said L. Michael Golden, corporate vice president, Education for Microsoft. “Technology can help educators gain more insight into individual students’ needs and relevant ways to support them, connect and collaborate with students, parents and peers, and improve outcomes to generate and use best practices. As we extend the breadth and depth of our toolset, learning can become more personal for everyone.”
Introducing Windows 7 to Teachers and Schools
Designed to be more reliable and more responsive, and to make everyday tasks easier, Windows 7 will help students, faculty and staff be more productive, effective and efficient.
A redesigned UI and other desktop improvements make using the PC easier and provide immediate access to the applications and files people use most through features such as Jump Lists, Previews and the new Task Bar. Windows 7 makes new learning experiences possible with features such as multitouch that will facilitate new methods and ways to interact with data, lessons plans, and Web pages by enabling people to interact with their multitouch-enabled PC using gestures, handwriting or voice commands that were available in Windows Vista. With Windows 7, Microsoft has also improved what people care about most in an operating system — performance, reliability, compatibility and battery life. Windows 7 provides more security features to help protect sensitive data, improved desktop management tools and application compatibility with Windows XP Mode* to allow many Windows XP-based productivity applications to run on a Windows 7-based PC.
Catherine Cook School in Chicago has been testing Windows 7 since the beta was released in January and plans to have the new OS running on all its schools’ small notebook and Tablet PCs when the students return for school this fall.
“I am really impressed with the performance — the decreased memory and processing usage. I’m able to get more out of the PCs we already own,” said Bill Mierisch, director of Technology, Catherine Cook School. “Because Windows 7 is a smaller footprint, I won’t have to invest in extra RAM, and I will be able to deliver more services to students and teachers such as multimedia programs, audio and graphics manipulation because the operating system isn’t using all the juice.”
Educators everywhere are encouraged to download the Windows 7 Release Candidate now to explore the benefits. Windows 7 will be broadly available to teachers, students, staff and the general public in retail outlets on Oct. 22. Those who buy a qualifying Windows Vista-based PC from a participating original equipment manufacturer or reseller in the back-to-school timeframe may receive an upgrade to Windows 7 at little or no cost.
Collaborating With the Smithsonian to Deliver New Classroom Content
At NECC, Microsoft and the Smithsonian Center for Education and Museum Studies also unveiled plans to share Smithsonian instructional and professional development resources in art, history and science, through Microsoft distribution channels for teachers. The relationship broadens the potential for social network engagement and cross-collaboration by distributing new content through the Microsoft ITN, one of the leading online forums for educators to connect and collaborate. The Smithsonian and Microsoft will also team together to increase the Smithsonian’s audience of educators and bring about new ways to engage them through events, online interactions and Microsoft’s beneficial technology content for educators. ITN is committed to helping the Smithsonian build communities and drive discussion based on popular teaching topics such as climate change, which is the subject of the next Smithsonian Education Online Conference on Sept. 29, 30 and Oct. 1. The conference’s interactive format makes experts accessible in real time for conversation with teachers and students. Registration for the free online event is at http://www.smithsonianeducation.org/Climate.
“We are excited to work with Microsoft to disseminate the museum’s content and make it easily accessible to an even broader audience of educators,” said Stephanie Norby, director of the Smithsonian Center for Education and Museum Studies. “With many school districts discontinuing traditional print textbooks and moving to digital content, the opportunity to more broadly distribute online content that is engaging and flexible is very interesting to us.”
Innovative Teachers Network Making Global Connections
The Innovative Teachers Network has nearly 2.5 million teachers in 86 countries using it today, new features, collaborations and content continue to be added. ITN is the destination place for educators to join a global dialogue and exchange great ideas, best practices and proven methodologies around the world and obtain free high-quality classroom and professional development content. Starting today, for ITN members only, teachers can get a free download of AutoCollage, an advanced computer vision and imaging processing program from Microsoft Research that automatically creates photo montages of digital pictures to allow more dynamic and visual experiences to be shared in the classroom. Teachers can also now use their Windows Live ID to conveniently register and log into ITN, and can download a new plug-in to access and integrate ITN content with their learning management platform.
