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Tuesday, August 16th, 2011

The field of education is ever evolving due to internal and external political, cultural and philosophical influences as well as technology. As a result, the demand for innovative and knowledgeable instructional leaders is steadily growing. These specialist practitioners design and implement innovative instructional curriculum designs to facilitate the learning process for students, thereby promoting a higher level of student outcomes in school.

Online Program: Masters in Curriculum and Instruction

The Online Masters Degree in Curriculum and Instruction targets individuals seeking to acquire the necessary knowledge and practical training needed to meet the standards established by the higher educational community.

The program encompasses a comprehensive study of curriculum planning and development, with an additional focus on technology. It also includes research, development and assessment and evaluation of practices and strategies crucial to the effective education of learners from various educational, cultural and geographic backgrounds. Through rigorous analysis and in-depth evaluation methods, curriculum and instruction students will be able to apply their expertise to critical issues and challenges present within the field of education. Students can complete the program within one to two years.

Career Outlook for Online Curriculum Instructors

The demand for new and well-trained curriculum instructors has broadened the career opportunities for these professionals. These opportunities exist in public school districts, private institutions and research centers. This demand is expected to grow for years to come as the field of education continues to undergo rapid changes. Graduates of a curriculum and instruction degree program qualify for a wide range of challenging but rewarding positions within the field such as Education Consultant, Learning Consultant, Curriculum Developer and Training and Development Advisor.

Schools that offer Online Programs in Curriculum and Instruction

* University of Phoenix: Master of Arts in EducationCurriculum and Instruction
* Capella University: PhD in Ed-Curriculum and Instruction
* AIU Online: M.E.D- Curriculum and Instruction
* Grand Canyon University: M.E.D- Curriculum and Instruction

Salary for Online Curriculum Instructors

The earning potential for graduates with an advanced degree in curriculum and instruction will depend on factors such as level of training, experience, specialty, and area or location. These specialist practitioners can earn an average $48,790 to $80k annually.

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Tuesday, August 9th, 2011

WESTLAKE VILLAGE, Calif., Aug. 8, 2011 — /PRNewswire-USNewswire/ — Dr. Greg Zerovnik, Director of Business Programs at Touro University Worldwide, today announced a new course in graduate Professional Communications in the TUW MBA program.

“We are particularly proud of this important new addition to the MBA program,” said Zerovnik. “The way we conduct business and communicate electronically has changed. Our course covers contemporary communications platforms, including Twitter , blogs, emails, professional abstracts, new business proposals and executive summaries,” Zerovnik explained.

“In addition, we will upgrade writing skills through a review of formats, report writing, salutations and complementary closes and titles. The fundamentals of writing are important,” added Dr. Bernie Luskin, CEO and Chief Academic Officer of Touro University Worldwide.

“Touro’s MBA program launched in January of this year and is experiencing significant growth. Students are choosing our online programs in order to receive an education while continuing with their career and life responsibilities. The program is targeted toward the adult learner. Our new course covers 21st century media in a variety of professional contexts, not just the world of business. We also include inter-generational and cross-cultural concepts, and emphasizing effective writing in any medium, for any purpose,” Zerovnik added.

“Many of today’s students will benefit from exposure to elements of professional style. Our advisory committee identified writing skill as an imperative needing improvement among middle managers,” said Luskin. “We have also learned that the investment, commercial, public administration and health care communities would like to see better-prepared written communications, including reports and plans.”

The new Professional Communications course is one of the nine core courses in the Touro University Worldwide MBA program. Five concentrations are available. They are Business Strategy, Finance, Management, Marketing and Communications Media.

TUW courses are 3 units each, offered in 8-week terms. The next term begins on August 22, 2011.

To enroll in classes or request scholarship information, please call or email:

Matteo Indelicato, Program Advisor at , (818) 874-4118, or Heather Hoglund, Director of Enrollment Management at , (818) 874-4121.

Additional information is on the TUW website at: .

