The National Technical Institute for the Deaf (NTID) is the first and largest technological college in the world for students who are deaf or hard of hearing. As one of eight colleges within the Rochester Institute of Technology (RIT) in Rochester, New York, NTID provides academic programs, access, ASL in-class interpreters and support services including on-site audiological, speech-language, and cochlear implant support. As of winter quarter 2007, NTID encompasses 5% of RIT's enrollment, or about 799 students. There are also 492 deaf and hard of hearing students are cross-registered into another RIT college's program with support from NTID.
Please note that the content of this book primarily consists of articles available from Wikipedia or other free sources online. Technology High School is a magnet public high school located in the Forest Hill borough in Newark, New Jersey's north ward. The school was integrated into the Newark Public School system in 1996 after formerly serving as a Newark State Teacher's College and the Center of Occupations and Education development (COED). As of the 2009-10 school year, the school had an enrollment of 474 students and 39 classroom teachers (on an FTE basis), for a student teacher ratio of 12.15.
DeVry University and DeVry Institute of Technology are divisions of DeVry, Inc, a publicly held, for-profit higher education organization that is also the parent organization for Ross University, Apollo College, Western Career College, Chamberlain College of Nursing, Becker Professional Review, and Advanced Academics, Inc. The school was founded in 1931 as the DeForest Training School, and officially became DeVry University in 2002. DeVry has an enrollment of 65,000 undergraduate and graduate students.The university has more than 90 campuses throughout North America and confers degrees in technology, science, business, the arts, and management.
High Quality Content by WIKIPEDIA articles! Macalester College is a private, coeducational liberal arts college located in Saint Paul, Minnesota. It was founded in 1874 as a Presbyterian-affiliated but nonsectarian college. Its first class entered September 15, 1885. The college is located on a 53 acre (21.4 ha) campus in a historic residential neighborhood and includes seven academic buildings, ten residences, a library, and a technology center. Notable alumni include Kofi Annan, Walter Mondale, DeWitt Wallace, Alexander Wendt, Ari Emanuel, Peter Berg, Tim O'Brien, Bob Mould and Charles Baxter.Macalester enrolls approximately 1,850 undergraduate students. The school is known for its large international enrollment and has one of the highest percentages of foreign students in the United States.
The serious shortage of qualified nurses and nursing faculty has led many nursing programs to adopt and increase the use of distance educational technology. Distance learning courses allow institutions to increase enrollment, thereby potentially increasing the number of future nurses. However, technology will not automatically help to counter the current nursing and nursing faculty shortages. It must be used effectively. As the use of technology increases, nursing programs must continually evaluate the educational experiences of both students and faculty and seek ways to improve delivery of instruction. Bandura''s (1986) Social Cognitive Theory may help in these endeavors. This book will apply Social Cognitive Theory to understanding nursing students'' perceptions of learning in one specific distance learning context as these perceptions were influenced by the learning environment, the instructors, the facilitators, and support personnel. In doing so, this book will explore ways to potentially increase the quality and effectiveness of the nursing students'' learning environment.
This book explore faculty attitudes toward online learning in a Lebanese Higher Education Institution (HEI). The research addressed the disinterest among faculty at the University of Lebanon (AUL) in enhancing learning using online technology. The book explored the attitudes of the faculty toward applying online learning and the extent of the faculty readiness to adopt this technological change. A qualitative case study design was used including semi-structured interviews and existing literature. Data analysis was guided by the lens of Kanter's theoretical approach, which focused on the ADKAR model for adopting change in faculty's awareness, desire, knowledge, ability, and reinforcement. Key findings indicated negative faculty impressions concerning online learning authority over technology use, culture, and changes such as increased enrollment and different teaching styles. Despite these findings, opportunity for the adoption of online learning was identified. Faculty indicated positive elements such as the competitive advantage to be the first online institution in the Lebanese Market and higher student enrollment.
As community colleges are seeing increased enrollment, and as technology advances, there has been a shift toward online education. There are some faculties, however, who are not aligned with this trend, and feeling like the online platform is inferior to traditional classroom interactions. Ten percent of Maryland's population attends community college. Maryland has 16 community colleges, with their online course offerings increasing, in addition to enrollment. In order to better understand what issues are preventing faculty from embracing online education, the current qualitative study sought to identify these issues and provide recommendations. Teachers need educating to overcome barriers that prevent them from teaching online learning in the classroom. Teachers in the study also believed there were benefits of teaching online education. In summary, the finding of the study revealed that teachers believe in the teaching of online education, but as a result of the study, it was determined that the project that will be developed will be an informal, three-day workshop series for teachers, teacher educators, teacher leaders, and administrators of colleges and universities.
Please note that the content of this book primarily consists of articles available from Wikipedia or other free sources online. Vail High School, a school located in the University of Arizona Science and Technology Park was founded in 1997 to accommodate the fast growing community surrounding Vail. Vail High School serves grades 9-12 and has a maximum enrollment of 210 students. The school mascot is the Boxer. Students must complete a senior exit project in order to graduate, as this is a requirement in the Vail School District.
The University of North Texas at Dallas began in 2000 as a Dallas extension of the University of North Texas, offering upper-level undergraduate and graduate courses in fields such as education, business, criminal justice, applied arts and sciences, computer science, information technology and mathematics.Enrollment on the UNT Dallas Campus has grown at an average annual rate of 14 percent per year and reached the full-time equivalent of 1,000 students during the spring semester of 2009. That figure, 1,000 FTE, had to be met under the terms of the legislation that created the school before it could separate from UNT. In April 2009, the Texas Higher Education Coordinating Board certified this enrollment and granted UNT Dallas status as an independent general academic institution. Now, the freestanding school is known as the University of North Texas at Dallas, the first public university within Dallas city limits. Freshmen and sophomores are being admitted for the first time in the Fall of 2010.