Statewide Work-Based Learning Intermediary Network, FY2014, November 26, 2014

The Iowa Department of Education (DE) was appropriated $1.45 million for the development and implementation of a statewide work-based learning intermediary network. This funding was awarded on a competitive basis to 15 regional intermediary networks. Funds received by the regional intermediary networks from the state through this grant are to be used to develop and expand work-based learning opportunities within each region. A match of resources equal to 25 percent was a requirement of the funding. This match could include private donations, in-kind contributions, or public moneys. Funds may be used to support personnel responsible for the implementation of the intermediary network program components.

Certified Budget Report FY 2013, April 25, 2012

The Department of Education, Division of Community Colleges, annually prepares a Community College Certified Budget Report. This report provides information to assist the State Board of Education members in their role.

Certified Budget Report FY 2014, May 19, 2014

The Department of Education, Division of Community Colleges, annually prepares a Community College Certified Budget Report. This report provides information to assist the State Board of Education members in their role.

Certified Budget Report FY 2015, May 15, 2014

The Department of Education, Division of Community Colleges, annually prepares a Community College Certified Budget Report. This report provides information to assist the State Board of Education members in their role.

Pathways for Academic Career and Employment (PACE) Program, FY 2014 Report,

The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gainful employment and customized support services.

Certified Budget Report FY 2016, June 4, 2015

The Certified Budget Report is prepared annually by each community college. Each college has specific steps that it follows in order to prepare this report and to submit it to the controlling county auditor by March 15 of each year. In January, the valuation reports are available from the county auditors to use as a basis for tax revenue estimates. In preparing the Certified Budget Report, historical year numbers are verified, current year numbers are re-estimated, and the next fiscal year numbers are estimated. Once the Certified Budget Report is prepared, it is filed with the community college board. After filing with the community college board, a public hearing is set. The date for the public hearing must be published no sooner than 20 days before the hearing and no later than 10 days before the hearing. At that public hearing, any comments from the public are heard and the board votes to accept the budget. If adopted by the board, the budget is filed with the controlling county auditor.

Adult Education and Literacy Program, FY2014, December 11, 2014

Adult Education has a rich history in Iowa of providing services that assist adults in improving their skills, achieving their educational goals, and transitioning to further education or employment. Instruction is designed for adults functioning at the lowest levels of basic skills and English language instruction to advanced levels of learning.

Certified Budget Report FY 2012, April 20, 2011

The Department of Education, Division of Community Colleges and Workforce Preparation staff annually prepares a Community College Certified Budget Report. This report provides information to assist the State Board of Education.

Iowa: Education and Workforce Trends through 2025, September 29, 2015

Since the 1980s, education or training beyond high school has become the new minimum threshold for Americans to earn a living wage and attain middle class status. In 1973, only 28 percent of U.S. jobs required education beyond a high school diploma; by 2025, almost two out of three jobs in the nation will require at least some post secondary education or training. Iowa’s economy reflects this national trend and demonstrates a steady increase in the demand for post secondary education and training in the industries that form the mainstay of the national economy.

Workforce Training and Economic Development Fund Annual Progress Report, 2014 December 9, 2014

The Department of Education, Division of Community Colleges, will annually provide the State Board of Education with the Workforce Training and Economic Development Fund Annual Progress Report. Administration and oversight responsibility for the fund was transferred from the Iowa Economic Development Authority to the Iowa Department of Education effective July 1, 2013 (FY 2014). This report is the first annual progress report produced and distributed by the Iowa Department of Education. The full report outlines the programs, projects, and initiatives that the community colleges have implemented during the past fiscal year.

Visualizing Transitions into the Workforce, October 2009

Several studies use administrative educational and unemployment insurance records to report average wages [2,7]. The State of Iowa also uses UI records to track students from majors in community colleges to industry of employment. The Iowa Department of Education (IDE) and Iowa Workforce Development (IWD) collaborated to form the Training and Employment Outcomes System.

Evaluation of Iowa's Driver Improvement Program, 2009

This study examines the effectiveness of Iowa’s Driver Improvement Program (DIP), measured as the reduction in the number of driver convictions subsequent to the DIP. The analysis involved a random sample of 9,055 drivers who had been instructed to attend DIP and corresponding data on driver convictions, crashes, and driver education training history that were provided by the Iowa Motor Vehicle Division. The sample was divided into two groups based on DIP outcome: satisfactory or unsatisfactory completion. Two evaluation periods were considered: one year after the DIP date (probation period) and the period from the 13th to 18th month after the DIP date. The evaluation of Iowa’s DIP showed that there is evidence of effectiveness in terms of reducing driver convictions subsequent to attending the DIP. Among the 6,790 (75%) drivers who completed the course satisfactorily, 73% of drivers had no actions and 93% were not involved in a crash during the probation period. Statistical tests confirmed these numbers. However, the positive effect of satisfactory completion of DIP on survival time (that is, the time until the first conviction) was not statistically significant 13 months after the DIP date. Econometric model estimation results showed that, regardless of the DIP outcome, the likelihood of conviction occurrence and frequency of subsequent convictions depends on other factors, such as age, driver history, and DIP location, and interaction effects among these factors. Low-cost, early intervention measures are suggested to enhance the effectiveness of Iowa’s DIP. These measures can include advisory and warning letters (customized based on the driver’s age) sent within the first year after the DIP date and soon after the end of the probation period, as well as a closer examination of DIP instruction across the 17 community colleges that host the program. Given the large number of suspended drivers who continued to drive, consideration should also be given to measures to reduce driving while suspended offenses.

All-American tradition : Iowa track and cross-country 1984-85

Contains information about the staff and athletes of the Iowa Hawkeyes Track and Field team for the 1984/85 academic school year. Also includes past year's results, team records, quick facts and schedule.

Community College Leader Bulletin, Winter 2016, Vol. 5, Issue 4

Newsletter produced by the Iowa Department of Education, Community College unit. This report has information about staff, grants, statistical data, requirements and more.

Delimitaciones previas a la formación para el uso de las TIC en la enseñanza universitaria: funciones y competencias del docente en entornos virtuales

En esta comunicación se esclarecen funciones, roles, competencias y tareas del docente universitario en entornos virtuales de enseñanza y aprendizaje con el propósito de contribuir a mejorar el diseño de acciones formativas dirigidas a la capacitación del profesorado para este ejercicio Este resultado se obtiene del análisis de significativas referencias que tratan el tema y de la valoración del diseño de acciones formativas realizadas en universidades europeas que participan activamente de este propósito. El estudio constituye una acción del proyecto Elene-TT - elearning network for Teacher Training.