Free Software and Services to Encourage Exploration and Discovery
Teachers know that real educational success happens when students are engaged and motivated to study. Microsoft delivers a toolset of free technologies and resources to empower teachers to easily respond to individual learners and their course-related interests in an active learning environment. Some of these resources include the following:
- Worldwide Telescope. A rich Web application brings together imagery from the best ground- and space-based observatories in the world, including NASA, and allows students and teachers to explore outer space as a way to make science fun.
- Photosynth. Photo-imaging technology stitches together overlapping, panoramic digital photos automatically to create exciting 3-D worlds students can browse and share online.
- Digital literacy curriculum. Free e-learning modules and assessments teach students about the Internet and the Web, computer basics, productivity programs, computer security and privacy, and digital lifestyles.
- Expression Web curriculum. Free curriculum, tutorials and videos assist educators in teaching middle and high school students Web design; free software is also available via a subscription to the Microsoft Developer Network Academic Alliance.
- Learning Essentials. A desktop application runs on top of Microsoft Office helping educators easily create effective instructional resources, complete administrative tasks and implement new teaching strategies.
- CareerForward. A self-contained online course, available to students across the United States, helps schools prepare students for their places in the work force of the future and for career opportunities in a global economy.
More information about the free tools and resources is available at http://www.microsoft.com/education/teachers/default.aspx.
Yes on Proposition 8: Elementary School Children to Be Indoctrinated With New Gay Curriculum
Alameda Unified School District Adopts Lesbian, Gay, Transgender Education for Students as Young as Five Years Old
Providing yet another example of the threat that gay marriage and the gay agenda provides to school children and parental authority, the Alameda Unified School District last evening adopted a new curriculum, over the objections of hundreds of parents who testified at the board hearings. The newly adopted curriculum specifically elevates respect for gay, lesbian and bisexual students and their families over respect for diverse racial and religious backgrounds.
“This is another wake-up call to every parent with children in the public school system,” said Ron Prentice, chairman, ProtectMarriage.com — Yes on 8. “Elementary school children will be instructed about homosexuality without their parents’ knowledge.” Prentice noted that the curriculum does not provide parents with any sort of opt-out right for their students, and will take affect in the form of six 45-minute lessons, one per year from kindergarten through fifth grade.
“This is exactly what we warned voters about during the Proposition 8 campaign,” Prentice said. “While pro-homosexual activists deny any impact on children, local school boards and the State Legislature press for formal instruction in concert with the gay agenda. Opponents of Prop 8 claim we won the campaign based on lies and deceit, but just imagine how much worse these curricula would be if Prop. 8 failed and gay marriage was still legal.”
Course materials are also up for debate. Among those considered to be added to the curriculum, according to media accounts, is And Tango Makes Three by Justin Richardson and Peter Parnell. The children’s book is about two gay male penguins creating a family and raising a female penguin, Tango.
“The job of raising children belongs to parents and guardians,” said Prentice. “It is a parent’s responsibility to protect their children from inappropriate and biased content. With the Alameda School District’s decision to adopt pro-homosexual instructional materials, a parent’s job has become that much more difficult.” said Prentice. “By the school board’s decree, many public school children will be trained in beliefs that contradict those of the home. It is no wonder that home schooling and private education continues to grow in California.”
Source: Yes on Proposition 8
End of School Year Prompts Families to Evaluate Education Choices
iQ Academy Arizona Offers Tuition-Free, Online Education Option
As the school year draws to a close, many families are already exploring and evaluating education options for the upcoming school year. The growing popularity of online education in particular is opening up a whole new horizon of educational choices for Arizona students. Schools such as iQ Academy Arizona offer a high-quality, tuition-free, middle and high school education that provides small group instruction and one-on-one support from certified teachers – all conducted online using a laptop provided by the school.
“Any student living in Arizona can take advantage of this online education option,” said Dodie Gildea, Program Manager of iQ Academy Arizona, “including previously homeschooled students, athletes, performers and others with special needs as well as students seeking Advanced Placement courses or electives unavailable in their local school district. iQ Academy is focused on providing Arizona students the highest quality education to provide a solid foundation for pursuing their passions and future goals.”
iQ Academy Arizona, a Lake Havasu Unified School District #1 program in partnership with KC Distance Learning, Inc., is currently enrolling students for the 2009-10 school year. The accredited online public high school, and middle school, enrolls students from diverse backgrounds and provides them with a high-quality, tuition-free, hands-on education. The award-winning curriculum offers core courses such as English and math, along with extensive Advanced Placement (R) classes. Unique curriculum offerings – such as virtual science labs and a wide-range of foreign language courses for everything from Spanish to Chinese – provide students with unparalleled educational opportunities.
