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| cares act higher education emergency relief fund: Higher Education Opportunity Act United States, 2008 |
| cares act higher education emergency relief fund: The Higher Education Act Congressional Research Service, 2015-01-16 The Higher Education Act of 1965 (HEA; P.L. 89-329) authorizes numerous federal aid programs that provide support to both individuals pursuing a postsecondary education and institutions of higher education (IHEs). Title IV of the HEA authorizes the federal government's major student aid programs, which are the primary source of direct federal support to students pursuing postsecondary education. Titles II, III, and V of the HEA provide institutional aid and support. Additionally, the HEA authorizes services and support for less-advantaged students (select Title IV programs), students pursing international education (Title VI), and students pursuing and institutions offering certain graduate and professional degrees (Title VII). Finally, the most recently added title (Title VIII) authorizes several other programs that support higher education. The HEA was last comprehensively reauthorized in 2008 by the Higher Education Opportunity Act of 2008 (HEOA; P.L. 110-315), which authorized most HEA programs through FY2014. Following the enactment of the HEAO, the HEA has been amended by numerous other laws, most notably the SAFRA Act, part of the Health Care and Education Reconciliation Act of 2010 (P.L. 111-152), which terminated the authority to make federal student loans through the Federal Family Education Loan (FFEL) program. Authorization of appropriations for many HEA programs expired at the end of FY2014 but has been extended through FY2015 under the General Education Provisions Act. This report provides a brief overview of the major provisions of the HEA. |
| cares act higher education emergency relief fund: Money for Colleges Otto W. Buschgen, 1924 |
| cares act higher education emergency relief fund: The Agile College Nathan D. Grawe, 2021-01-12 Following Grawe's seminal first book, this volume answers the question: How can a college or university prepare for forecasted demographic disruptions? Demographic changes promise to reshape the market for higher education in the next 15 years. Colleges are already grappling with the consequences of declining family size due to low birth rates brought on by the Great Recession, as well as the continuing shift toward minority student populations. Each institution faces a distinct market context with unique organizational strengths; no one-size-fits-all answer could suffice. In this essential follow-up to Demographics and the Demand for Higher Education, Nathan D. Grawe explores how proactive institutions are preparing for the resulting challenges that lie ahead. While it isn't possible to reverse the demographic tide, most institutions, he argues persuasively, can mitigate the effects. Drawing on interviews with higher education leaders, Grawe explores successful avenues of response, including • recruitment initiatives • retention programs • revisions to the academic and cocurricular program • institutional growth plans • retrenchment efforts • collaborative action Throughout, Grawe presents readers with examples taken from a range of institutions—small and large, public and private, two-year and four-year, selective and open-access. While an effective response to demographic change must reflect the individual campus context, the cases Grawe analyzes will prompt conversations about the best paths forward. The Agile College also extends projections for higher education demand. Using data from the High School Longitudinal Study, the book updates prior work by incorporating new information on college-going after the Great Recession and pushes forecasts into the mid-2030s. What's more, the analysis expands to examine additional aspects of the higher education market, such as dual enrollment, transfer students, and the role of immigration in college demand. |
| cares act higher education emergency relief fund: Congressional Record United States. Congress, 1968 |
| cares act higher education emergency relief fund: Expanding Underrepresented Minority Participation Institute of Medicine, National Academy of Engineering, National Academy of Sciences, Policy and Global Affairs, Committee on Science, Engineering, and Public Policy, Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline, 2011-07-29 In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority. Expanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training. The book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development. |
| cares act higher education emergency relief fund: United States Code United States, 1989 |
| cares act higher education emergency relief fund: The Pig Book Citizens Against Government Waste, 2005-04-06 A compendium of the most ridiculous examples of Congress's pork-barrel spending. |
