University of Florida earns 5-star ranking on Money magazine’s ‘Best Colleges in America’ list for second year in a row

The University of Florida has once again earned a 5-star ranking on Money magazine’s “Best Colleges in America” list. This marks the second consecutive year that UF has been recognized for its exceptional value, combining high-quality education with affordability. UF is the only university in Florida and the Southeastern Conference to receive this distinction from Money for 2024.

The magazine’s annual “Best Colleges in America” ranking evaluates institutions based on 25 factors, including quality of education, affordability, and student outcomes such as graduation rates and employment success. The magazine identified UF as one of the best bargains in higher education and named it a top-10 most affordable school.
 
“The University of Florida accomplishes great things,” said UF Board of Trustees Chairman Mori Hosseini. “For the second year in a row we’ve earned 5 stars on Money’s list of Best Colleges. We’re grateful for this honor, and we are committed to being both an elite and practical university that equips our students and moves our state forward.”
 
This year, Money magazine reviewed more than 700 public and private colleges across the U.S., and only 54 institutions earned 5-star rankings.

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“This honor reflects UF’s dedication to delivering top-notch, affordable education,” UF President Ben Sasse said. “Our faculty, staff, and students continue to strive for excellence, ensuring that the University of Florida remains a leader in higher education. We will continue to build on this success, making UF a place where academic achievement and accessibility go hand in hand.”
 
The financial bargain students receive at UF is just one of the elements that Money considered for the ranking. To be included in the list, universities and colleges had to reach the median graduation rate for their category, which included public, private, or historically black colleges and universities. The ranking also required the university or college to have a higher graduation rate than other institutions of similar size.
 
The magazine estimated that the net price of a UF degree is roughly $88,000, not factoring in federal or state aid. The figure is significantly less than the median price among the colleges in the 2024-2025 rankings, according to Money.
 
UF also appeared on Money’s “Best Public Colleges in the U.S.” and “Best Colleges in the South” sublists. Money’s 2024 “Best Colleges in America” full list is available here.

Digital Literacy Lab for Educators in Global Perspective

Course Overview

he irreversible reliance on digital technologies has elevated the importance to develop critical digital literacy skills around the world. Educators have an important role to play to engage with learners and push them to consider one’s interactions, behaviours, and consumption patterns online.

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DLLE offers an essential course of personal and professional development for educators, learners and anyone interested in re-evaluating our current digital world. At the centre of this course is ‘netizenship’, coined by Michael Hauben to define the internet user as a positive contributor online. The course will consider how our digital world has reimagined conventional media, and will scrutinise the opportunities and challenges of online content creation and consumption whilst introducing strategies to guide our activity and improve our ‘netizenship’.

By the end of this course, participants will feel more empowered to share a fresh perspective on digital literacy to be shared with their personal and professional communities. The aim is for participants to become more active local champions of digital literacy for a better online world for all.

Learning Outcomes

On successful completion of this course, participants are expected to be able to:

  • Outline key components making up our digital world;
  • Articulate what is meant by ‘digital literacy’ and ‘netizenship’;
  • Explain the opportunities and challenges we face online;
  • Demonstrate a critical understanding of our roles as creators and consumers online.

Instructor(s)

Dr Emma Pauncefort, Professor Jane-Frances Obiageli Agbu, Professor Shironica P…

Open Educational Resources for Online Learning An Introduction

Course Overview

Open Educational Resources (OERs) is defined as “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost-access, use, adaptation and redistribution by others with no or limited restrictions” (UNESCO 2012). Understanding the concept of OER and its integration in online learning is crucial in the face of the pandemic necessitating a paradigm shift in teaching and learning. This is a 4-week course designed for educational administrators and planners, teachers, trainers, researchers and individuals with interest on how to use Open Educational Resources for teaching and learning. The course aims at creating awareness on the importance and use of OERs in online learning as well as capacity building in this area

This course will be useful for educational administrators and planners, teachers, trainers, researchers and individuals with interest on how to use Open Educational Resources for teaching and learning.