“Our extensive and unique curriculum provides students access to a complete set of standards-based, media-rich courses and offers opportunities that they may not have in a traditional school setting,” said Gildea. Experienced teachers, certified in Arizona, deliver dynamic classroom instruction online, and teachers and a learning coach provide individualized support to students via email, phone, and chat. Students also benefit from virtual homerooms where they regularly meet with teachers and peers to ask questions and share ideas. iQ Academy Arizona students receive textbooks required for their courses and optional use of a laptop computer. As in traditional public schools, these learning tools are provided to students at no cost for as long as they are enrolled in iQ Academy Arizona.
iQ Academy Arizona will host a series of open houses in the summer throughout the state, where teachers, current students and their parents will be available for prospective students and parents to ask questions about this unique education option. Those interested will be able to see a demonstration of how the school operates and what a virtual classroom looks like.
iQ Academy Arizona is an online program of Lake Havasu Unified School District #1 that offers an alternative to traditional classroom-based learning: a tuition-free virtual middle and high school that meets the needs of students and families while setting the highest standards of academic quality. iQ Academy is the only online school with over 30 years of distance learning experience. Certified teachers provide small-group instruction and individualized support, and students benefit from frequent interaction with teachers and peers. The program serves students in grades 6-12, offering a standards-based, media-rich, challenging curriculum for both college and career-bound students. Graduates earn a high school diploma from iQ Academy Arizona and Lake Havasu Unified School District #1 that is accepted at colleges and technical schools throughout the U.S.
www.iqacademyaz.com
Source: iQ Academy Arizona
U.S. News Media Group Announces the 2010 America’s Best Graduate Schools
20th Annual edition most extensive to-date, featuring new discipline rankings and first part-time law programs
U.S. News Media Group released the 2010 edition of America’s Best Graduate Schools, available online at www.usnews.com/grad and featured in the May U.S.News & World Report magazine, on newsstands April 28, 2009.
The 2010 America’s Best Graduate Schools, which includes over 1,500 graduate school programs nationwide, is the most comprehensive listing of its kind. This year’s edition includes new rankings of a variety of Ph.D. programs, as well as a first-ever ranking of part-time law school programs. In addition, having modified the law school rankings methodology to include class admissions data for both full and part-time entering students, U.S. News updated the rankings of main law schools as well.
“For the past 20 years, prospective students have turned to U.S. News’s America’s Best Graduate Schools for reliable information on the full range of graduate school programs,” said Brian Kelly, editor of U.S.News & World Report. “However, this year’s package is especially relevant, as more and more Americans face an increasingly tough job market. With our new and updated rankings, America’s Best Graduate Schools serves as a crucial resource for anyone considering professional development and continuing education opportunities.”
America’s Best Graduate Schools includes rankings in disciplines such as law, business, education, engineering, and medicine, among others (see listings below of the top 10 schools in each of these disciplines). The complete rankings in all disciplines will be available online at www.usnews.com/grad beginning at 12:01 AM ET on Thursday, April 23. The Premium Online Edition of America’s Best Graduate Schools features the most extensive rankings data available and is searchable based on user criteria (including location, specialty area, and more).
Highlights of the 2010 Best Graduate Schools package include:
- New rankings of Ph.D. programs in criminology, economics, English, history, political science, psychology, and sociology and graduate programs in library and information studies.
- New ranking of part-time J.D. law programs as well as updated overall law programs.
- New listing of the largest online graduate programs in business, education, engineering, library science, nursing, and public health.
- New editorial package including: Online Education: E-Learning clicks with students, Four Strategies to Save Money: Getting through graduate school without putting yourself in the poorhouse; Help for Your Student Loan Payments; and more stories on USNews.com.
For more information about America’s Best Graduate Schools, visit www.usnews.com/grad, and to learn more about the methodology and data research, visit www.usnews.com/aboutgrad.
U.S. News Media Group
The U.S. News Media Group is a multi-platform digital publisher of news and analysis, which includes the monthly U.S. News & World Report magazine, the digital-only U.S. News Weekly magazine, www.usnews.com, and www.rankingsandreviews.com. Focusing on Health, Money & Business, Education, and Public Service/Opinion, the U.S. News Media Group has earned a reputation as the leading provider of service news and information that improves the quality of life of its readers. The U.S. News Media Group’s signature franchises include its News You Can Use(R) brand of journalism and its “America’s Best” series of consumer guides that include rankings of colleges, graduate schools, hospitals, health plans, and more.