| cares act higher education emergency relief fund: The Academic's Handbook, Fourth Edition Lori A. Flores, Jocelyn H. Olcott, 2020-09-21 In recent years, the academy has undergone significant changes: a more competitive and volatile job market has led to widespread precarity, teaching and service loads have become more burdensome, and higher education is becoming increasingly corporatized. In this revised and expanded edition of The Academic's Handbook, more than fifty contributors from a wide range of disciplines and backgrounds offer practical advice for academics at every career stage, whether they are first entering the job market or negotiating the post-tenure challenges of leadership and administrative roles. Contributors affirm what is exciting and fulfilling about academic work while advising readers about how to set and protect boundaries around their energy and labor. In addition, the contributors tackle topics such as debates regarding technology, social media, and free speech on campus; publishing and grant writing; attending to the many kinds of diversity among students, staff, and faculty; and how to balance work and personal responsibilities. A passionate and compassionate volume, The Academic's Handbook is an essential guide to navigating life in the academy. Contributors. Luis Alvarez, Steven Alvarez, Eladio Bobadilla, Genevieve Carpio, Marcia Chatelain, Ernesto Chávez, Miroslava Chávez-García, Nathan D. B. Connolly, Jeremy V. Cruz, Cathy N. Davidson, Sarah Deutsch, Brenda Elsey, Sylvanna M. Falcón, Michelle Falkoff, Kelly Fayard, Matthew W. Finkin, Lori A. Flores, Kathryn J. Fox, Frederico Freitas, Neil Garg, Nanibaa’ A. Garrison, Joy Gaston Gayles, Tiffany Jasmin González, Cynthia R. Greenlee, Romeo Guzmán, Lauren Hall-Lew, David Hansen, Heidi Harley, Laura M. Harrison, Sonia Hernández, Sharon P. Holland, Elizabeth Q. Hutchison, Deborah Jakubs, Bridget Turner Kelly, Karen Kelsky, Stephen Kuusisto, Magdalena Maczynska, Sheila McManus, Cary Nelson, Jocelyn H. Olcott, Rosanna Olsen, Natalia Mehlman Petrzela, Charles Piot, Bryan Pitts, Sarah Portnoy, Laura Portwood-Stacer, Yuridia Ramirez, Meghan K. Roberts, John Elder Robison, David Schultz, Lynn Stephen, James E. Sutton, Antar A. Tichavakunda, Keri Watson, Ken Wissoker, Karin Wulf |
| cares act higher education emergency relief fund: Seven Days Of Possibilities Anemona Hartocollis, 2004-06 Hartocollis shares the inspirational true story of one plucky young Bronx public school music teacher whose passion for her students transformed their lives--some for only seven days, others for a lifetime. |
| cares act higher education emergency relief fund: Transforming School Culture Anthony Muhammad, 2009-11-01 Busy administrators will appreciate this quick read packed with immediate, accessible strategies. This book provides the framework for understanding dynamic relationships within a school culture and ensuring a positive environment that supports the changes necessary to improve learning for all students. The author explores many aspects of human behavior, social conditions, and history to reveal best practices for building healthy school cultures. |
| cares act higher education emergency relief fund: Higher Education Amendments of 1992 United States, 1992 |
| cares act higher education emergency relief fund: Preservation Assistance Grants , |
| cares act higher education emergency relief fund: The NEW Team Habits Anthony Kim, Keara Mascarenaz, Kawai Lai, 2019-09-20 Leading teams in a rapidly changing world To achieve their ambitious goals, it is essential that education leaders build effective teams. Many leaders want to shift the way their teams collaborate, make decisions, and learn together, but struggle to make lasting change. Written for leaders who want to improve their teams, this guide is a follow-up to the best-seller, The NEW School Rules, a framework for transitioning to a more responsive, innovative organization. The NEW Team Habits goes further, providing battle-tested practices the authors have used with hundreds of leadership teams to build better team habits. Readers will find • a five step learning cycle for building team habits • videos, readings, and other resources to build knowledge • engaging team activities to drive learning With tools leaders and teams can use right away, this guide provides the inspiration, steps, tools, and activities you need to improving your team habits for learning, meetings, and projects. |
| cares act higher education emergency relief fund: Individual retirement arrangements (IRAs) United States. Internal Revenue Service, 1990 |
| cares act higher education emergency relief fund: Formative Assessment & Standards-Based Grading Robert J. Marzano, 2011-10-27 Learn everything you need to know to implement an integrated system of assessment and grading. The author details the specific benefits of formative assessment and explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades. Detailed examples bring each concept to life, and chapter exercises reinforce the content. |