Learning Outcomes

It is expected that by the end of this course, you will be able to:

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  • Distinguish an OER from other sources
  • Explain the 5 Rs that characterised a copy-right free resource
  • Describe the events that led to the advent of contemporary OER
  • Appreciate the benefits of OER
  • Recognize the different levels of Online Learning
  • Explain eLearning pedagogy and theories
  • Select effective online learning environment
  • Identify different online learning tools
  • Find OER materials
  • Create OERs for online learning
  • Generate adequate learning outcomes
  • Select appropriate learning activities based on the generated learning outcomes
  • Select appropriate learning strategies based on the learning outcomes
  • Identify appropriate types of assessment based on the learning outcomes
  • Select appropriate OERs that meet the learning outcomes

Instructor(s)

Prof Olufemi Peters; Prof Jane-Frances Agbu; Prof Juliet Inegbedion; Dr Johnso…

Syllabus

Week 1: Becoming Familiar with OER

  • Unit 1: Defining OER
  • Unit 2:Types and Characteristics of OER
  • Unit 3: Historical Background: Actors and Triggers
  • Unit 4: OER Declarations and Action Plan
  • Unit 5: Benefits of OER

Week 2:Becoming Familiar with Online Learning

  • Unit 1:Concept of Online Learning
  • Unit 2: Pedagogy in Online Learning
  • Unit 3: Online Learning Environment
  • Unit 4: Online Learning Tools
  • Unit 5: Learning Devices

Week 3: Identifying, Using, and Creating OER in Online Learning Environment

  • Unit 1: Open Licenses
  • Unit 2:; Finding OERs
  • Unit 3: Using OERs
  • Unit 4: Creating OERs
  • Unit 5: Deploying OERs

Week 4: Applying OER in Online Learning Course Planning

  • Unit 1: Learning Outcomes
  • Unit 2: Selecting Learning Activities
  • Unit 3: Selecting Learning Resources
  • Unit 4: What is the right Assessment?
  • Unit 5: Appropriate OER

Leading Change in Teaching and Learning for a Digital World

The introductory-level Leading Change in Teaching and Learning for a Digital World (LCTL) massive open online course will provide frameworks and practical approaches to the leadership and change management required for implementing technology into teaching and learning. This free, 4-week MOOC provided by the Commonwealth of Learning in partnership with Athabasca University is open to administrators, teachers, and other educational professionals.

Watch the video below for more information on LCTL MOOC and to meet some members of our team, and be sure to download the brochure for further details and distribution through your personal and professional networks.

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Leading Change in Teaching and Learning for a Digital World is a massive open online course for those interested in shaping, leading, and supporting innovative application of digital tools and technologies during teaching and learning. This course will engage you in the review, discussion, and application of leadership ideas that support new teaching and learning practices. These leadership approaches and teaching and learning practices are aligned with the digital transformation that is shaping our societies. Upon completion of this course, you will understand and have a plan to apply general leadership approaches toward education change in digital, technology-enabled teaching and learning environments. This course provides you the opportunity to view, read, review, and discuss digital transformation in education and the leadership mindset and approaches that leads organisations in this direction. With a focus on post-Covid19 education needs, topics will cover digital education futures, technology-enabled teaching and learning, required organisation infrastructures, and how to develop the needed leadership actions.

Learning Outcomes

  • Meet online with teaching and learning leaders from all over the world who are also learning to improve their leadership techniques
  • Review what digital transformation means and what role there is for education
  • Evaluate potential change requirements for teaching and learning in and for digital environments
  • Demonstrate knowledge regarding several leadership theories appropriate for digital transformation in education
  • Identify and reflect upon personal leadership strategies and evaluate their potential for leading transformative change
  • Combine personal leadership knowledge with context specific needs to support a Leadership Activity Plan
  • Receive a certificate on completion of required activities

Syllabus

Week 1: Defining digital education

  • Introducing definitions of digital transformation and its role in education
  • Exploring the need for education change in individual contexts
  • Reviewing general leadership theories applicable to digital education

Week 2: Digital leadership for digital change in education

  • Creating organisational infrastructure for digital teaching and learning
  • Applying leadership theories for digital transformation
  • Evaluating individual leadership development needs Week3 Preparing for education futures
  • Identifying individual and preferred organisational goals for the digital future
  • Considering leadership strategies and competency development
  • Integrating global and local needs with digital teaching development activities