Touro University Worldwide (TUW)

Touro University Worldwide a division of Touro College Los Angeles, accredited by the Western Association of Schools and Colleges (WASC). TUW presently offers online Masters’ Degree Programs in Business (MBA), Organizational and Leadership Psychology, Media and Communications Psychology and Marriage and Family Therapy. For program and enrollment information, visit: .

About the Touro College and University System (TCUS)

Touro is a system of non-profit institutions of higher and professional education. Touro College was chartered in 1970 primarily to enrich the Jewish heritage, and to serve the larger American and global community. Approximately 19,000 students are currently enrolled in its various schools and divisions. Touro College has branch campuses, locations and instructional sites in the New York area, as well as branch campuses and programs in Berlin, Jerusalem, Moscow, Paris, and Florida. Touro University California and its Nevada branch campus, as well as Touro College Los Angeles and Touro University Worldwide as separately accredited institutions within the Touro College and University System. For further information on Touro College, please go to: .

SOURCE Touro University Worldwide

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Friday, June 10th, 2011

Two nieces and a nephew on the way helped convince Kyle Kimrey his move was the correct one.

The Battery Creek wrestling coach resigned this week to work as an assistant coach and physical education teacher at Lugoff-Elgin. Kimrey’s parents and two brothers live in the Midlands area. And he said his new responsibilities could free him to work on his golf game, which he hopes to one day pursue as a career.

“I just weighed the pros and cons,” Kimrey said. “The biggest pro is my family is up in that area. I get to do what I love and also be close to family.”

Kimrey’s brother, Erik, the head football coach at Hammond, has two daughters with a son on the way. His father, Bill, is the former longtime athletics director at Dutch Fork.

Kyle Kimrey was The Beaufort Gazette/Island Packet All-Area Wrestling Coach of the Year after his only season with the Dolphins. Battery Creek heavyweight David Ratliff claimed an individual state title and Bear Childers finished runner-up.

At Lugoff-Elgin, Kimrey will serve as assistant wrestling coach, assistant golf coach and ninth-grade football coach. He plans to pursue an online masters degree in administration while practicing golf.

Kimrey said he might one day like to play professionally or work as a caddie or teaching professional.

“I’ve never worked at it in a way that requires you to be that good,” he said. “I’m kind of interested to see where I can go with that, if I can train the right way”

Battery Creek athletics director John Drafts said the vacancy has been posted and that he has already contacted possible candidates. This past August, Kimrey replaced Chad Cox, who left to become an assistant principal at Whale Branch High School.

“We hate to lose Kyle,” Drafts said in an email. “He is a young, outstanding wrestling coach and made a positive impact on our program in the short time he was here.”

Longtime Dolphins wrestling coach Nate Day coached with Kimrey as an assistant this past season. Day said he wasn’t interested in returning to the head coaching role while his son is still in high school but that he would assist with the search when needed.

“Kyle did a good job the year he was here, without a doubt,” Day said. “Hopefully we’ll get a knowledgeable guy here next year.”

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Monday, June 6th, 2011

By Rob Moritz
Arkansas News Bureau

LITTLE ROCK ” He owned his own business and was a leader on fiscal issues, but Bill Stovall says he often felt intimidated at the state Capitol during his three terms in the Arkansas House of Representatives ” even during his two years as House speaker.

He did not have a college education.

In 2006, his final year in the Legislature, Stovall decided to correct what he saw as a personal failure by returning to college. He had just 23 hours under his belt from his time at Arkansas Tech in 1979-1980.

This past weekend and 101 semester hours later, Stovall, now the House chief of staff, was awarded a bachelor of arts degree in political science with a minor in history from the University of Arkansas at Little Rock.

He plans to begin work later this year on a master’s degree online through the University of North Carolina at Greensboro; no colleges in Arkansas offers online masters degree programs.

Stovall earned his bachelor’s degree by attending classes at UALR and Pulaski Technical Institute, as well as taking on-line courses from both schools.