| cares act higher education emergency relief fund: The Kickass Single Mom Emma Johnson, 2017-10-17 When Emma Johnson's marriage ended she found herself broke, pregnant, and alone with a toddler. Searching for the advice she needed to navigate her new life as a single professional woman and parent, she discovered there was very little sage wisdom available. In response, Johnson launched the popular blog Wealthysinglemommy.com to speak to other women who, like herself, wanted to not just survive but thrive as single moms. Now, in this complete guide to single motherhood, Johnson guides women in confronting the naysayers in their lives (and in their own minds) to build a thriving career, achieve financial security, and to reignite their romantic life—all while being a kickass parent to their kids. The Kickass Single Mom shows readers how to: • Build a new life that is entirely on their own terms. • Find the time to devote to health, hobbies, friendships, faith, community and travel. • Be a joyful, present and fun mom, and proud role model to your kids. Full of practical advice and inspiration from Emma's life, as well as other successful single moms, this is a must-have resource for any single mom. |
| cares act higher education emergency relief fund: White Awareness Judy H. Katz, 1978 Stage 1. |
| cares act higher education emergency relief fund: Fall Enrollment in Colleges and Universities , 1982 |
| cares act higher education emergency relief fund: Federal Reserve Marc Labonte, 2013-03-13 The “Great Recession” and the ensuing weak recovery have led the Federal Reserve (Fed) to reevaluate its monetary policy strategy. Since December 2008, overnight interest rates have been near zero; at this “zero bound,” they cannot be lowered further to stimulate the economy. As a result, the Fed has taken unprecedented policy steps to try to fulfill its statutory mandate of maximum employment and price stability. Congress has oversight responsibilities for ensuring that the Fed's actions are consistent with its mandate. The Fed has made large-scale asset purchases, popularly referred to as “quantitative easing” (“QE”), that have increased its balance sheet from $0.9 trillion in 2007 to $2.9 trillion at the end of 2012. Currently, the Fed is purchasing $40 billion of mortgage-backed securities (MBS) and $45 billion of Treasury securities each month; because these purchases follow on two previous rounds of purchases, they have been referred to as “quantitative easing three” or “QEIII.” Unlike the previous rounds, the Fed has not announced when QEIII will end or its ultimate size. The Fed views QE as stimulating the economy primarily through lower long-term interest rates, which stimulate spending on business investment, residential investment, and consumer durables. Since QE began, Treasury yields and mortgage rates have reached their lowest levels in decades; it is less clear how much QE has affected private-borrowing rates and interest-sensitive spending. Critics fear QE's potentially inflationary effects, via growth in the monetary base. Inflation has remained low to date, but QE is unprecedented in the United States and the Fed's mooted “exit strategy” for unwinding QE is untested, so the Fed's ability to successfully maintain stable prices while unwinding QE cannot be guaranteed. The Fed has also changed its communication policies since rates reached the zero bound. From 2011 to 2012, it announced a specific date for how long it anticipated that the federal funds rate would be at “exceptionally low levels,” and over time incrementally extended that horizon by two years. In December 2012, it replaced the time horizon with an unemployment threshold—as long as inflation remained low, the Fed anticipated that the federal funds rate would be exceptionally low for at least as long as the unemployment rate was above 6.5%. The Fed argues that its new communication policies make its federal funds target more stimulative. In this view, if financial actors are confident that short-term rates will be low for an extended period of time, then longterm rates will be driven down today, thereby stimulating interest-sensitive spending. Uncertainty about economic projections hampers the Fed's ability to stick to a preannounced policy path, and any future backtracking could undermine its credibility. If unconventional policy were failing because it has undermined the Fed's credibility, the evidence would be high interest rates, high inflation expectations, or both; to date, neither has occurred. The sluggish rate of economic recovery suggests that monetary policy alone is not powerful enough to return the economy to full employment quickly after a severe downturn and financial crisis. It also raises questions about the optimal approach to monetary policy. When is the best time to return to withdraw unconventional policies, and in what order? Should unconventional policies only be used during serious downturns, or also in periods of sluggish growth? Do unconventional policies have unintended consequences, such as causing asset bubbles or market distortions? If so, are legislative changes needed to curb the Fed's use of QE, or would that undermine the Fed's policy discretion and interfere with conventional policymaking? Or should the Fed try other proposed unconventional policy tools to provide further stimulus when inflation is low and unemployment is high? |
| cares act higher education emergency relief fund: Spectrum Language Arts, Grade 2 Spectrum, 2014-08-15 An understanding of language arts concepts is key to strong communication skillsÑthe foundation of success across disciplines. Spectrum Language Arts for grade 2 provides focused practice and creative activities to help your child master sentences, parts of speech, capitalization, and punctuation. --This comprehensive workbook doesnÕt stop with focused practiceÐit encourages children to explore their creative sides by challenging them with thought-provoking writing projects. Aligned to current state standards, Spectrum Language Arts for grade 2 includes an answer key and a supplemental WriterÕs Guide to reinforce grammar and language arts concepts. With the help of Spectrum, your child will build the language arts skills necessary for a lifetime of success. |