Week 4: Creating leadership development plans

  • Identifying and testing leadership assessment tools
  • Mapping needs of digital teaching development to leadership strategies
  • Documenting opportunities for action to support digital teaching and learning transformation in context

Good Agricultural Practices (GAP): An Introductory Course for The Bahamas

Course Overview

The Bahamas Agricultural Health and Food Safety Authority (BAHFSA) and The Ministry of Agriculture and Marine Resources (MAMR) in collaboration with Commonwealth of Learning (COL) have partnered to provide farmers with an online course on Good Agricultural Practices (GAPs). This self-study course addresses fruit and vegetable production and is designed to inform farmers on the basic environmental and operational conditions necessary for the production of safe and wholesome produce. Fruits and vegetables are an important component of our diet. Nutritionists and health professionals have clearly shown that diets low in fat and high in fiber, with at least five servings a day of fruits and vegetables, protect us against many types of cancers and lessen the risk of heart disease. Now, more than ever,

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consumers listen to these messages and have altered their food choices. In recent years, there has been an increase in food recalls due to biological, chemical and physical risks, particularly with leafy greens such as lettuce. This six-week course will help to mitigate against these risks and serve as a guide in the implementation of best management practices at all stages of the crop production and processing systems. Participants are required to commit 30 – 60 mins per week on completing the weekly presentations and assignments to successfully achieve the learning goals of this course.

Learning Outcomes

Upon completion of this course you should be able to:

  • Discuss the importance of food safety and its relations to GAP
  • Define GAP standards and requirements
  • Understand the GAP structure, modules and key elements
  • Apply GAPs in fruit and vegetable production for improved food safety and quality

Arts, Media, and Performance Pathway

Are you creative? Do you enjoy artistic expression?

The Art, Media, and Performance department at Los Angeles Mission College offers high-quality classroom instruction from renowned faculty and industry professionals who provide students with practical, hands-on experience to ensure optimal skill enhancement. The department offers various Certificate programsLinks to an external site. in Animation, Graphic Design, Art, Art History, Interior Design, Video Production, Museum Studies, or Theatrical Production, and more!

We welcome students who are new to the industry, as well as seasoned veterans looking to stay up-to-date on industry trends while earning certificates. Our certificates prepare students for entry-level management positions and fulfill many academic transfer requirements to four-year institutions such as CSUs, UCs, and private colleges and institutions.

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We can help plan your Pathway!
For academic advising on course sequences please contact our fantastic professors in the Areas of Study you are interested in!

AMP Department Chair & Multimedia/Commercial Photo: Curtis Stage  
Art & AMP Vice Chair: Deborah Paulsen –
Theatre & AMP Vice Chair: Bob Cucuzza – 
Art: Adam F. Scott
Art History: Thomas Folland
Interior Design: James Lemmon
Multimedia/Cinema/Film: John Huynh
Music: 


Arts, Media, and Performance Programs

Definitions:
AS: Associate of Science, AS-T: Associate of Science Transfer, AA: Associate of Art, AA-T: Associate of Art Transfer, C: Certificate, SC: Skill Certificate
*: This program has additional requirements. View the program page for more information.

Every Los Angeles Mission College student has access to a success coach to support you throughout your educational journey. Our coaches can assist you with any question you may have about your chosen Pathway, and they can also help with financial aid, admissions & records, and enrolling in classes.

Dave Cillay to assume role of interim Pullman chancellor beginning June 3

Global Campus Chancellor Dave Cillay, a nationally recognized leader in online higher education, will serve as interim chancellor of WSU’s Pullman campus beginning June 3.

Cillay will maintain his role as Global Campus chancellor as well as vice president of Academic Outreach and Innovation while also serving as the leader of the Pullman campus. Inaugural Pullman Chancellor Elizabeth Chilton is leaving WSU to become the University of New Hampshire’s president.

“The tremendous growth of our Global Campus is in no small part thanks to the monumental efforts put in by Dave and his team,” WSU President Kirk Schulz said. “This is a time of tremendous opportunity for WSU to examine how it will continue fulfilling its mission as a modern land-grant university, and Dave’s record of innovation and thoughtful leadership will prove a tremendous asset to the Pullman campus.”