2010 Graduate School Rankings
Schools of Business
1. Harvard University (MA)
2. Stanford University (CA)
3. Northwestern University (Kellogg) (IL)
University of Pennsylvania (Wharton)
5. Massachusetts Institute of Technology (Sloan)
University of Chicago
7. University of California-Berkeley (Haas)
8. Dartmouth College (Tuck) (NH)
9. Columbia University (NY)
10. Yale University (CT)
Schools of Education
1. Vanderbilt University (Peabody) (TN)
2. Stanford University (CA)
3. Teachers College, Columbia University (NY)
4. University of Oregon
5. University of California-Los Angeles
6. Harvard University (MA)
7. Johns Hopkins University (MD)
Northwestern University (IL)
University of California-Berkeley
University of Texas-Austin
University of Wisconsin-Madison
Schools of Engineering
1. Massachusetts Institute of Technology
2. Stanford University (CA)
3. University of California-Berkeley
4. Georgia Institute of Technology
5. University of Illinois-Urbana-Champaign
6. Carnegie Mellon University (PA)
7. California Institute of Technology
University of Southern California (Viterbi)
9. University of Michigan-Ann Arbor
10. University of Texas-Austin (Cockrell)
Schools of Law
1. Yale University (CT)
2. Harvard University (MA)
3. Stanford University (CA)
4. Columbia University (NY)
5. New York University
6. University of California-Berkeley
University of Chicago
8. University of Pennsylvania
9. University of Michigan-Ann Arbor
10. Duke University (NC)
Northwestern University (IL)
University of Virginia
Schools of Law (Part-time)
1. Georgetown University (DC)
2. George Washington University (DC)
3. Fordham University (NY)
4. American University (DC)
5. George Mason University (VA)
6. University of Maryland
7. Temple University (PA)
University of San Diego
9. University of Denver (Sturm)
10. Illinois Inst. of Technology (Chicago-Kent)
Schools of Medicine (Research)
1. Harvard University (MA)
2. Johns Hopkins University (MD)
3. University of Pennsylvania
Washington University in St. Louis
5. University of California-San Francisco
6. Duke University (NC)
Stanford University (CA)
University of Washington
Yale University (CT)
10. Columbia University (NY)
Toyota Promotes Environmental Conservation and International Education Among U.S. Schools and Communities
Twenty-five U.S. teachers will travel to Costa Rica to study global conservation issues as part of the Toyota International Teacher Program. Now in its 11th year, the program takes place April 18 – May 2, 2009.
Committed to providing the best education and training for environmental leaders and teachers of tomorrow, the Toyota International Teacher Program is an international study tour for secondary teachers of all disciplines focused on promoting environmental conservation and sustainability, as well as global understanding.
“Toyota recognizes the importance of establishing environmental sustainability in our daily routines,” said Jim Lentz, president, Toyota Motor Sales (TMS). “This program provides teachers with the knowledge, experience and tools to make a positive difference in their schools and communities.”
A new element to this year’s Costa Rica trip is the creation of the Toyota4Education.com wiki. Established to serve as a virtual classroom and facilitate distance learning during the program, this social media tool enables teachers to communicate their experiences in real time with their schools and communities. Educators will blog about their Costa Rica experiences, post photos and lesson plans and correspond with their students.
Prior to departure, teachers will gather at Everglades National Park in Miami for a brief orientation and exploration of the Everglades biosphere to begin the conversation about environmental issues here in the United States and similar to what they will see in Costa Rica. Toyota has contributed more than $1 million and five vehicles to Everglades in support of environmental initiatives at the park over the next three years. Committed to fostering park environmental education programs, the Everglades was among five national parks to receive a donation of $5 million and 23 vehicles under Toyota’s LEAF initiative.
In Costa Rica, a country dedicated to protecting its natural resources, area experts will educate participating teachers on sustainable development, agronomy, ecotourism and other conservation practices. Other activities include researching methods in sustainable agriculture at EARTH University.