| cares act higher education emergency relief fund: Empowering Learners American Association of School Librarians, 2013-01-01 Empowering Learners advances school library programs to meet the needs of the changing school library environment and is guided by the Standards for the 21st-Century Learner and Standards for the 21st-Century Learner in Action. |
| cares act higher education emergency relief fund: For Profit Higher Education , 2012 |
| cares act higher education emergency relief fund: Scholarship and Loan Program United States. Congress. House. Committee on Education and Labor, 1958 |
| cares act higher education emergency relief fund: Indentured Students Elizabeth Tandy Shermer, 2021-08-03 The untold history of how AmericaÕs student-loan program turned the pursuit of higher education into a pathway to poverty. It didnÕt always take thirty years to pay off the cost of a bachelorÕs degree. Elizabeth Tandy Shermer untangles the history that brought us here and discovers that the story of skyrocketing college debt is not merely one of good intentions gone wrong. In fact, the federal student loan program was never supposed to make college affordable. The earliest federal proposals for college affordability sought to replace tuition with taxpayer funding of institutions. But Southern whites feared that lower costs would undermine segregation, Catholic colleges objected to state support of secular institutions, professors worried that federal dollars would come with regulations hindering academic freedom, and elite-university presidents recoiled at the idea of mass higher education. Cold War congressional fights eventually made access more important than affordability. Rather than freeing colleges from their dependence on tuition, the government created a loan instrument that made college accessible in the short term but even costlier in the long term by charging an interest penalty only to needy students. In the mid-1960s, as bankers wavered over the prospect of uncollected debt, Congress backstopped the loans, provoking runaway inflation in college tuition and resulting in immense lender profits. Today 45 million Americans owe more than $1.5 trillion in college debt, with the burdens falling disproportionately on borrowers of color, particularly women. Reformers, meanwhile, have been frustrated by colleges and lenders too rich and powerful to contain. Indentured Students makes clear that these are not unforeseen consequences. The federal student loan system is working as designed. |
| cares act higher education emergency relief fund: Crossing the Finish Line William G. Bowen, Matthew M. Chingos, Michael McPherson, 2009-09-08 Why so many of America's public university students are not graduating—and what to do about it The United States has long been a model for accessible, affordable education, as exemplified by the country's public universities. And yet less than 60 percent of the students entering American universities today are graduating. Why is this happening, and what can be done? Crossing the Finish Line provides the most detailed exploration ever of college completion at America's public universities. This groundbreaking book sheds light on such serious issues as dropout rates linked to race, gender, and socioeconomic status. Probing graduation rates at twenty-one flagship public universities and four statewide systems of public higher education, the authors focus on the progress of students in the entering class of 1999—from entry to graduation, transfer, or withdrawal. They examine the effects of parental education, family income, race and gender, high school grades, test scores, financial aid, and characteristics of universities attended (especially their selectivity). The conclusions are compelling: minority students and students from poor families have markedly lower graduation rates—and take longer to earn degrees—even when other variables are taken into account. Noting the strong performance of transfer students and the effects of financial constraints on student retention, the authors call for improved transfer and financial aid policies, and suggest ways of improving the sorting processes that match students to institutions. An outstanding combination of evidence and analysis, Crossing the Finish Line should be read by everyone who cares about the nation's higher education system. |
| cares act higher education emergency relief fund: Education Department General Administrative Regulations United States. Department of Education, 1996 |
| cares act higher education emergency relief fund: The Federal Student Aid Information Center , 1997 |