Cillay’s interim tenure is expected to extend through the university’s search for a new system president, with Schulz stepping down next summer. Schulz has indicated he plans to let the next administration select a permanent replacement.

“As we look for the next leader of our university system, I’m honored to serve the Pullman campus in this role,” Cillay said. “I’ve called Pullman home for the nearly three decades. My family and I are eager to embrace this opportunity and become even more engaged in this vibrant community.”

Cillay and his family are planning to relocate to the Ida Lou Anderson House later this summer. The house traditionally was the historic home of WSU presidents, but in 2022 the university made it the official residence of the Pullman campus chancellor.

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In 2019, Cillay was named the inaugural chancellor of WSU Global Campus following seven years as vice president of Academic Outreach and Innovation. Since his appointment, WSU Global Campus has grown from 3,254 students to 3,750 this past fall, with enrollment eclipsing 4,000 students during the COVID-19 pandemic.

Jim Harbour appointed director of the WSU School of Hospitality Business Management

Jim Harbour, a career-track associate professor in the Carson College of Business, has been appointed director of the School of Hospitality Business Management. He will officially assume director duties on Aug. 16.

“It’s an incredible honor to be the next director of the School of Hospitality Business Management,” Harbour said. “I want to be a change agent while honoring all those who came before me who worked so hard to create our international reputation. It’s my goal to keep that reputation and work with students, faculty, staff, alumni, industry, administrators, and anyone else that wants to engage with us to help students thrive.”

Harbour (’99) earned his bachelor’s degree in hotel and restaurant administration from WSU and an MBA from Gonzaga University. He has been a faculty member in the SHBM since 2006 and has taught nearly every course in the hospitality program. One of his passions is leading students on study abroad experiences. He co-owns and operates South Fork and Round Top Public House restaurants and Fork in the Road Catering with business partner Wade Dissmore (’97). Harbour and his wife, Jennifer, own Porch Light Pizza and Sweet Mutiny.

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The School of Hospitality Business Management was established in 1932 and is renowned for its faculty expertise, globally recognized research, industry collaboration, and hands-on experience, making it a top choice for students seeking a comprehensive education in an accredited school of business.

“Jim’s intimate knowledge of our curriculum and wealth of industry experience make him an excellent choice to lead our hospitality programs,” said Debbie Compeau, interim dean.

Early exposure to industry influences career aspirations

Harbour grew up in Auburn, Washington, and said his interest in hospitality began in 7th grade when his parents briefly invested in a restaurant. He worked there and fell in love with all aspects of the business. His family later moved to Pullman, where Harbour attended high school. At 16, he worked in a local pizza place, which confirmed the direction of his career.

“I enjoyed the intensity of the work and the industry; it suited who I am as a person,” Harbour said. “Making crew members’ and guests’ days better in the restaurant kept me coming back for more.”

Today, he infuses his classroom with the expertise he’s gained in the industry over the last 30-plus years.

“I use real-time data in the classroom so students see how the numbers work from an operating restaurant,” Harbour said. “I discuss successes and failures that we have experienced in the restaurants, which adds relevancy.”

As director, he plans to leverage industry partnerships that enhance student learning through lectures, internships, externships, company visits, and full-time job placements. He’ll ensure best practices are being used in the curriculum and work with industry leaders to identify resources and collaboration opportunities for research faculty. The hospitality faculty produce some of the most significant hospitality and tourism research in the world, in keeping with the Carson College’s vision to provide leading research insights and critical thinking about business to business and policy communities in the Pacific Northwest and beyond.

“I am excited to develop the leaders and innovators the industry needs to keep progressing,” he said.

WSU Vancouver dedicates new Life Sciences Building

The new Life Sciences Building on the WSU Vancouver campus was dedicated Thursday, June 6, during a ceremony that included students, faculty and staff as well as donors, state legislators and others.

“This building unlocks unbound potential in research, student learning and community engagement, and I want to thank everybody who has been a part of getting us here today,” said Washington State University Vancouver Chancellor Mel Netzhammer.

Gratitude was the message of the day.

