Aiken Technical College Graduates from July 1, 2012 - June 30, 2013 Placement Rates

This breaks down the Aiken Technical College graduate placement rates from July 1, 2012 to June 30, 2013 by academic program, number of graduates in each program and the percentage of that number who either found employment or transferred to another institution.

FY 2007-2008 LEGISLATIVE PRIORITIES

This document from the South Carolina Technical College System highlights Aiken Technical College, giving facts about the college. It also gives facts about the South Carolina Technical College System.

[ATC performance indicators, 2013-2014]

This document gives statistics for Aiken Technical College for the years 2008/09 through 2012/13. It includes information on the graduate placement rates, licensure exam pass rates, Fall to Spring persistence rates, student success rate and graduate production rate.

An examination of courses conducted by South Birmingham Technical College for the training officers

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The success of technical college students in relation to scores on attitude, personality and intelligence tests

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A statistical analysis of the structure of language found in the essay writing of a sample of technical college students and public school boys

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Use of Products and Systems for Scientific and Technical College Education and Development for Industrial

Have been less than thirty years since a group of graduate students and computer scientists working on a federal contract performed the first successful connection between two computers located at remote sites. This group known as the NWG Network Working Group, comprised of highly creative geniuses who as soon as they began meeting started talking about things like intellectual graphics, cooperating processes, automation questions, email, and many other interesting possibilities 1 . In 1968, the group's task was to design NWG's first computer network, in October 1969, the first data exchange occurred and by the end of that year a network of four computers was in operation. Since the invention of the telephone in 1876 no other technology has revolutionized the field of communications over the computer network. The number of people who have made great contributions to the creation and development of the Internet are many, the computer network a much more complex than the phone is the result of people of many nationalities and cultures. However, remember that some years later in 19732 two computer scientists Robert Kahn and Vinton Cerft created a more sophisticated communication program called Transmission Control Protocol - Internet Protocol TCP / IP which is still in force in the Internet today.

2005-2006 State Accountability Report for Trident Technical College

Trident Technical College is required to submit an annual accountability report to the Governor and General Assembly that contains the school’s mission, objectives to accomplish the mission, and performance measures that show the degree to which objectives are being met. Also included are an executive summary, organizational profile and elements of the Malcolm Baldridge Award criteria.

2006-2007 State Accountability Report for Trident Technical College

Trident Technical College is required to submit an annual accountability report to the Governor and General Assembly that contains the school’s mission, objectives to accomplish the mission, and performance measures that show the degree to which objectives are being met. Also included are an executive summary, organizational profile and elements of the Malcolm Baldridge Award criteria.

Predictive validity of the personal background and preparation survey and effectiveness of targeted interventions among health science community college students

Existing data, collected from 1st-year students enrolled in a major Health Science Community College in the south central United States, for Fall 2010, Spring 2011, Fall 2011 and Spring 2012 semesters as part of the "Online Navigational Assessment Vehicle, Intervention Guidance, and Targeting of Risks (NAVIGATOR) for Undergraduate Minority Student Success" with CPHS approval number HSC-GEN-07-0158, was used for this thesis. The Personal Background and Preparation Survey (PBPS) and a two-question risk self-assessment subscale were administered to students during their 1st-year orientation. The PBPS total risk score, risk self-assessment total and overall scores, and Under Representative Minority Student (URMS) status were recorded. The purpose of this study is to evaluate and report the predictive validity of the indicators identified above for Adverse Academic Status Events (AASE) and Nonadvancement Adverse Academic Status Events (NAASE) as well as the effectiveness of interventions targeted using the PBPS among a diverse population of health science community college students. The predictive validity of the PBPS for AASE has previously been demonstrated among health science professions and graduate students (Johnson, Johnson, Kim, & McKee, 2009a; Johnson, Johnson, McKee, & Kim, 2009b). Data will be analyzed using binary logistic regression and correlation using SPSS 19 statistical package. Independent variables will include baseline- versus intervention-year treatments, PBPS, risk self-assessment, and URMS status. The dependent variables will be binary AASE and NAASE status. ^ The PBPS was the first reliable diagnostic and prescriptive instrument to establish documented predictive validity for student Adverse Academic Status Events (AASE) among students attending health science professional schools. These results extend the documented validity for the PBPS in predicting AASE to a health science community college student population. Results further demonstrated that interventions introduced using the PBPS were followed by approximately one-third reduction in the odds of Nonadvancement Adverse Academic Status Events (NAASE), controlling for URMS status and risk self-assessment scores. These results indicate interventions introduced using the PBPS may have potential to reduce AASE or attrition among URMS and nonURMS attending health science community colleges on a broader scale; positively impacting costs, shortages, and diversity of health science professionals.^

Fiscal Year 2015-16 Accountability Report

Each year the South Carolina State Board for Technical and Comprehensive Education produces an annual accountability report for the South Carolina General Assembly and the governor about the South Carolina Technical College System. This report presents an executive summary of project achievements and challenges, mission statement, description of leadership system, indicators of customer focus and satisfaction, other performance excellence criteria, description of programs, and statistics.