| cares act higher education emergency relief fund: Bridging Marginality through Inclusive Higher Education Marguerite Bonous-Hammarth, 2022-03-22 This book examines the changing influences of diversity in American higher education. The volume offers evidence and recommendations to positively shape inclusive learning and engagement of students, faculty, staff and community across the complex terrains of urban, suburban, and rural organizations within higher education today. Chapters highlight critical collaborations across student affairs and academic affairs, and delve into milestones addressing access, retention, engagement, and thriving within distinctive institutional types (e.g., research, liberal arts, community colleges, Minority Serving Institutions). Authors also explore the nuanced changes occurring against the contemporary backdrop of COVID-19 experiences – including the rise of anti-Asian racism, the salience of implicit biases, and the disparate access to and impacts of health services. Essential chapters refocus our consideration about the trajectories of historically underrepresented groups and their peers (including, African Americans, Hispanic/Latino, Indigenous people, individuals with disabilities and those identifying as LGBTQ+, undocumented students, and women) in American higher education. |
| cares act higher education emergency relief fund: Apothecary Anecdotes transon nguyen, 2021-03-05 This book is a collection of the most unique and interesting anecdotes in the apothecary world and medicine. There is often a blurry line between history, mythology, and (urban) legends. This small book is a curated attempt to retell some of the most intriguing tales from the pharm. |
| cares act higher education emergency relief fund: The Temporary Assistance for Needy Families (TANF) Block Grant Gene Falk, 2008 The Temporary Assistance for Needy Families (TANF) block grant provides federal grants to states for a wide range of benefits, services, and activities. It is best known for helping states pay for cash welfare for needy families with children, but it funds a wide array of additional activities. TANF was created in the 1996 welfare reform law (P.L. 104-193). TANF funding and program authority were extended through FY2010 by the Deficit Reduction Act of 2005 (DRA, P.L. 109-171). TANF provides a basic block grant of $16.5 billion to the 50 states and District of Columbia, and $0.1 billion to U.S. territories. Additionally, 17 states qualify for supplemental grants that total $319 million. TANF also requires states to contribute from their own funds at least $10.4 billion for benefits and services to needy families with children -- this is known as the maintenance-of-effort (MOE) requirement. States may use TANF and MOE funds in any manner reasonably calculated to achieve TANF's statutory purpose. This purpose is to increase state flexibility to achieve four goals: (1) provide assistance to needy families with children so that they can live in their own homes or the homes of relatives; (2) end dependence of needy parents on government benefits through work, job preparation, and marriage; (3) reduce out-of-wedlock pregnancies; and (4) promote the formation and maintenance of two-parent families. Though TANF is a block grant, there are some strings attached to states' use of funds, particularly for families receiving assistance (essentially cash welfare). States must meet TANF work participation standards or be penalised by a reduction in their block grant. The law sets standards stipulating that at least 50% of all families and 90% of two-parent families must be participating, but these statutory standards are reduced for declines in the cash welfare caseload. (Some families are excluded from the participation rate calculation.) Activities creditable toward meeting these standards are focused on work or are intended to rapidly attach welfare recipients to the workforce; education and training is limited. Federal TANF funds may not be used for a family with an adult that has received assistance for 60 months. This is the five-year time limit on welfare receipt. However, up to 20% of the caseload may be extended beyond the five years for reason of hardship, with hardship defined by the states. Additionally, states may use funds that they must spend to meet the TANF MOE to aid families beyond five years. TANF work participation rules and time limits do not apply to families receiving benefits and services not considered assistance. Child care, transportation aid, state earned income tax credits for working families, activities to reduce out-of-wedlock pregnancies, activities to promote marriage and two-parent families, and activities to help families that have experienced or are at risk of child abuse and neglect are examples of such nonassistance. |
| cares act higher education emergency relief fund: (Circular E), Employer's Tax Guide - Publication 15 (For Use in 2021) Internal Revenue Service, 2021-03-04 Employer's Tax Guide (Circular E) - The Families First Coronavirus Response Act (FFCRA), enacted on March 18, 2020, and amended by the COVID-related Tax Relief Act of 2020, provides certain employers with tax credits that reimburse them for the cost of providing paid sick and family leave wages to their employees for leave related to COVID‐19. Qualified sick and family leave wages and the related credits for qualified sick and family leave wages are only reported on employment tax returns with respect to wages paid for leave taken in quarters beginning after March 31, 2020, and before April 1, 2021, unless extended by future legislation. If you paid qualified sick and family leave wages in 2021 for 2020 leave, you will claim the credit on your 2021 employment tax return. Under the FFCRA, certain employers with fewer than 500 employees provide paid sick and fam-ily leave to employees unable to work or telework. The FFCRA required such employers to provide leave to such employees after March 31, 2020, and before January 1, 2021. Publication 15 (For use in 2021) |