For the first time, educators will travel to Monteverde, heralded as one of the most bio-diverse refuges in the world and widely considered the quintessence of Costa Rica’s conservation movement. Monteverde is a base for researchers, international NGOs, and other civil society working on conservation biology and sustainable development issues. While there, the U.S. teachers will meet with researchers, visit local schools, engage in service projects and explore the role of environmental education in spreading environmental awareness.
The 25 participating teachers represent 22 states, and were selected through a competitive, merit-based process administered by the Institute of International Education in Washington, D.C., the nation’s most experienced nonprofit educational exchange organization. Selection criteria include professional qualifications, evidence of interest in international education, and feasibility of incorporating the environmental study experience into the curriculum.
“By having the opportunity to interact and exchange ideas with Costa Rica educators and environmental experts, teachers will greatly enhance their understanding of global sustainability, biodiversity and conservation for the benefit of their students,” said IIE President and CEO Dr. Allan E. Goodman.
Through a partnership with the Bren School of Environmental Science and Management, a graduate program at the University of California, Santa Barbara, participating teachers will be eligible for professional-level credit from the university. The Bren School plays a leading role in researching environmental issues, training environmental management professionals and identifying and solving environmental problems around the world. Bren professor of geomorphology and hydrology Thomas Dunne will serve as the official study-tour leader, helping teachers to connect their experiences in Costa Rica back to classroom lesson plans.
“The chance to travel with a group of talented secondary-school teachers will provide a unique and rewarding experience,” said Professor Dunne. “I’m also looking forward to interacting with some of Costa Rica’s educators and environmental professionals and comparing their ideas with the challenges and approaches to environmental management in the United States.”
The Toyota International Teacher Program is open to teachers in all 50 states and the District of Columbia. Applicants must be a U.S. citizen, employed full-time as a secondary classroom teacher or teacher-librarian (grades 6-12) and have a minimum of three years teaching experience. This year’s Costa Rica participants were chosen from nearly 500 applications received from educators across the U.S. Application information for future programs can be found at www.Toyota4Education.com.
Funded through an annual $1.3 million grant from TMS, the Toyota International Teacher Program is the only one of its kind sponsored by a major U.S. corporation. To date, nearly 600 teachers nationwide have participated.
Source: Toyota Motor Sales, U.S.A., Inc.
Schools Receive Grants to Help Kids be Active, Eat Healthy
Blue Cross Blue Shield of Michigan supports physical activity and nutrition programs for students and their parents
More than 16,600 Michigan children and their local communities will get an opportunity to participate in walking, climbing and other physical activities and to learn to eat healthily, through a partnership with Blue Cross Blue Shield of Michigan.
They’ll join youngsters like those at Detroit’s Maybury Elementary School who now have more options to stay fit.
“The rock climbing wall installed last year gives students in all grade levels the opportunity to succeed at challenges, develop balance, upper body strength and problem solving as they travel along the wall,” said Linda Almeranti, a physical education teacher at Maybury Elementary, a recipient of a BCBSM grant.
Thirty-six schools throughout Michigan will share in a $333,400 grant with awards ranging from $1,000 to $15,000. Physical activity and nutrition programs vary from installing new playground equipment to hands-on organic gardening programs. Grant applications were offered to schools statewide based on certain criteria such as student participation rates in free and reduced lunch programs along with a population historically at risk for obesity.
“Even though our students have 20 minutes of recess time each day and are encouraged to engage in physical activity, they seldom do because our playground equipment is outdated and there’s simply not enough equipment for all students to use. With the funds secured from this Blue Cross grant, and a matching funds grant from GameTime Playground, we’re going to purchase new equipment and structures that will increase students’ physical activity,” said Scott Hutchins, principal, Bennett Elementary School in Jackson.
Since 2004, the Blues have provided nearly $1 million in funding to address childhood obesity among more than 113,000 school children throughout the state as part of our Building Healthy Communities grants.
“Blue Cross Blue Shield of Michigan has a mission that is unique among health insurance companies, and these grants are examples of how we help create stronger, healthier Michigan communities through partnerships with schools and others,” said Lynda Rossi, Blues vice president of Public Policy and Social Mission. “The grants promote physical fitness and nutrition to help children prevent serious health conditions down the road.”
As part of its unique social mission, Blue Cross Blue Shield of Michigan is committed to focusing on reducing health care costs and improving quality, increasing access to health care coverage and services, and improving the health status of Michigan’s residents, particularly children.
