The Foundations of Community Leadership & Civil Advocacyis from Shepherd University and it came across my Facebook feed today.  I applied to it.


This course will prepare students to be effectively engaged community leaders by acquiring the skills to advocate for themselves, their employers, their community, and the causes they care about.  Successful course completers will earn 3 credit hours and a Community Leadership & Civil Advocacy (CLCA) certificate from the Stubblefield Institute. 

https://stubblefieldinstitute.org/commun...y-badm-299

I'm on the discord and don't see many talking about this concentration. I'm assuming there's not many students enrolled compared to communication, hrm etc
It appears trudel and reyes-fournier are professors and they can be a little picky at least that's what most experienced at umpi for undergrad business classes. Especially 325 pre 2025

Life and my health happened and my GPA is shot. I'm trying to give my kids some stability and I dont need to love my job Its going to be a means to provide.  I have no degree, Ive been substitute teaching and doing some other odd jobs to get my youngest to school age but its time to buckle down and decide what to do. Any ideas are useful.  Ive attached my transcript.

Amberton allows 87 credits for transfer. Then you gotta take the remaining 33 there at Amberton.

It does not specify that only a certain number of those credits can be from non-collegiate providers (like Study.com, Straighterline, etc.).

As such, I know this is may be a tall feat, but do you guys know of any crosswalk docs that show what classes may transfer to Amberton?

Hi all,  Please share your experiences. 
I’m a mature student with over 15 years of management experience and a British National Diploma (similar to an Associate Degree in the U.S.), I am considering pursuing a CRE BBA program and am particularly looking at two options: UMass Global Self-Paced and Purdue Global ExcelTrack. 
I target to complete my degree within 6 months. I feel confident in my ability to handle quizzes and papers and I can put in about 30-40 hrs each week. I have a preference for the UMass Global Self-Paced program due to their 6-month flat rate arrangement. However, my experience with UMass Global’s enrollment coach was frustrating. I scheduled a call through their platform and waited there, only to receive an email stating they tried to reach me but were unsuccessful while my phone was working. I replied immediately and provided an online meeting link, but they insisted on a phone call that never materialized. After following up with my questions via email, I have yet to receive a response, with over two weeks passing.
On the other hand, I have had better experiences with Purdue Global's support services. Given my issues with UMass Global, I am wondering if I should proceed with Purdue Global ExcelTrack instead. Has anyone experienced similar difficulties with UMass Global as an international student, or perhaps had a different experience? Or maybe UMPI? Is it supportive to international students? I would greatly appreciate any insights or shared experiences.

Good afternoon everyone, so I am trying to help my fiance' plan for her bachelor's degree. She has completed an associates in education from a community college in NJ. Due to scheduling issues with work, our son and other things she has decided to complete her BA online. TESU, SNHU, and WGU are among the top options for her, with current preference leaning to TESU. She has 12 clep credits for Spanish w advanced writing, she has 54 credits from the community college, with the clep statisfying the rest of that degree. She took a semester and a summer class at Kean, in which she has 17 credits, including pre calc and calculus 1 finished. There is a lot of spanish because she was doing bilingual mathematics, but she is happy with just getting a ba in mathematics if it is quicker at this point, then doing post a bachelors alternate route and bilingual cert, as she has a resting job offer for as soon as she finishes with the district I work in, preferably in time for next september, We had planned on doing Sophia, Study.org, and other online credit sources to transfer as much as possible. If anyone can help with the planning of it here are the names of all of her courses so far

Music appreciation -3 credits
Clep - beginning spanish 1,2 and intermediate spanish 1,2 - 12 credits
intro to education- 3 credits
english comp 1 and 2- 6 credits
alegbra- 4 credits
general psych-3 credits
history to 1865 - 3 credits
child psych - 3 credits
adolescent psych -3 credits
communications tech - 4 credits
dyn of communication - 3 credits
intro to bio w lab - 4 credits
exceptional child education -3 credits
education psych - 3 credits
world geo - 3 credits
edu 215 field work in ed - 3 credits
us hist since 1865 - 3 credits 
math pre calc -4 credits
math calc 1 - 4 credits
bilingual tech - 300 level - 3 credits
ge 3000- transfer transition - 1 credit 
survey of latin american literature 300 level - 3 credits 
span- american writing 400 level - 3 credits 
some 300 level technology course - 3 credits

If any suggestions regarding colleges or other programs to look into, please let me know. I appreciate the help so much.

Getting nervous as my test date approaches, I'm terrible with essays and have forgotten how to do citations.

I am going to get a manual today but haven't been able to narrow down which one I should get.

I did look at the TESU page about the test but it's not the same as hearing from someone who has taken it, so any input at all about this TECEP is appreciated lol

James Watts in The Montreal Gazette Wrote:With grey in my beard and decades of life already behind me, I completed my doctorate in education at Concordia University, at 61. And I loved every minute of it. […]

The “silver tsunami” in university education is reflected in ApplyBoard statistics examining international students in Canada. The percentage of approved study permits for mature students grew from around 15 per cent in 2019 to more than 25 per cent in 2023.

I wasn’t chasing tenure or dreaming of climbing a ladder. My motivation was curiosity. I wanted to enter into the conversation about education and leave behind a contribution that mattered — not because it would impress a hiring committee, but because it might spark thought in someone else.

When I sat down to write my dissertation, I didn’t worry about how it would “sell” on the job market. I wasn’t trying to brand myself or angle for the next opportunity. I was free to write for the sake of understanding, questioning and adding something meaningful to the field. […]

One of the unexpected joys of doctoral study was the encouragement and support I received from younger members of my cohort. Their energy, creativity and different perspectives were a constant source of inspiration. At the same time, I brought to our classroom discussions the wisdom I gained from teaching high school for 30 years.

That combination — my experience alongside their fresh insights — made for some of the richest conversations I’ve ever been part of.

Finishing my doctorate reinforced a lesson: A PhD can be about joining an intellectual community, contributing to an ongoing discussion, and modelling what it looks like to learn for the sheer love of learning.

University of Maine System to lead state in accelerating adult degree completion with new applied 90-credit bachelor’s programs (UMPI)

ACE recommends 1 lower-level credit starting November 1, 2025.

Computer Applications (Sophia Learning)

Computer Applications (ACE National Guide)

4 Challenges, 2 Milestones and 2 Touchstones.