| cares act higher education emergency relief fund: Equity and Access to High Skills through Higher Vocational Education Elizabeth Knight, Ann-Marie Bathmaker, Gavin Moodie, Kevin Orr, Susan Webb, Leesa Wheelahan, 2022-03-08 This book explores new and distinctive forms of higher vocational education across the globe, and asks how the sector is changing in response to the demands of the 21st century. These new forms of education respond to two key policy concerns: an emphasis on high skills as a means to achieve economic competitiveness, and the promise of open access for adults hitherto excluded from higher education. Examining a range of geographic contexts, the editors and contributors aim to address these contexts and highlight various similarities and differences in developments. They locate their analyses within the various political and socio-economic contexts, which can make particular reforms possible and achievable in one context and almost unthinkable in another. Ultimately, the book promotes a critical understanding of evolving provisions of higher vocational education, refusing assumptions that policy borrowing from apparently ‘successful’ countries offers a straightforward model for others to adopt. |
| cares act higher education emergency relief fund: Recognizing Promise Michael A. Baston, Beatrice L. Bridglall, Michael Nettles, 2022-10-26 Recognizing Promise re-establishes the role community colleges can play in reversing centuries of racial and gender disparities in economic wealth, health, education, and life expectancy stemming from current and historical policies and practices that sustain structural racism. |
| cares act higher education emergency relief fund: Rentz's Student Affairs Practice in Higher Education (6ed) Naijian Zhang & Associates, 2024-03-22 Rentz’s Student Affairs Practice in Higher Education introduces readers to the functions of all student affairs services on college campus and to the nuts and bolts on what student affairs professionals in each specific area do to achieve their goals of providing students with meaningful collegiate experiences and accomplish the institution’s mission. The book not only includes the evolution of student affairs but also how its philosophy and theories are integrated into its practice. By reading this edition experienced student affairs professionals will acquire a thorough understanding of each student affairs service on college/university campus and increase their competence in practice. This new sixth edition has 17 chapters which include the philosophical heritage of student affairs, historical perspective of higher education and student affairs, admissions to enrollment management, academic advising, career services, counseling centers, student conduct, multicultural affairs and special support services, orientation, residence halls, student life programs, fraternity and sorority life, collegiate recreation, financial aid, student learning assessment, health services, and future of student affairs. It has been integrated with the most recent literature on student affairs development, especially how the global pandemic has impacted the practice of student affairs in higher education and how the social, political, and economic dynamics at the national level have influenced the climate of college and university campus as well as the most recent professional standards. A unique feature of the book is that its contributors are expert practitioners and scholars. Through this book student affairs professionals will learn knowledge and wisdom not only from the current generation in student affairs but also from the generations many years in the past. The sixth edition has advanced the knowledge base of student affairs while inheriting its values and missions for higher education. |
| cares act higher education emergency relief fund: Public University Systems James R. Johnsen, 2024-09-24 How can public university systems leverage their scale to increase intercampus collaboration and better educational outcomes? American public higher education systems include the largest and most impactful colleges and universities in the nation, including 75 percent of the nation's public sector students. While their impact is enormous, they are largely neglected as an area of study and underutilized as an instrument for the improvement of postsecondary outcomes. Meanwhile, most states continue to struggle to reach their goals for higher education attainment, social and economic mobility, workforce development, equitable access and affordability, technological innovation, and human and environmental health. Through a series of essays written by academic experts and senior practitioners, Public University Systems argues that higher education can act as