The schools receiving grants are:
- Adrian – Michener Elementary School. Construct an outdoor fitness course for use by the school and local community. Grant amount: $15,000.
- Battle Creek – Doris Klaussen Developmental Center. Purchase fitness books and software designed for special needs students; supply pedometers for walking program; offer healthy food choices. Grant amount: $12,620.
- Detroit – Carstens Elementary School. Continue the Stop Everything and Start Exercising Now -SEASEN- program. Grant amount: $13,110.
- Detroit – Clara W. Rutherford Academy. Continue the “5-2-0-1″ program emphasizing fun physical activities and healthy lifestyles. Grant amount: $12,202.
- Detroit – Detroit Edison Public School Academy. Introduce a swimming program through collaboration with the Boll YMCA. Grant amount: $15,000.
- Detroit – Fleming Academy. Provide nutritional counseling, stage a health screening fair, issue pedometers for a stepping challenge and sponsor a field day. Grant amount: $15,000.
- Detroit – Greenfield Union Elementary and Middle School. Establish a healthy food co-op and erect a hoop house greenhouse. Grant amount: $15,000.
- Detroit – Isaac Crary Elementary School. Implement nutrition programs and involve families to participate in physical activity through new and enhanced playground equipment. Grant amount: $15,000.
- Detroit – Katherine B. White Elementary School. Add a dance program and complete the Healthy School Action Tool. Grant amount: $2,000.
- Detroit – Mark Twain School and Academy. Renovate a barren playground to include a track, basketball and tennis courts; add a climbing wall to the indoor gym. Grant amount: $15,000.
- Detroit – Maybury Elementary School. Purchase sports equipment, support physical activities during the day, and offer a healthy eating and cooking class to parents and students. Grant amount: $13,400.
- Detroit – Parker Elementary and Middle School. Develop an outdoor fitness track and supply pedometers to students; dietitians will provide programs on healthy eating habits. Grant amount: $11,000.
- Grand Rapids – C.A. Frost Environmental Science Academy. Install interactive playground and fitness equipment made from recycled plastic. Grant amount: $14,290.
- Grand Rapids – Central High School. Teach students how to shop for and create healthy meals; offer more physical activity programs and implement the Grand Rapids YMCA Healthy U program. Grant amount: $14,325.
- Grand Rapids – Creston High School. Open the gym facilities before and after school to students and the community. Increase academic opportunities which encourage health promotion and disease prevention. Grant amount: $15,000.
- Grand Rapids – Kent Education Center High School. Complete a YMCA fitness assessment and supply pedometers to start walking. Grant amount: $1,790.
- Grand Rapids – Sherwood Park Global Studies Academy. Implement a smart eating program, add a salad bar for middle school lunch program, provide healthy snacks and purchase pedometers for a walking club. Grant amount: $2,200.
- Ionia – Douglas A. Welch Community Center. Provide pedometers and heart monitor for a fitness program, add a climbing wall, soccer goal and indoor equipment. Grant amount: $7,620.
- Jackson – Bennett Elementary School. Install new playground equipment. Grant amount: $15,000.
- Lansing – Mid-Michigan Leadership Academy. Update playground and gym equipment and promote nutritious eating habits. Grant amount: $10,000.
- Mt. Clemens – M. L. King, Jr. Academy. Construct a fitness trail with activity stations available to the local area. Grant amount: $15,000.
- Saginaw – Francis Reh Academy. Students will create a healthy community awareness campaign focusing on how nutrition affects chronic diseases and how to engage in fun physical activities to improve health. Grant amount: $15,000.
- Taylor – Blair Moody Elementary School. Construct a playground play pad and a hoop house for hands-on organic gardening and farming. Grant amount: $15,000.
- Traverse City – Traverse Heights Elementary School. Improve fitness equipment, conduct after school physical fitness activities, implement healthy food options by cooking from scratch in the kitchen, and provide healthy snacks to students. Grant amount: $15,000.
- Waterford – Sandburg Elementary School. Increase fruit and vegetable consumption through a weekly free, fresh fruit program, cooking demonstrations and nutrition education for students and their parents. Grant amount: $13,840.
- Whittemore – Whittemore Prescott High School. Add a healthy food station in the cafeteria. Grant amount: $15,000.
