Benton, West Frankfort, Illinois News | Franklin County News
Newspaper covering Franklin County, Illinois
As a black woman, I am well aware that inequalities exist in America. I am well aware that the rate of poverty, imprisonment and unemployment of black Americans is higher than for white Americans. I don’t need NFL players who disrespectfully kneel when our national anthem is played to inform me of all this.
Here’s a link to the editorial at FOX News.
One of the challenges for students and parents trying to select a place of study is that no two postsecondary institutions are the same. If for no other reason, the laws of physics assert that two things cannot occupy the same place at the same time (my paraphrase of Newtonian physics). Unquestionably, one of the primary objectives of college and university leadership, faculty, staff, students and parents is to understand the distinctives of purpose, population, and place.
The Carnegie Classification System for post-secondary institutions makes a noble effort to clarify these distinctions to all who come calling. The problem is in the overwhelming number of institutional types. Including four-year, two-year, and special-focus institutions, there are 33 distinct types. While this periodic table of colleges may be necessary for educational leaders and faculty, it is befuddling to parents and students who would like to understand a good fit for study. In addition, even faculty and administrators fall into the trap of glossing over unique characteristics that are important in understanding purpose, population, and place for educational service.
In 1960, Clark Kerr, president of the University of California, gave birth to “A Master Plan for Higher Education in California”. The vision follows the principle that different universities serve different people in different places:
The basic issue in the development of the Master Plan for Higher Education in California is the future role of the junior colleges, state colleges, and the University of California in the state’s tripartite system and how the three segments should be governed and coordinated so that unnecessary duplication will be avoided.
This model of university structure and governance is emulated in states around the nation and nations around the world.
As universities increasingly feel the pull and push of political forces, rationality in operational distinctiveness of purpose, population and place may fade.
Erosion of mission clarity is at work in California where Kerr’s ideas came to life. California universities are wrestling. The University of California, with its ten campuses, created to be the research and scientific beacon of California, is being challenged by the 23 California State University campuses. Originally chartered to carry students through a master’s degree, some CSU campuses now compete for Ph.D. programs. In addition, California Community Colleges offer bachelor’s degrees in workforce areas that are in demand in the state.
This blurring of mission, a.k.a. purpose, will undermine quality in educational opportunity, satisfaction to students and faculty, and eventually undermine institutional effectiveness for state and citizen alike.
One of the cogs in this machine of rationality are the various state higher education coordinating boards, well-articulated by Paul E. Lingenfelter, national expert on education and public policy. Those boards should exist beyond politics, although in almost every state they are appointed by the governor. The Texas Higher Education Coordinating Board is one such example. Reduced duplication, increased efficiencies, the division and location of various degree programs to satisfy state need and citizen aspiration are important and legitimate aspirations. A deliberate and systemic effort of thought and action that recognizes political influence and state funding guided by statewide effectiveness in utilization of tax dollars is a tall order. The question to answer is this: Does this institution and/or this program, in this place, with the people who serve and are served by it, perform a useful function in the constellation of state offerings?
A perplexing aspect in this range of considerations is that’ in spite of the 33 Carnegie Higher Education Classifications’ there appears to be one model in the minds of many citizens about what an effective postsecondary institution looks like. This is a harmful condition. The model for universities is typically the state flagship and/or land-grant institution. Additionally, elite private institutions influence ideas about what a university should be, as well as who and how it should serve.
Ultimately, effective institutions of higher education — from trade schools to elite private universities, serve best when they recognize and serve their mission.
For example, two-year colleges were called junior colleges for many years. Labeling terminology shifted to community college and then simply “college.” The oldest community college in America, Joliet Junior College in Illinois, opened in 1901 with six students. Established in partnership with the University of Chicago, it has steadfastly held on to name and purpose with pride even though their mission has changed over time to add technical skills training to the original purpose of academic preparedness for transfer to the University of Chicago. Any action, by design or default, that confuses the community college mission of preparedness and workforce education steps outside of stated purpose.
In all cases the institution must recognize and respond to its mission and the people it serves in the place it calls home.
Purpose. Population. Place.
By Rick Warren
“For we fix our attention, not on things that are seen, but on things that are unseen. What can be seen lasts only for a time, but what cannot be seen lasts forever” (2 Corinthians 4:18 GNT).
It is a fatal mistake to assume that God’s goal for your life is material prosperity or popular success as the world defines it. The abundant life has nothing to do with material abundance. Faithfulness to God does not guarantee success in a career or even in ministry. Never focus on temporary crowns.
Paul was faithful, yet he ended up in prison. John the Baptist was faithful, but he was beheaded. Millions of faithful people have been martyred, have lost everything, or have come to the end of life with nothing to show for it. But the end of life is not the end!
The Bible says in 2 Corinthians 4:18, “For we fix our attention, not on things that are seen, but on things that are unseen. What can be seen lasts only for a time, but what cannot be seen lasts forever” (GNT).
When life gets tough, when you’re overwhelmed with doubt, or when you wonder if living for Christ is worth the effort, remember that you are not home yet. At death you won’t leave home — you’ll go home.
Defend the cause of the weak and fatherless; maintain the rights of the poor and oppressed. Rescue the weak and needy; deliver them from the hand of the wicked.
Psalm 82:3-4 (Read all of Psalm 82:3-4)
New International Version
INA, Ill. – Beginning this fall, Rend Lake College students enrolled in four popular programs will have a new opportunity to receive paid on-the-job training while completing their desired degree or certificate.