a powerful tool for making progress on societal goals by leveraging their unique scale. These systems can increase intercampus collaboration in areas such as academic programs, collective bargaining, accreditation, student finance, governance, process improvement, change management, voluntary coalitions, and leadership. By shedding light on their unique ability to leverage scale, contributors argue that these systems merit more attention from scholars and increased use by policymakers, board members, and system leaders seeking to achieve real progress toward state and national higher education goals. Covering the structure and function of university systems, new models, and methods for leading these systems, these essays provide a blueprint for how higher education leaders can leverage the scale of these enormous systems to achieve their missions and improve outcomes for their schools and students. Contributors: George Blumenthal, Wallace Boston, Joel Cutcher-Gershenfeld, Tristan Denley, Robert C. Dickeson, Peter T. Ewell, Pamela Felder-Small, Darren Greeno, Mark Hagerott, Ronald Heifetz, Dennis Jones, Daniel J. Julius, Jasmine Kaduthodil, Jason Lane, Paul Lingenfelter, Rebecca Martin, Aims McGuinness, Demarée K. Michelau, Steven Jude Patin, Kevin P. Reilly, Jessica Schueller, Khaleel Seecharan, Allison M. Vaillancourt, Nancy L. Zimpher |
| cares act higher education emergency relief fund: The Proper Role of Higher Education in a Democratic Society Bowhay, Vincent, 2021-06-25 American higher education has served to prepare students to be active participants in a democratic society. During a time of great civil upheaval following the tumultuous elections of 2016 and 2020, the outbreak of the COVID-19 pandemic, and mass demonstrations following the murders of George Floyd and Breonna Taylor, higher education may be the only institution left to be both responsible for and responsive to society at large. Public trust in the federal government is at near-record lows, but confidence in higher education has decreased more than any other U.S. institution since 2015. In a time where public opinion is quickly changing for the better or the worse, higher education must respond to this decline in trust in it as an institution, but also the decline in the belief that a college degree is worth the time and cost. Higher education was founded on the idea that colleges would prepare citizens for a life of public service, but they have quickly changed to a business model that largely puts profits over people. Practitioners of higher education must respond to this lack of trust and the pressures of preparing a 21st century workforce while battling the threats of a pandemic, declining enrollment, budget destabilization, and increased regulation. The Proper Role of Higher Education in a Democratic Society reexamines the purpose of higher education during rapidly changing times, offers practical advice and best practices to reclaim higher education’s most fundamental mission, and argues that if higher education is called to prepare students to serve a government by the people, the people must be prepared to govern effectively. This book provides resources and suggestions for restoring the public faith in higher education by connecting the educational experience with civic engagement outcomes. Diverse perspectives presented in this book challenge traditional notions that civic engagement is handled by one office on a college campus and is only discussed during a presidential election. Covering everything from civic engagement to diversity perspectives, this book is ideal for higher education practitioners and those interested in promoting civic engagement and democratic participation, improving assessment or accreditation standards using a civic engagement perspective, and infusing civic engagement to diversity conversations on campus. |
| cares act higher education emergency relief fund: Funding Public Schools in the United States, Indian Country, and US Territories Philip Westbrook, Eric A. Houck, R. Craig Wood, David C. Thompson, 2023-05-01 The National Education Finance Academy has once again convened university faculty members, state-level administrators, officials from state level chapters of the Association of School Business Officials, and others to provide a single-volume reference of school funding mechanisms for each of the states, the District of Columbia, Indian Country, and the US territories. This volume supplements the annual “state-of-the-state” profiles produced by the National Education Finance Academy so that educators, policymakers, and researchers can have access to accurate and concise information on how K12 education functions are supported across multiple jurisdictions. In addition, each profile addresses state level efforts to provide education funding to support schools during the COVID- 19 pandemic. The second edition expands upon groundbreaking work in the first edition, which for the first time reported comprehensively on the multiple jurisdictions and mechanisms impacting funding for Native American students, by also reporting on policies and funding mechanisms for public schools in US Territories. |