“I just thought it was fabulous,” he said. “I never regretted it. I really enjoyed. I never looked at going to class as anything but enjoyable.”

About the same time, the Legislature was adopting initiatives and scholarship programs to help boost the number of college graduates in the state.

Arkansas ranks near the bottom nationally in the percentage of adults with a college diploma. Just 18.2 percent of Arkansans 25 or older hold a bachelor’s degree or higher.

The state also had a 37 percent graduation rate for students earning a bachelor’s degree in the six-year period ending in 2008, well below the 53 percent for the 16-state Southern region and 55 percent for the nation, according to the Southern Regional Education Board.

Lawmakers and state higher education officials said last week that they hope Stovall’s accomplishment helps bring attention to the initiatives and spurs other one-time college students across the state to return to the classroom to earn their degree.

Stovall “is certainly an example to others that you can do it,” said Shane Broadway, who was House speaker during Stovall’s first legislative term and now serves as interim director of the state Department of Higher Education.

Broadway, who served in both the House and Senate, notes the Legislature in recent years has increased scholarships for “non-traditional” students, including passage in 2003 of The Workforce Improvement Grant, which was the first of its kind in the country for students over 24-years-old.

About 4,700 non-traditional college students currently take advantage of the grants, valued up to $2,000 a year for tuition, Broadway said.

Also, about $12 million in scholarship money for non-traditional students is included in lottery scholarship funds, he said.

Along with offering more money for scholarships, the Legislature in 2009 approved legislation, which was amended this year, to streamline the process of transferring college credits among the state’s four-year and two-year colleges.

“We said we were going to make it more accessible to students and more affordable and we have tried to do that,” said Rep. Johnnie Roebuck, D-Arkadelphia, who recently headed a special task force that studied graduation and remediation rates.

The new system reduces the number of class credits that were being lost when a student transferred from one college to another, Roebuck said.

Rep. Ann Clemmer, R-Benton, who taught Stovall two political science courses at UALR, said the former lawmaker should be an inspiration to others to achieve goals that they may have put aside long ago.

“I think a lot of people that have gone to college and didn’t finish … I think they’re bothered by it,” she said, praising Stovall for his desire and success.

Roebuck and Clemmer both counted it a “major problem” that Arkansas has no college in the state has accredited on-line master’s degree programs and added that several schools are developing such programs.

“That is definitely something that needs to be addressed,” Roebuck said.

Stovall said his decision to return to college was a personal one and he only told a few people of his plans back in 2006.

He said he hopes his two sons, one of whom is completing his freshman year at Arkansas State University at Heber Springs, will follow his example and get their degree.

“I’m a little bit conflicted about how I feel about my degree in regards to my children,” he said. “While I get a lot of encouragement, and I appreciate the kind thoughts from everyone, I don’t want it to be an illustration to my children that it’s okay to wait 30 years to fix something that you haven’t finished,” he said. “I have those conversations with them.”

Stovall also downplays his status as a role model.

“I hope that maybe what I myself started to do in 2006 and have seen into reality … is seen as encouragement to people to find themselves,” he said.

He quit college after one year because he had a good-paying job as a meat cutter at a grocery store in Morrilton.

“I just woke up one day and said, ‘I don’t have to go to college and get a degree,’” he said. “I said, ‘I’ve got a good wage, I’ve got a skill.’”

He worked at the grocery store for about six more years, then it closed.

Stovall later purchased a small convenience store in Quitman and started a small freight company in that city in 1988 he sold the freight company in 2007 but still owns the store.

He entered politics in 1992 when he was elected to the Cleburne County Quorum Court, where he served for eight years before being elected to the state House.

