Vermont's Digital Stories: The Vermont Council on Rural Development Final Report on the Digital Economy Project

VCRD launched the Vermont Digital Economy Project to offer free support to speed flood recovery, spur economic development and job growth, and improve community resilience to disasters. The project worked directly with Vermont towns affected by 2011's floods to help businesses, nonprofits and municipalities expand their use of online tools. Together with project partners, we helped increase digital literacy and online workforce training, added Wi-Fi and other public access points, brought a community-based social network to every Vermont town, created town websites and community calendars, promoted the use of "cloud" applications, and provided customized small-business and nonprofit training

Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy

The Utilization of a Computer Assisted Guidance System in Academic Advising

Computer assisted guidance systems may adapt well to various models of academic advising, and they have the ability to address the challenge of meeting the diverse advising needs of community college students without sacrificing the integrity of academic advising (Fowkes & McWhirter, 2007). The purpose of this qualitative case study was to assess current advisor and student use of a specific computer assisted guidance system and to recommend strategies to effect optimum utilization of current generation software. The objective was to create a model for using the computer assisted guidance system as an academic and career planning tool for community college students. The researcher triangulated methods and sources of data collection to ensure the credibility of this study. Data were collected using three methods: interviews, focus groups, and a short survey. Interviews with six counselors who provide academic advising and six focus groups with students who had experienced the computer assisted guidance system were used to collect data. An anonymous survey was provided to the six counselor participants. Findings from this study suggest counselors utilize the computer assisted guidance system in the provision of academic advising support to students in the classroom as a component of a first-year experience course. The counselors do not regularly use the computer assisted guidance system in their private offices in the provision of academic advising support to students. Students utilize the computer assisted guidance system because it is a required course assignment. The utilization of the computer assisted guidance system could be improved with the implementation of several strategies. Counselors and advisors must receive training on computer assisted guidance system intervention strategies. Counselors and advisors recommending the computer assisted guidance system to students should employ a developmental approach to academic advising when doing so. The computer assisted guidance system should be a required course assignment in a first-year experience course. A link to the computer assisted guidance system should be placed prominently on the front page of the college Web page. The computer assisted guidance system icon seen on college Web portals should include a descriptive statement about the system. A brochure should be created to market the computer assisted guidance system. The public school system should utilize the computer assisted guidance system

Moving Forward as a Family: Crafting a 2-Generation Strategy for Central Texas, PRP 192

United Way for Greater Austin commissioned this policy research project to guide their focus on helping low socioeconomic families achieve greater financial stability through the development of a Two-Generation (2-Gen) strategy for the Central Texas region. Two-Gen programs emphasize the importance of education as a means for better economic outcomes. High-quality early childhood education programs allow children to make critical neural connections during a period of substantial growth and development, ultimately better preparing them for pre-kindergarten programs and academic success in subsequent years. Adults working low-paying jobs encounter barriers to career advancement due to lacking credentials or relevant education. It is not uncommon for parents working long hours for low wages to have at least one child in need of high-quality early childhood education, yet they are unable to enroll their child in such programs due to issues such as cost, transportation, and time away from work. Two-Gen programs seek to resolve the issues complicating this problem of financial instability by providing high-quality educational and training programs for both parents and children, which are even more effective when intentionally coordinated so that the family develops as a single unit in a positive direction. The research consisted of a literature review; a program scan at the local, state, and federal levels; and site visits within Austin, Dallas, and San Antonio, as well as Boston and Miami. Data collected specific to the Central Texas region include a labor market analysis, a needs assessment, and a mapping of current organizational assets. Obtaining and analyzing this data allowed the team to better understand 2-Gen program development, outcomes, impact measurements, and areas for improvement. The research team developed practical applications for the information collected, ultimately contributing to the proposed anti-poverty strategy through the intentional coordination of 2-Gen services by leveraging existing organizational assets to best address the area’s most salient needs. In addition, the team proposed an evaluation strategy involving cost-benefit equations, program evaluation metrics, and a screening tool to predict the likelihood of a program achieving successful outcomes. The report concludes with policy recommendations at the local, state, and federal levels, as well as a summary of the populations affected by financial instability and future directions for this field.United Way for Greater AustinPublic Affair

UTB/TSC Legacy Degree Programs and Courses 2010 – 2011

https://scholarworks.utrgv.edu/brownsvillelegacycatalogs/1026/thumbnail.jp

When Untapped Talent Meets Employer Need: The Boston Foundation's Allied Health Strategy

Offers a three-year evaluation of an educational pipeline created in partnership with three hospitals to help low-income workers enter urgently needed healthcare occupations in terms of workers assisted, workforce development capacity, and collaboration

The Utah Statesman, August 2000, Orientation

Utah State University student newspaper orientation issue.https://digitalcommons.usu.edu/newspapers/2648/thumbnail.jp

Self-Evaluation Report for Society of American Foresters\u27 Continued Accreditation of Bachelor of Science Degree in Forest Ecology and Management

This self-evaluation report has been produced for the purpose of reaccreditation of the Utah State University Forest Ecology and Management (FEMA) undergraduate degree program by the Society of American Foresters (SAF). Utah State University has maintained an SAF-accredited forestry program since 1936 and was most recently reaccredited by SAF in 2010. Utah State University has a long and influential legacy in the forestry profession. Our faculty have led and shaped the profession, and our graduates have become leaders in a variety of state, federal, international, and academic organizations. Our institutional structure, degree program components, and enrollments have changed over time, consistent with national trends, but our program remains strong and is evolving to meet both the needs of today’s students and the needs of today’s society for well-rounded professional foresters. Over the years our program has focused on increasingly diverse forest management goals, including ecological functions and processes, wildlife habitat, recreation, species and structural diversity, and resilience with respect to fire, native and novel insect pathogens, and climate change. Similarly, our program has evolved with respect to content (e.g. increasing emphasis on ecology, geospatial tools and social sciences) and is preparing students for a broader and more interdisciplinary range of career tracks. Enrollment in the FEMA program has been increasing since 2010, and is at its highest point since 2005. We attribute this trend to increasing forestry-related employment opportunities, an increasing awareness among students about forestry career options, and the increasing relevance of silviculture to ecological and social goals. Since the 2010 reaccreditation, we have seen the retirement of several key faculty in the forestry program, most recently Dr. James Long, the T.W. Daniel Professor of Forestry, SAF Fellow, and recipient of the 2018 National SAF Award in Forest Science. Dr. Long’s retirement was a tremendous loss, but we have several recently- hired faculty members who are bringing new energy and perspectives to the FEMA program. We are excited about the program’s future and its impact on the future of forestry.https://digitalcommons.usu.edu/ua_faculty/1001/thumbnail.jp

UTB/TSC Legacy Degree Programs and Courses 2011 – 2012

https://scholarworks.utrgv.edu/brownsvillelegacycatalogs/1027/thumbnail.jp

UTB/TSC Legacy Degree Programs and Courses 2012 – 2013

https://scholarworks.utrgv.edu/brownsvillelegacycatalogs/1028/thumbnail.jp