These apprenticeships, offered through the U.S. Department of Labor (USDOL) Office of Apprenticeship, are geared toward students enrolled in the Industrial Maintenance Technology, Basic Machining Technology, Truck Driver Training, or Welding Technology programs, with additional program options in the works. Each apprentice will have the chance to team up with local industry businesses and mentors for the trainings.
Bruce A.L. Hallam, USDOL Apprenticeship & Training Representative, FOURTH FROM LEFT, visited RLC this week to meet with program faculty and administrators to discuss the new partnership between the college and USDOL. Also pictured is, FROM LEFT, Pete Wilce, RLC Welding Associate Professor; Joy Fitts, RLC Applied Science & Technology Administrative Assistant; Lori Ragland, RLC Vice President of Instruction; Hallam; Terry Wilkerson, RLC President; Gabriele Farner, RLC Dean of Applied Science & Technology Division; David Nordin, RLC Truck Driver Training Instructor; Mike Meinert, RLC Welding Instructor; and Chris Sink, RLC Computer Networking / Wireless Professor.
(ReAnne Palmer / RLC Public Information)
The goal of the new apprenticeships is to meet student and industry needs for continuous training in high level skill jobs. Together with the USDOL, RLC has adopted apprenticeship standards for each of the four programs.
“It’s important to our business partners that our students and graduates are skilled professionals, but are also familiar with the everyday aspects of their job that may not be taught in the classroom, such as company and customer orientation and specific workplace safety,” said Gabriele Farner, RLC Dean of Applied Science & Technology.
Some other work processes covered in the apprenticeships include planning and organizing work, maintaining operating equipment, operability of technical systems, and quality control.
During the apprenticeship, RLC students will complete approximately 2,000 hours, depending on industry standards, of hands-on training while receiving related training instruction (RTI) at RLC. Apprentices are paid wages that will increase throughout the apprenticeship.
Farner said RLC students should look at the apprenticeships as opportunities to get a leg up in the local work force.
“The apprenticeship is a practical, cost-effective way to expose our students to the industries where they are interested in working,” said Farner. “It’s a win for everyone involved. Students receive hands-on training from skilled mentors while earning incomes above minimum wage, local businesses get to work directly with new professionals, and RLC continues to lead students and graduates down a path they desire to walk.”
Students successfully completing the required RTI and on-the-job learning will receive the national occupational credential in their related field from the USDOL. According to the USDOL, receipt of this credential indicates the employer is certifying the apprentice to be fully skilled in their respective occupation.
To learn more about these apprenticeship programs, contact RLC’s Applied Science & Technology Division at 618-437-5321, Ext. 1261 or AppliedScience@rlc.edu.
INA, Ill. – Cross everything off your “to-do” list for the Fall 2018 semester during extended hours and Super Saturday at Rend Lake College in the following weeks. Students will be able to register for classes, pick up textbooks, take a photo for their Student ID, and much more.
For students needing to visit campus on the weekend, staff will be on-hand during Super Saturday from noon – 2 p.m. Aug. 18. Placement testing will be offered on Super Saturday, and those interested in testing should arrive in the Academic Advisement Center by noon.
RLC will continue to offer 8 a.m. – 6 p.m. extended hours Monday-Thursday next week and the first week of classes: Aug. 13-16 and Aug. 20-23 respectively. The college will also be open 8 a.m. – 4 p.m. on Fridays, Aug. 17 and Aug. 24. Classes begin Monday, Aug. 20.
Henry “Buster” Leeck, RLC Dean of Liberal Arts, LEFT, leads a group of incoming students on a tour of campus last week. Students have extended office hours and Super Saturday to enroll before the Fall 2018 semester.
(ReAnne Palmer / RLC Public Information)
Staff in the Academic Advisement Center, Business Office, Financial Aid Office, Student Records, and RLC Bookstore will stay open late to accommodate all students. The offices are located in the Administration Building on the Ina campus and the Bookstore is on the first floor of the Academic Building.
Students will need to make sure they have financial aid for the fall semester before registering for classes. Complete the FAFSA (Free Application for Federal Student Aid) online at www.fafsa.ed.gov. Those who do not have financial aid will need to make a payment the same day they register to remain enrolled.
No appointments are necessary for Super Saturday or during extended hours. Walk-in students will be assisted on a first come, first serve basis. Additional information is available by contacting the RLC Academic Advisement Center at 618-437-5321, Ext. 1266, or by sending an e-mail to advising@rlc.edu. Students can also visit www.rlc.edu to see the fall course schedule.
By Rick Warren
“Listen carefully to my words. Don’t lose sight of them. Let them penetrate deep into your heart, for they bring life to those who find them, and healing to their whole body” (Proverbs 4:20-22 NLT).
But they will distract you from what God wants you to do in your life, eventually eating up your time, energy, resources, and creativity.
Shortcuts are always shortsighted. God wants you to stop being “absorbed with the things right in front of you. Look up, and be alert to what is going on around Christ — that’s where the action is. See things from his perspective” (Colossians 3:2 The Message).
Let God’s Word “penetrate deep into your heart, for they bring life to those who find them, and healing to their whole body” (Proverbs 4:21-22 NLT).
Nearly 2½ years after pitching a baseball became so frustrating and draining that he decided to call it a career, Rick Ankiel completed a most remarkable reinvention by making his major-league debut as an outfielder Thursday.
Here’s a link to the story at the St. Louis Post-Dispatch.
Scouting report • The Royals helped the Cardinals Wednesday by knocking off the Cubs, but they have won just three of their past 10 games. They have a 35-79 record, which is the second-worst record in the American League.
Here’s a link to the story at the St. Louis Post-Dispatch.
