2012-05-24T14:09:24Z Copyright (c) 2012, The RAND Corporation RAND Corporation http://www.rand.org/topics/continuing-education.html http://www.rand.org/commentary/2012/02/09/MIL.html Feb 9, 2012 Feb 9, 2012

Though for-profit institutions had been criticized in the Senate report as offering credits that were hard to transfer elsewhere, it was the colleges' willingness to accept military transcripts that appealed to veterans who wanted to complete their degrees as fast as possible, writes Jennifer Steele.

http://www.rand.org/pubs/technical_reports/TR1134z2.html Jan 18, 2012 Jan 18, 2012

In 2006, the Communities Foundation of Texas allocated $10 million to the Dallas Police Department to establish the W. W. Caruth Jr. Police Institute. An evaluation of the institute's first course considered participants' opinions of the course's impact on their approach to their jobs, their relationships with supervisors and subordinates, and their sense of solidarity with their coworkers.

http://www.rand.org/labor/centers/financial-literacy/projects/financial-literacy-teachers-adult-learners.html Oct 27, 2011 Oct 27, 2011

The Financial Literacy Center is developing and testing college curricula for financial literacy instruction, suitable for adult learners and pre-service K–8 teachers. The goal of this project is to educate as many young people and adults as possible in financial matters.

http://www.rand.org/pubs/external_publications/EP201100165.html Jun 30, 2011 Jun 30, 2011

In applying latent class analysis techniques, we identified multiple types of students who do not pursue college. One group of non-enrollees (27.6%) reports forgoing college because the economic barriers are too high – either because of college affordability or family financial responsibility.

http://www.rand.org/pubs/monographs/MG1083.html Nov 11, 2010 Nov 11, 2010

The Post-9/11 GI Bill increased the higher education benefits available to eligible individuals, but its implementation presented challenges to both student veterans and campus administrators.

http://www.rand.org/news/press/2010/11/11.html Nov 11, 2010 Nov 11, 2010

Data on the experiences of student veterans and campus administrators during the first year of the Post-9/11 GI Bill.

http://www.rand.org/pubs/research_briefs/RB9560.html Nov 5, 2010 Nov 5, 2010

The Post-9/11 GI Bill increased the higher education benefits available to eligible individuals. Offering benefits to nearly 2 million veterans, it is more generous than previous bills but beneficiaries report challenges in using the new benefits.

http://www.rand.org/pubs/research_briefs/RB9461.html Oct 16, 2009 Oct 16, 2009

<p>Describes how increases in students' educational attainment result in benefits to taxpayers, in the form of increases in tax revenues and decreases in public spending on social support programs and correctional facilities.</p>

http://www.rand.org/pubs/monographs/MG796.html Oct 4, 2009 Oct 4, 2009

<p>In this summary of the efforts to reform Qatar University, the authors describe the motivation for reform, the design of the reform agenda, and the early stages of the implementation effort, with an eye toward identifying the challenges that remain. </p>

http://www.rand.org/pubs/research_briefs/RB9456z1.html Sep 25, 2009 Sep 25, 2009

<p>Describes the effort, begun in 2003, to reform Qatar University, including the impetus for reform, the design and implementation of the reform agenda, and a review of challenges that have been overcome and those that remain.</p>

http://www.rand.org/pubs/monographs/MG879.html Sep 21, 2009 Sep 21, 2009

<p>Many analysts have examined the media that violent extremists use to communicate their core messages. Far less research, however, has been devoted to the growing body of creative works produced by Arab authors and artists that counter the intellectual and ideological underpinnings of violent extremism. </p>

http://www.rand.org/pubs/research_briefs/RB9456.html Sep 15, 2009 Sep 15, 2009

<p>Describes the effort, begun in 2003, to reform Qatar University, including the impetus for reform, the design and implementation of the reform agenda, and a review of challenges that have been overcome and those that remain. </p>

http://www.rand.org/pubs/monographs/MG686.html Jul 2, 2009 Jul 2, 2009

<p>Increases in educational attainment benefit the public because more highly educated people tend to pay more in taxes, are less likely to use social support programs, and are less likely to commit crimes. This volume examines the monetary value of these benefits over an individual's lifetime and how they vary with education level.</p>

http://www.rand.org/pubs/occasional_papers/OP156.html Jul 6, 2006 Jul 6, 2006

<p>The U.S. Army is pursuing an ambitious plan to convert many of its courses to distributed learning (DL). This report reviews the state of research on learning in DL and presents recommendations for (1) a research agenda for DL, (2) methodological strategies to improve DL research, and (3) policies to support DL design, implementation, and evaluation. These recommendations can help the Army use DL to realize its vision of transforming training.</p>

http://www.rand.org/pubs/monographs/MG293.html Mar 15, 2005 Mar 15, 2005

<p>The eArmyU continuing education program allows enlisted soldiers to earn college credits while on active duty. This study sought to determine how to make eArmyU available to more individuals while controlling program costs. Historically, the program&rdquo;s primary cost had been attributed to the laptop computer it provides. This study examined how the existing eArmyU program, as well as how removing the laptop or other provisions, affect various soldier outcomes.</p>

http://www.rand.org/pubs/commercial_books/CB210.html Dec 31, 2003 Dec 31, 2003

This volume examines higher education as an industry. The authors focus on how institutions serve four identifiable markets that generate revenue (student enrollment, research funding, public fiscal support, and private giving).

http://www.rand.org/about/people/b/butler_dwayne_m.html

<em>Management Scientist</em><br>Ed.D. in adult &amp; continuing education, Rutgers University; Ph.D. in organization and management, Capella University; M.S. in administration, Central Michigan University; B.A. in economics, Rutgers University; B.A. in Spanish, Rutgers University

http://www.rand.org/about/people/c/chlebik_kevin.html

<em>Assistant Policy Analyst</em><br>M.P.P. in public policy analysis, Pepperdine University; M.S. and B.S. in mathematics, Purdue University

http://www.rand.org/about/people/f/frearson_michael.html

<em>Research Leader</em><br>Ph.D. in history, University of Cambridge; B.A. (Honours) Research in history, University of New South Wales