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Both case study colleges in New Jersey, Cumberland County College and Camden County College, offer a program for state human services workers developed and offered statewide that consists of a 200-hour, five-module, noncredit sequence, including modules on diversity and customer service. If the modules are completed and the student continues with a certification or degree, the sequence can translate into nine credits. Because social service faculty had been involved in its development, this program was i cant write my essay easily approved by the faculty senate.

As previously discussed, Cumberland County College has a program to articulate a noncredit insurance course with a business degree. In numerous states, policymakers reported that they are interested in or are currently developing noncredit course modules. In Oregon, state officials are looking into the relationship between noncredit and credit programs, including the transition from noncredit to credit bearing courses. In Ohio, some employers, particularly car manufacturers, are interested in having more of their workers obtain degrees, and they are requesting that credit be transferred from noncredit. Some states reported barriers to implementing guidelines on articulating noncredit and credit programs. Finally, a state reported that the colleges were unlikely to move in this direction without a push from the state, but there were no state policies on record or discussion at the state level. Not all states are interested in developing these policies. For example, one state reported i cant write my essay there is no interest in encouraging linkages between noncredit and credit. Rather, they encourage students to enroll in credit courses if they are interested in degrees.

Likewise, some colleges are simply not interested in the articulation of noncredit and credit courses. At Gulf Coast Community College, once a noncredit course is taken it cannot be applied as a credit course.

This stance is influenced by the state-level perspective that encourages a more 44 traditional position on awarding academic credit. Craven Community College does not have articulation from help writing a college essay i cant write my essay noncredit to credit because of accreditation issues related to instruction and program outcomes. Its focus is on certification and industry testing, and the college is also examining ways to approach curriculum modularization, but accreditation is the main barrier to articulating noncredit to credit courses. Multiple issues must be balanced in determining an approach to articulate noncredit and credit courses.

Policies may help support the progression of students along career pathways, but must also be mindful of potential concerns over quality and accreditation. As colleges develop ways to articulate between noncredit and credit programs, they will also need to address issues of remediation as students seek to bring their skills up to required levels to enroll in degree programs. However, given the expansion of noncredit programs, such policies may be necessary to provide students with another way to obtain a valued outcome from noncredit courses. However, as noncredit workforce education grows, it may gain more attention from accreditation agencies.

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Two key characteristics of noncredit workforce students provide important distinctions associated with their needs and the types of recorded outcomes that best serve them. First, educational attainment, that is, whether the students have a college degree, will determine whether they are interested in bridging into a credit program and potentially gaining academic credit for their noncredit studies. Even if their short-term goals are to acquire specific skills, students may also value the opportunity to connect to a more long-term educational goal. Second, their employment status, that is, whether they are job seekers (including new entrants to the labor market, displaced workers, and career changers) or incumbent workers, may also determine the extent to which students value gaining a recorded outcome.

While all workers may gain from having their skills certified in a portable manner, those who are currently seeking employment are more likely to value such a record than those who are currently employed. Table 5 illustrates the potential goals in noncredit workforce education held by different student populations. The groups have very different needs in terms of connections to degree programs that may be facilitated through articulation and credit for prior learning. They all, however, may potentially share interest in gaining a valuable recorded outcome. Employers may also value a range of recorded outcome, depending on the extent to which they value immediate skill gains and longer term education.

Some information may be collected by states through their reporting requirements and supported by their data systems. Colleges may also have some mechanisms to report and collect data on noncredit workforce education.

The majority of states require reporting on some aspect of noncredit workforce education. In 38 states, community colleges are required to report some information on their noncredit programs (see Figure 8). Interestingly, several states that do not fund noncredit workforce education require colleges to report on it.

Most states with reporting requirements request data on the total number of students enrolled. New Mexico collects information on the number of noncredit offerings, participants, and employers served. The state also collects contact hours which are used to allocate funds for the forthcoming year. Some states seek other information, however, i cant write my essay such as the number of courses, as in Wisconsin, or the amount of revenue generated, as in New Hampshire.

More specifically, states that provide general funds for noncredit workforce education also require data on noncredit students. Since Maryland requires reporting on all students, Anne Arundel Community College collects data on all noncredit students. Cumberland County College submits two major reports annually to the New Jersey Council of Community Colleges. As in North Carolina, 46 the colleges report information on all noncredit programs regardless of whether they receive state funding.

With the new increase in state funding for noncredit education, City College of San Francisco will need more information on its noncredit students to demonstrate that noncredit education is part of a career ladder for students.

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