Sentence examples for colleges developed from inspiring English sources

Over a span of 20 years, Teri has served her community through her work with non-profit organizations, most recently as Vice President of Workforce and Career Development with Goodwill Southern California where she established over 80 collaborative partner agencies and community colleges, developed youth and Veteran programs, and expanded from five service sites to 27 service sites.

Frank Mayadas, program director for the Alfred P. Sloan Foundation, which awards grants to colleges developing online learning, says many students learn better when they can review lessons and engage the material online, especially if they are intimidated by classroom participation.

In 2012, the University of Northampton launched the 1 Billion Pound Challenge, a scheme that aims to support local economies and bring wider community benefits, while at the same time helping universities and colleges develop efficient, sustainable procurement practices.

Both organizations provide on their Web sites a table that students and admission officers can use to compare scores on the two tests, and many colleges develop their own similar tables based on their applicants.

Some community colleges develop a memorandum of understanding with four-year colleges in order to ease the transition of their students to a higher degree level.

Zimbroff suggests that colleges develop cooperative rather than competitive learning environments, emphasize the learning process rather than the outcome, and reduce classroom size to offer more individual attention.

BioLink and NCBW provide technical support for colleges developing curricula and implementing training.

It is states and communities, as well as public and private organizations of all kinds, that establish schools and colleges, develop curricula, and determine requirements for enrollment and graduation.

The role of national protectorships within the College developed during the fifteenth century, due to developments in the emergence of national monarchies and Renaissance diplomacy.

(Ages 10 and up) This engaging book shows how Jacobs (who never went to college) developed her revolutionary ideas on urban design by walking around observing city streets.

But it can also narrow eyes and arouse suspicions: among its other distinctions, the college developed a reputation as a haven for upper-crust, stiff-lipped, proper African-American ladies of a certain class and skin tone.