2015 Annual Safety and Security Report

The information contained in this Annual Safety and Security Report is provided to new and prospective students and employees, as well as their families, and all current members of the campus community. It contains Public Safety Services and Programming,Building Threat and Vulnerability Assessment Program,Campus Security authorities, Annual Preparation of Crime Statistics, Disclosure of Crime Statistics, Daily Crime Log, How to Report a Crime, Suspicious Activity or Emergency, Silent Witness Program, Relationship with Local Authorities, Off-Campus Violations & Criminal Activity, Confidential Reporting, Timely Warning Procedures, Emergency Response, Notification and Evacuation Procedures Activation Authority, Available Communications Media, Emergency Notification Tests, Emergency Evacuation Procedures, Shelter-in-Place Procedures,Crime Prevention and Safety Awareness Programs, Emergency Telephones, Access To Facilities, Maintenance of Buildings and Grounds, Alcohol and Other Drugs, Domestic Violence, Dating Violence, Sexual Assault, and Stalking, Sex Offender Registration, Weapons on Campus, Referrals for Disciplinary Action, Crime Information: Definitions and Statistics, Uniform Crime Reporting Definitions, Reporting Areas. Crime Statistics

Transitioning students to work through authentic employment-based training in an Australian senior secondary VET program.

A common challenge among OECD countries has been the development of education and training pathways that accommodate student needs and interests at the upper secondary level (OECD, 2000). The introduction of trade-focussed Australian Technical Colleges (ATCs) has met with mixed response. The ATCs aim to create a supported transition from school to work through dual pathway programs enabling students to follow a trade career while completing their upper secondary studies. There has been little explicit examination of the effectiveness of such senior secondary school arrangements. Using one such Australian Technical College as a case-study, this paper investigates the perceptions of the employers and students who were associated with the college. Using mixed-methods consisting of quantitative perception surveys and focus interviews, the results of this study show that students and employers are very satisfied with the College and illustrate that students have made significant gains in relating their learning to the workplace and everyday life.

Isso aqui é uma escola técnica: um estudo discursivo de falas de professores do CTUR sobre seu trabalho no ensino médio e no ensino técnico

O presente trabalho se propõe a identificar sentidos de ensino médio, ensino técnico e trabalho do professor que se atualizam no embate entre ensino para o trabalho e ensino médio, no Colégio Técnico da Universidade Rural do Rio de Janeiro. Um breve histórico sobre o ensino técnico no Brasil e sobre a história do CTUR foi traçado, a fim de entender possíveis raízes do conflito entre o ensino para o trabalho e o ensino médio. Para ouvir os professores falarem sobre o seu trabalho, optamos pela entrevista como um dispositivo metodológico, a fim de dar voz ao docente do CTUR, de modo que fosse possível ter acesso a textos sobre o embate não disponíveis em outras circunstâncias. (ROCHA, DAHER, SANTANNA, 2004). O aporte teórico desta pesquisa se fundamenta nos pressupostos da Análise do Discurso, no que se refere à concepção de prática discursiva e subjetividade (MAINGUENEAU, 1997, 2008, 2011); e no que concerne ao trabalho, na perspectiva ergológica (SCHWARTZ, 1997, 2010), em particular, os conceitos de experiência, trabalho, normas antecedentes e renormalizações. Para a análise dos fragmentos construídos a partir das falas dos professores, usamos os estudos de Koch (2011) sobre as modalidades do discurso; a heterogeneidade enunciativa, segundo Authier-Revuz (1990), e a negação polêmica, conforme Ducrot (1987). As análises nos levaram a refletir sobre alguns embates presentes nas falas dos professores, como, por exemplo, as especificidades do trabalho, o ensino para a academia ou para o mercado e a valorização do ensino médio. As conclusões apontam para a possibilidade da abertura de um debate relacionado às questões históricas, políticas e filosóficas sobre o embate ensino médio/ensino técnico a fim de contribuir para o entendimento das funções dos sujeitos no CTUR