Cheap custom essays online

Courses are reviewed, added or eliminated as needed, and a new schedule is published three times a year. State regulations, student demand, and workforce and industry demands are the key factors in making decisions about what courses to offer and whether or not they should be for credit. The college also conducts environmental scanning on a regular basis and includes the findings in the decision-making process.

Therefore, an academic history exists for students who switch from noncredit to credit education. The 71 Institutional Research Department is involved in tracking data on noncredit students and submits reports to the state. The noncredit division has a very aggressive marketing program that includes a web site, printed material, mailed course schedules, a sales staff, and Chamber of Commerce involvement.

This college operates in a well-educated region, and many of its students already have degrees. Employers are interested in certificates of completion, more so than the students. More and more, credit and noncredit education are on par with one another. Anne Arundel is a comprehensive community college, and the fiscally sound relationship between its credit and noncredit divisions allows for a flourishing dialogue, with faculty teaching in both credit and noncredit programs. The noncredit programs provide funding, new opportunities, and new initiatives for the credit programs. Hagerstown Community College Hagerstown, Maryland Program organization. Hagerstown Community College is a one-college system where the credit and noncredit divisions work together on programs. The director of continuing education oversees five major areas that include both vocational and non- vocational education. Five program managers report to him, develop courses, and work with faculty at the college. Five schedules of programs and customized training are sent out each year. There is some overlap with the credit side of the college, particularly in areas like allied health, information technology, and business. There cheap custom essays online is also some sharing of faculty, and occasionally programs get moved into the credit division. They share some equipment, but sharing is not the norm. State funds for customized training go straight to the businesses, which can choose their training provider, so less than 40 percent ends up going to the college. For noncredit faculty, experience is at least as valuable as a degree.

Noncredit program managers pitch a class that they want to teach, and if it attracts students, they are generally able to offer it. There is no curriculum committee role in this process. Customer demands and market trends and analysis are all drivers in which courses to develop. Noncredit cheap custom essays online courses transition to credit when they are shown to be cheap custom essays online strong over a period of time. If there appears to be an advantage to offering a program in the credit division, the college goes through an exploration process with the Maryland Higher Education Division to approve the program.

Offering courses in the credit division enhances the financial aid opportunities for students. Most of the noncredit programs are somewhat customized, but existing programs can be modified to meet customization needs.

The Institutional Research Department tracks noncredit students and generates reports on contract training and certifications and licensures.

Attendance is tracked by week, month, quarter, and year. The population is more female and older than the credit students, with an average age of 40. The college does not track the movement of noncredit students to credit. As described by the director of continuing education, the attitude of the college toward the noncredit division is considered favorable, and has changed for the better.

Best online essay writers argumentative essay topic about technology editing company list argumentative essay on a book mastering chemistry homework answers chapter 3.

College of Southern Nevada Las Vegas, Nevada Program organization.

The College of Southern Nevada reorganized its noncredit programs about two years ago to create the Division of Workforce and Economic Development. The goal was to increase the focus on business training and to combine efforts of business and industry, local government, and educational institutions in the development and implementation of new programs and services.

The Division is a part of Academic Affairs and the dean reports to the vice president of academic affairs. The noncredit division, called the Division of Workforce and Economic Development, was changed to make both the division and the individuals within it performance based. The staff are focused on developing contracts with clients for customized training, which has a high profile position within the college. The noncredit division is doing outreach to the community and building long-term relationships with local businesses. Because some of these changes were coming from the top, they signaled a shift in the value of noncredit programs — they are now considered fully part of the college. The noncredit division, mostly focused on contract training, has been self-supporting for one year. The division provides quarterly reports to the president on its progress. Staff complete a worksheet for all training courses that includes expenses and administrative costs and calculate the tuition levels. Courses may move from noncredit to credit based on the demand for, and growth of, the course. The division wants to add opportunities for noncredit students to move into credit programs. Noncredit students are tracked in a separate database from the credit students, with an identifier indicating a noncredit course of study. The state does not reimburse the college for noncredit students. Division tracking and reporting are done for the following key performance measures: number of contracts generated, revenues generated, new program development, customer satisfaction surveys, and course evaluations.

The noncredit students are quite varied and many are nontraditional. The student population is bi-model: many young people starting out in service occupations and a number of older people who want to enter a new career or upgrade.

The workforce division is encouraged to get involved in the community. Division staff work with local businesses and community organizations as well the service and hospitality industries. The dean sits on several workforce boards and councils in the community. A great deal of Division staff time is spent out of the office conducting outreach with businesses, developing and maintaining partnerships, program assessments and curriculum development and participating in economic and workforce development groups. Truckee Meadows Community College Reno, Nevada Program organization. The noncredit division pilots and tests the viability of new courses. If the courses are successful, they tend to get moved into the credit division, and are eligible for reimbursement by the state, whereas noncredit courses are not. Not state-funded, the noncredit division must be self supporting to survive. It seeks cheap custom essays online out grants and uses tuition and fees to support its programs. If a faculty member wants to develop a course, and the administration finds that there is interest in the local community for it, the course might start as noncredit, get piloted, and eventually be moved into the credit division. The noncredit division conducts evaluations at the end of its courses but does not follow up any further.

Do my term paper for me research paper example with apa argumentative essay about love vs money argumentative essay topics society argumentative essay examples for high school pdf.