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Sunday, May 22nd, 2011

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Thursday, May 5th, 2011

Pierre van der Riet wrote:

Rob, it will be interesting if you can show the breakdown in qualifications gained (See Can the NBN stop uni standards falling? , April 26). Example, technical/engineering vs social/marketing degrees. I’m disappointed in the quality already, and the expectations that are created when someone gains a degree is extraordinary. Some people I’ve interviewed with “so-called” degrees has been totally unprepared, arrogant to some extend and with little analytical or process thinking qualities, however sometimes good for a laugh, regards

Perry Morrison wrote:

I was an academic for 30 years. Standards have fallen over that time (See Can the NBN stop uni standards falling? , April 26). My son’s assessment at a sandstone uni was very diluted compared to my 1970s degree. To preserve standards staff must have the power to fail students. This is impossible with current funding arrangements. In some unis I worked in a cut n paste assignment from the web only received a caution. Some of the lower ranked institutions will pass anyone with a pulse.

Aawkejf Ekjasdf wrote:

The reduction in standards has already occurred (See Can the NBN stop uni standards falling? , April 26). As a teacher I am finding more course assessments being done online; in the form of multiple choice quizzes. This is not a bad thing as marking papers is quite draining and not adequately compensated for. However, it does mean that there is no power to control cheating and it basically forces courses to load the majority of assessment into exams, which assess exam taking ability rather than learned skills.

As Perry Morrison writes (See ‘An education in education’, Conversation contribution, April 26), there is indeed limited power to fail students. For a teacher failing a student is time consuming, and with budgetary pressures, there is little system level initiative to follow through. Especially when most unis now have student retention programs in place to help ensure budgetary security. However, given the low standard of bad students it is not too hard for a teacher to gather sufficient evidence and fail a student on academic grounds.

The NBN will not improve the situation at all. Most uni campuses are in metropolitan areas already and most students have sufficiently speedy internet access that faster broadband will not improve the quality of their education. A better argument for the NBN would be to say that more regional students, such as those in rural areas, will now have access to degrees without needing to leave home. However, most of these students should be able to enroll in online, or off-campus, programs already.

Paul Heath wrote:

I think that all of the universities should be expected to make all of the undergrad lectures and materials available free of charge on their websites or YouTube – rather than wasting time delivering lectures in overloaded lecturer theatres (See Can the NBN stop uni standards falling? , April 26).

Universities could then concentrate on providing testing assessment and advanced tuition services to undergraduates. You don’t need the NBN for this – I have been watching lecturers from overseas unis for years using a slowish ADSL link.

Rich B wrote:

I completed a computer science degree from Geelong-based Deakin University whilst living in Sydney. They provided audio or video lectures and online submission of assignments, enabling me to study at a time which suited me (late at night) while working full-time.

The files were large and the downloads took time, but the asynchronous nature of my learning meant that I could download the files during the day without impacting my studies at night.

Many subjects required classwork with other students. This was all completed online using conventional tools like email.

For universities, students such as myself are largely cream on top of on-campus students. The course material already exists, and recording the lectures is not a substantial burden. Although I was paying the same as an on-campus student, the university had lower costs to educate me. I still feel that my education was useful and relevant to my existing profession.

None of this required the NBN. So while the NBN may be used for distance learning, I am yet to be convinced that distance learning requires the NBN (See Can the NBN stop uni standards falling? , April 21).

Stephen Parker wrote:

Good teaching is a two-way, real-time exercise, and no existing technology comes close to delivering this in a scalable, affordable way. Being able to hold real-time lectures where students can ask questions interactively is what the NBN will deliver, and the boost to education standards will be significant (See Can the NBN stop uni standards falling? , April 26).

However, I don’t think this technology will make 10 per cent more Australians capable of learning at a tertiary level, and either a (further) decline in standards or a two-tiered system (not unlike MBA programs) is likely to develop.

I am currently studying my 3rd online Masters degree, and can assure you that the chasm between online and face-to-face is still vast.

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Saturday, April 23rd, 2011

By: Craig McCarthy

Starting in fall 2011, Montclair State University will be offering fully online Masters degree programs as well as increasing the number of online and hybrid classes for undergraduates, according to Willard Gingerich, provost and president of academic affairs. The announcement was made at the Board of Trustees meeting on April 14.