BCBSM is also helping schools develop Healthy School Action Tools which are designed to help Michigan schools create healthier environments. The HSAT process offers schools a method to assess their environment and focus on one or more specific topics.
These schools are receiving $1,000 to complete their HSAT assessment:
- Detroit – O.W. Holmes Elementary School
- Grand Rapids – Aberdeen Elementary School
- Grand Rapids – Alger Middle School
- Grand Rapids – Ottawa Hills High School
- Ionia – Emerson Elementary School
- Jackson – Cascade Elementary School
- Jackson – Frost Elementary School
- Jackson – Hunt Elementary School
- Jackson – Northeast Elementary School
- Taylor – Myers Elementary School
Blue Cross Blue Shield of Michigan, a nonprofit organization, provides and administers health benefits to 4.7 million members residing in Michigan in addition to members of Michigan-headquartered groups who reside outside the state. The company offers a broad variety of plans including: Traditional Blue Cross Blue Shield; Blue Preferred, Community Blue and Healthy Blue Incentives PPOs; Blue Care Network HMO; BCN Healthy Blue Living; Flexible Blue plans compatible with health savings accounts; Medicare Advantage; Part D Prescription Drug plans, and MyBlue products in the under-age-65 individual market. BCBSM also offers dental, vision and hearing plans. Blue Cross Blue Shield of Michigan and Blue Care Network are nonprofit corporations and independent licensees of the Blue Cross and Blue Shield Association. For more company information, visit bcbsm.com.
U.S. Army Reserve and Business School Group Ink Agreement to Encourage Soldiers to Pursue Graduate Management Education
Graduate Management Admission Council Expands its Operation MBA Program with U.S. Army Reserve
The Graduate Management Admission Council(R) (GMAC(R)), an association of the world’s top business schools, and the U.S. Army Reserve yesterday signed an agreement to work together to encourage Army Reserve officers and senior enlisted Soldiers to consider pursuing a graduate business degree.
A major goal of the pact is to inform members of the Army Reserve about the value of a graduate business degree combined with military experience. With an advanced degree, Army Reserve Soldiers can propel both their military and civilian careers, and maintain their edge when competing against other job seekers in the business world.
“We are excited and honored to join with the U.S. Army Reserve in this effort,” said David A. Wilson, president of GMAC. “Education can change someone’s life. No one deserves that opportunity more than those who serve our country. Moreover, officers and other leaders are among the very best candidates for business school. Their experience in managing resources and developing strategy enrich the dialogue in the classroom, a cornerstone of the MBA program. Their discipline prepares them well for the rigors of the program and for management upon graduation.”
“I am pleased to officially begin an enduring partnership with GMAC,” said Lt. Gen. Jack C. Stultz, Chief, Army Reserve, and Commanding General, U.S. Army Reserve Command. “Operation MBA will enhance opportunities for Army Reserve Soldiers who wish to contribute their talents and skills to the Nation’s business communities.”
By tapping into the Council’s Operation MBA program, Army Reserve Soldiers will have easier access to tailored information and tools that will help them prepare for the Graduate Management Admission Test(R) (GMAT(R)) and for applying to graduate business schools.
They will also have access to a list of military-friendly business schools that have agreed to do such things as waive the admissions fee for military personnel, make financial aid available and grant deferments if Soldier’s plans are delayed by their service branch.
As part of the agreement, GMAC will post material, including presentations and other multimedia content on its website, www.mba.com. The Army Reserve will also post links to the Council’s content on its website, www.ArmyReserve.Army.mil.
THE GRADUATE MANAGEMENT ADMISSION COUNCIL
The Graduate Management Admission Council (www.gmac.com), based in McLean, Virginia, is a nonprofit education organization of leading graduate business schools worldwide dedicated to creating access to and disseminating information about graduate management education. Created in 1954, the Graduate Management Admission Test is used by approximately 4,500 graduate management programs at some 1,800 business schools around the world to assess applicants. The GMAT — the only standardized test designed expressly for graduate business and management programs worldwide — is currently available at more than 450 test centers in over 110 countries. More information about the GMAT is available at www.mba.com.
THE UNITED STATES ARMY RESERVE
The Army Reserve is a community-based federally directed force of highly-skilled, patriotic men and women that provides our nation with trained units and qualified Soldiers during peacetime, contingencies and war.
