Campus Concierge: A Business Plan to Do College Better

Campus Concierge Inc. is a start-up company located in Fayetteville, Arkansas that provides academic support services to college students. Since 2013, the company has seen successful operations and is ready to expand. In this thesis, background research was performed to amend the business plan in order to better reflect the business model and highlight opportunities for growth. These opportunities include developing the brand image, increasing current operations, and extending branches to other locations. The purpose of this thesis is to evaluate expansion options as well as funding opportunities that are feasible for the company and to deliver a tangible product Campus Concierge can use to acquire capital. Due to the sensitive nature of the financial content, information has been omitted from the public version. A full analysis has been provided to both Campus Concierge and the advisors on this project

Spartan Daily, January 29, 2004

Volume 122, Issue 1https://scholarworks.sjsu.edu/spartandaily/9936/thumbnail.jp

Pre-Education Programs: A Comprehensive Project at Henry Ford Community College

Henry Ford Community College (HFCC) in Dearbom, Michigan is a two-year institution of higher education serving a diverse student population of approximately 13,000 students. In addition to providing a broad array of technical and vocational programs, the College provides the first two years of a baccalaureate program. However, the transferability of these programs is not assured. In the absence of a mandated state-wide curriculum, two- and four-year colleges and universities in Michigan develop courses and programs independently, and the transfer of courses between institutions is determined independently by the respective departments. The end result is often loss of credit when a community college student transfers. Other problems faced prospective education majors as well. Students were justifiably apprehensive about the suitability of their academic preparation for the challenges they would confront at the four-year institution. To address this and other problems, HFCC initiated a comprehensive project to develop a structured teacher education program. The project consisted of two components: 1) creation of pre-education programs and 2) institution of articulated transfer agreements as a result of collaboration with neighboring universities. The success of this reform is underscored by a dramatic increase in HFCC pre-education majors from 354 students in 1994 to 697 in 1997, with 80 students designating minority status in 1994 and 179 in 1997

Spartan Daily, February 12, 1990

Volume 94, Issue 11https://scholarworks.sjsu.edu/spartandaily/7941/thumbnail.jp

We're Education ... You're Semiconductors: Improving Worker Skills Through Employer-Community College Partnerships

Economic expansion and technological change are increasing the demand for skilled workers. Much of our education and workforce development policy focuses on the skills people acquire before they start working. But it is also important for workers to continue their training once they are on the job in order to perform company-specific tasks, keep pace with new technology and become more productive employees. This report describes how several major employers are partnering with community colleges to provide training that upgrades the skills of their workers. The report offers key lessons for both employers and community colleges about how to structure their relationships, and about what these very different entities can and should expect from each other

Teaching and learning in live online classrooms

Online presence of information and services is pervasive. Teaching and learning are no exception. Courseware management systems play an important role in enhancing instructional delivery for either traditional day, full-time students or non-traditional evening, party-time adult learners enrolled in online programs. While online course management tools are with no doubt practical, they limit, however, live or synchronous communication to chat rooms, whose discourse has little in common with face-to-face class communication. A more recent trend in online teaching and learning is the adoption and integration of web conferencing tools to enable live online classrooms and recreate the ethos of traditional face-to-face sessions. In this paper we present the experience we have had with the adoption of the LearnLinc® web conferencing tool, an iLinc Communications, Inc. product. We have coupled LearnLinc with Blackboard®, for the online and hybrid computer science courses we offered in the past academic year in the evening undergraduate and graduate computer science programs at Rivier College. Twelve courses, enrolling over 150 students, have used the synchronous online teaching capabilities of LearnLinc. Students who took courses in the online or hybrid format could experience a comparable level of interaction, participation, and collaboration as in traditional classes. We solicited student feedback by administering a student survey to over 100 students. The 55% response rate produced the data for this paper\u27s study. We report on the study\u27s findings and show students\u27 rankings of evaluation criteria applied to hybrid and online instructional formats, with or without a web conferencing tool. Our analysis shows that students ranked favorably LearnLinc live sessions added to Blackboard-only online classes. In addition, how they learned in live online classrooms was found to be the closest to the hybrid class experience with regard to teaching practices they perceived as most important to them, such as seeking instructor\u27s assistance, managing time on task, and exercising problem solving skills

Examination of Student-Active Learning Practices in a College/Middle School Educational Collaboration

A college and middle school student teaching collaboration was developed to interest more college students in teaching K-12 science, to enhance diversity among K-16 teaching faculties, and to inspire the K-12 students to expand their knowledge beyond their classroom curriculum. To assess our results, we used a modified Likert survey instrument and self-reflective analysis in middle school and college students, respectively. Overall, middle school students expressed satisfaction in the science learning in which they participated. In addition, college students reported that they learned specific content when made responsible for teaching material to younger students. Collaborative projects such as this one may positively impact attitudes towards math and science learning among middle school students. Research suggests that middle school girls who have positive experiences in math and science classes select further training and career options in these areas. Similarly, college students reported increased interest in K-12 teaching. Collaborative project based learning could be successfully modified by other educators for use in alternative or mainstream educational settings

Implementation of Internet based courses in computer information systems at Milwaukee Area Technical College

Includes bibliographical references