“The whole landscape of online education is shifting radically away from the disreputable image that it got initially from its association with proprietary, and in some cases, even exploitative organizations,” Gingerich said.

They propose to make 30 percent of classes available online and change every class with the necessary potential to a hybrid course, said Associate Professor Dr. William Sullivan. However, Sullivan has a different view regarding these new course offerings.

“It doesn’t make sense for many of our students,” Sullivan said. “If it fits for them, by all means do it, but do not force it.”

Students have mixed reactions regarding the change. “I wouldn’t be happy if I couldn’t choose between hybrid and regular classes,” said senior Jaclyn Buglino. “When you work and go to school it is just better to have options.”

Senior Jason Korman said, “I think it takes away from the credibility of the university, but it is good for adults with full time jobs that need to take care of families.”

According to Gingerich, these new, fully online programs are not geared for the typical Montclair student. The demographic for these types of online programs are individuals who are 25-40, are employed and career-driven.

“We are not looking to move existing students into online programs, we are looking to add students who are not currently in our programs,” Gingerich said.

These programs are to be structured by departments with extensive course development in order that they remain consistent with the other courses in the program. Programs will be offered in sets of eight-week consecutive semesters.

They are being created in a standard template by faculty teaming up with instructional designers, who are information technology experts on Blackboard.

There will be a fee with the online courses but this will be offset by not having to pay fees associated with utilities on campus. However, tuition is set to be the same as in-person classes, and not all students are pleased.

“If I am going to pay as much as anyone else I would want to be there because I learn more,” said senior Daniel Paul Miller.

Senior Meaghan Bracchitta said, “I would not mind if most classes became hybrid, but there should most definitely be a choice in the matter as some students need the consistency of the face-to-face standard instruction to excel in their classes.”

Along with these online programs, Montclair will also be “promoting the creation of hybrid courses,” Gingerich said. “We want to develop and support independent online course development through Blackboard and Elluminate.”

The online programs will have the same class size as in-person sessions. Montclair is also planning to set up full-time technical support starting in the fall.

Gingerich said, “We were not fully geared up to do all of that for the summer and winter sessions. We are getting better at it and we are preparing to be more thorough.”

The programs have not been announced yet and are still pending on building support services and course developments.

The University will release more information on this upcoming program in the near future.

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Wednesday, April 20th, 2011

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Saturday, April 2nd, 2011

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Saturday, March 26th, 2011

Many people are doing accredited online masters degree because online education has become simple and easily reached. Make sure these degree-awarding colleges or institutions are accredited and approved by relevant authority or agency to run the programs. It is good you acquire quality education from a recognized university to enable you compete in the global job market with career advantages.

Before you apply for an accredited online master course, you must attain a bachelor degree or its equivalent in the same discipline. If your first degree qualification is different from your intending masters or post degree, then you must first, do a post graduate degree (PGD) program in the same field or a pre-masters degree to qualify you for masters degree requirement.

There are lots of benefits you will enjoy for choosing an accredited online masters degree. You study from home, office or even on vacations. You don’t need to spend on transport and feeding on the campus. You don’t have spend hours attending campus based classes. You can do all these at your own schedule and convenient time without affecting your work, personal or family affairs. The course will give you an edge to gain rapid promotion in your organization as well as other job opportunities with higher pay can be given to you.

When you study an accredited online master degree, your certificate will be rated by employers or institutions that may need your service the same as students who finished from conventional universities.

Finally, you will need to work for an accredited online masters degree. There is a strong demand for degrees education online and many institutions or colleges can find success with online courses. The truth is success does not always come speedily; sometimes it takes many years to yield good results. Make sure you do research on an online degree program to know if the course is accredited or the institution is approved by the relevant authority or agency to run the program.

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To get your accredited online masters degree, click here Accredited Online Masters Degree

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