These Soldier Citizens are the backbone of the U.S. Army, providing critical support in combat, peacekeeping, nation-building and civil affairs. Army Reserve Soldiers have proudly played a vital role in every American military and humanitarian mission of the past 100 years. Today more than 201,000 trained Army Reserve Soldiers in units across the country stand ready to serve the nation when called upon by the President. For additional information visit www.ArmyReserve.Army.mil.
Credit Crisis Adds Uncertainty to International Accounting Transition; Most Business Schools Not Preparing Students
Accounting firms and corporations are watching with great interest how quickly the Obama administration will move to adopt International Financial Reporting Standards for U.S.-listed companies, according to an international accounting expert.
When the Securities and Exchange Commission announced an interest in moving U.S. companies to IFRS a few years ago, corporations and accounting firms realized the move from generally accepted accounting principles, known as U.S. GAAP, would be costly and time-consuming.
However, because of the economic and credit crisis, the transition is likely to be even more challenging, according to Donna Street, accounting professor at the University of Dayton (www.udayton.edu).
At the same time, many business schools are not moving quickly enough to teach the international standards and equip accounting graduates with the knowledge they’ll need to be competitive, said Street, president of the International Association for Accounting Education and Research.
“There is a tremendous amount of uncertainty, not only because of the transition in administration, but because the credit crisis got in the way,” said Street. “The SEC’s attention has been on addressing the crisis.”
The SEC proposed a road map in 2008 that would require all U.S.-listed companies to convert to IFRS. Comment letters to the SEC are due early this year, she said. However, Street noted there is some speculation that the road map will be revised, so the adoption deadline may be pushed back.
She expects with the transition in administration, it will be at least mid-year before new leadership at the SEC is in place and ready to signal its course of action.
“For large U.S.-listed companies, the SEC estimates it will cost approximately $32 million per company to make the conversion from U.S. standards to IFRS,” Street said. “In this economy most companies don’t have $32 million laying around, and this may impact the timing of the move.”
However, Street also said there will be a “tremendous advantage” for some companies to move to the international standards. Currently, U.S.-listed companies with international subsidiaries prepare those overseas accounts using IFRS, but then must convert these to U.S. GAAP, which is both costly and time-consuming.
“There is also a competitive advantage for some U.S. companies to move to IFRS,” Street said. “U.S. companies want to use the same accounting standards as their major competitors, so there is a level playing field. Using the same standards within an industry helps analysts and other users of financial statements make meaningful comparisons. In some industries, for example software, IFRS allows for earlier recognition of revenue, placing U.S. companies at a disadvantage when comparing the bottom line.
“The large international accounting firms really support the conversion. It would be so much easier if all their clients were using the same accounting standards around the world. A comparison can be made to everyone speaking the same language,” Street said.
“Staff would only have to be trained in one system, not both. Today more than 100 countries require or allow use of IFRS. That makes it the global norm and leaves the U.S. and Japan as the only major exceptions. In the international arena, it would be a tremendous advantage to the international accounting firms if all major companies used IFRS,” Street said.
She noted there are concerns that sufficient progress has not been made to reduce differences between the two systems – a process called convergence. For years, the SEC has said convergence will be a major consideration in the move to the international standard, Street said.
At the same time, there are also concerns that some key improvements in the international standards are necessary, but resolution of those differences has been delayed by attention required by the credit crisis, she said.
Although the movement to IFRS has been in the works for several years, Street said that business schools should be doing a better job of preparing students to work in both systems.
“Recent surveys suggest that fewer than 25 percent of U.S. business schools are presently providing some IFRS training for accounting majors,” she said. “Schools should be teaching both IFRS and U.S. GAAP concepts, but few U.S. faculty are trained in international standards.”
Street said, “Even if the U.S. does not move to the international standard in the next few years, more and more U.S.-based accountants and auditors will be working for or with companies preparing IFRS accounts.”
“Recent graduates report that knowledge of IFRS is useful in their careers. Graduates of schools providing substantial IFRS training are definitely going to be ahead of the game and sought out by employees,” Street said, adding that more students are asking for the training.
Street is in her second two-year term as president of the International Association for Accounting Education and Research. She’s also past president of the International Accounting section of the American Accounting Association and a member of the Educational Advisory Group of the IASCF. She holds the Mahrt Chair of Accounting at the University of Dayton.
Source: University of Dayton