| cares act higher education emergency relief fund: Handbook of Research on Revisioning and Reconstructing Higher Education After Global Crises Hai-Jew, Shalin, 2023-01-20 Global challenges, in a chaotic context, are ever in play, emerging and receding in time. At the present moment, the global challenges of the COVID-19 pandemic have resulted in several years of mass-scale challenges and lost learning and socialization from K-12 to higher education for many. The pandemic has been a high consequence and continuing event. Universities and colleges have been under unprecedented budgetary strain. Despite all the immense and irreparable human losses, humanity is moving forward with lessons from the past several years. The Handbook of Research on Revisioning and Reconstructing Higher Education After Global Crises explores how global higher education will recover from the global pandemic at the micro-, meso-, and macro-levels, and how they will re-establish their relevance for teaching and learning, research and innovation, and social contributions. Covering topics such as campus life, online library services, and Indigenous students, this major reference work is an essential resource for educators and administrators of higher education, government officials, students of higher education, librarians, researchers, and academicians. |
| cares act higher education emergency relief fund: Global Higher Education During and Beyond COVID-19 C. Raj Kumar, Mousumi Mukherjee, Tatiana Belousova, Nisha Nair, 2022-04-27 This book offers insights into how higher educational institutions and educators have responded to the immense challenges of managing the COVID-19 pandemic. Written by global experts in the field of higher education, it offers a multidimensional overview of the digital transformation, governance, and social justice issues within higher education institutions during the pandemic. It provides theoretical insights and conceptual analysis of the emerging trends in global higher education, the challenges, and possible ways to address them to shape more sustainable, qualitative, and socially equitable higher education for future generations. The book appeals to academics and students engaged in the education community. |
Higher Education Emergency Relief Fund (HEERF)
Congress set aside approximately $14.25 billion of the $30.75 billion allotted to the Education Stabilization Fund through the CARES Act for the Higher Education Emergency Relief Fund …
CARES Act Emergency Relief | U.S. Department of Education
Jan 15, 2025 · Education Stabilization Fund Transparency Portal (March 17, 2021) Covid-Relief-Data.ed.gov is dedicated to collecting and disseminating data and information about the three …
Higher education emergency grants frequently asked questions
Feb 15, 2022 · These updated FAQs were released to the public in Fact Sheet 2022-11 PDF, February 15, 2022.. Sections 3504, 18004, and 18008 of the Coronavirus Aid, Relief, and …
CARES Act: Higher Education Emergency Relief Fund
Aug 1, 2020 · The CARES Act Higher Education Emergency Relief Fund-IHE/Student Aid provides funding to institutions to provide emergency financial aid grants to students whose …
CARES Act Funds and Higher Education Emergency Relief Funds ...
The American Rescue Plan Act, 2021 (ARP / HEERF III) provided an additional $40 billion in support for higher education. Cornell University was allocated $33,273,598 using a formula …
Higher Education Emergency Relief Fund - U.S. Department …
of the Coronavirus Aid, Relief, and Economic Security (CARES) Act . The CARES Act establishes and funds the Higher Education Emergency Relief Fund . (HEERF) Sections 18004(a)(1) and …
Higher Education Emergency Relief Fund - U.S. Department …
The CARES Act, which establishes and funds the Higher Education Emergency Relief Fund (HEERF), directs institutions of higher education (“institutions”) to use no less than 50 percent …
CARES Act Higher Education Emergency Relief Fund (HEERF)
Jul 1, 2022 · Campus students to online education a seamless operation. Congress passed the Coronavirus Aid, Relief, and Economic Security Act (CARES) Higher Education Emergency …
Higher Education Emergency Relief Fund (HEERF)
Congress set aside approximately $14.25 billion of the $30.75 billion allotted to the Education Stabilization Fund through the CARES Act for the Higher Education Emergency Relief Fund (HEERF). The …
CARES Act Emergency Relief | U.S. Department of Education
Jan 15, 2025 · Education Stabilization Fund Transparency Portal (March 17, 2021) Covid-Relief-Data.ed.gov is dedicated to collecting and disseminating data and information about the three primary …
Higher education emergency grants frequently asked quest…
Feb 15, 2022 · These updated FAQs were released to the public in Fact Sheet 2022-11 PDF, February 15, 2022.. Sections 3504, 18004, and 18008 of the Coronavirus Aid, Relief, and Economic Security Act …
CARES Act: Higher Education Emergency Relief Fund
Aug 1, 2020 · The CARES Act Higher Education Emergency Relief Fund-IHE/Student Aid provides funding to institutions to provide emergency financial aid grants to students whose lives have …
CARES Act Funds and Higher Education Emergency Relief …
The American Rescue Plan Act, 2021 (ARP / HEERF III) provided an additional $40 billion in support for higher education. Cornell University was allocated $33,273,598 using a formula based on …