The $63.8 million project was funded largely by $57.1 million awarded from the Washington State Legislature for predesign, design, construction and furnishings. Due to market inflation, the cost to complete the Life Sciences Building came in above the original estimate. The Washington State Office of Financial Management provided supplemental funds to offset market inflation, WSU Vancouver applied money from its own reserves and many donors contributed to complete the building as planned.

“Completing the Life Sciences Building required a partnership between our state legislators and private philanthropy,” said WSU System President Kirk Schulz. He said it’s important to build the buildings we need, not just now, but well into the future, and not be limited by budget. That’s where philanthropy comes in. WSU Vancouver also celebrated the opening of eight named spaces in the Life Sciences Building with the donors and their supporters.

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“Well over 10 years ago we started out with a vision for a building that would house chemistry, biology and nursing programs, bringing all of these life sciences disciplines together in one building to create synergies and collaboration for teaching and research. That’s what this building is,” said Vice Chancellor for Research and Graduate Education Christine Portfors.

The Life Sciences Building, slated to open to students in August, houses lab space for programming in biology and chemistry, serving general educational needs for all students and foundational courses for an array of STEM degrees, including biology, chemistry, neuroscience and nursing.

“We always understood this complex project—a labor of love—would ultimately support the research of our faculty, which is groundbreaking and of international importance, and support student learning in brand news ways with new opportunities for collaboration and partnerships,” said Netzhammer.

Thursday was the first opportunity for guests to see the Life Sciences Building’s art installations. Murals and floor tiles were created by Los Angeles painter Roberto Delgado. Seven pieces by Oregon-based painter, printmaker and illustrator Jo Hockenhull are on display. Hockenhull is a WSU Pullman emerita professor and served as associate dean for academic affairs at WSU Vancouver. “Pointed Mask” by sculptor Seymour Lipton, and donated by the Palmer Foundation, can be viewed in Suite 225.

The Life Sciences Building is open during WSU Vancouver’s regular business hours, 8 a.m. to 5 p.m. Monday through Friday.

Public wheat breeders continue 130‑year legacy of excellence

Breeders at Washington State University have kept Washington wheat competitive for well over a century from William Jasper Spillman’s first wheat variety in the early 1900s to the newest cultivars reaching farms this year.

“We are stewards who are here for the long haul,” said Professor Rich Koenig, chair of the WSU Grain Royalty Advisory Committee. “We’ve been entrusted with the future of the wheat industry.”

A legacy of innovation

The story of Washington wheat breeding began with Spillman, who arrived at the newly established Washington Agricultural College in 1894 as its sixth faculty member.

A WSU plant scientist, mathematician, and — at the time — the university’s undefeated football coach, Spillman sought to improve economic health for farmers by producing useful varieties of wheat. From crosses made in 1899, he showed how combinations of traits could make wheats that are better adapted to the soils and climates of Washington. Spillman went on to work for the U.S. Department of Agriculture, where he helped establish a forerunner of today’s Extension system, but not before breeding WSU’s first six club wheat releases.

“Traditionally, all the wheat grown in the Pacific Northwest was club wheat,” said Kim Garland-Campbell, a Pullman-based USDA research geneticist and club wheat breeder.

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For decades, fungal diseases like bunt and smut were among the biggest challenges for Northwest wheat growers. Agronomy and plant breeding instructor Edward Gaines, who joined the WSU program in 1912, bred more fungus-resistant hard winter and club wheats.

After Northwest growers urged Congress to fund a cooperative regional wheat improvement program in the late 1920s, one of Gaines’ former students, Orville Vogel, was hired as a USDA wheat breeder in 1931.

“Vogel and Spillman were true renaissance men,” said Mike Pumphrey, WSU’s spring wheat breeder. “They were engineers and economists as well as breeders.”

Since Vogel’s day, scientists from WSU and USDA have worked together to improve wheat quality, hardiness, and productivity. Their work is also supported by the Washington Grain Commission, which has funded wheat and barley breeding since the 1960s in a six-decade partnership.

Working with the grain commission and the USDA, WSU built the Plant Growth Facility, which has become a national model of cooperation. WSU’s two-cent royalty on new wheat varieties, established in 2012, helped pay for the facility and is now supporting breeding research, training, and infrastructure.

Bringing in valued traits

Before Vogel, most commercial wheat grew on tall, stately stalks. A USDA researcher at WSU Pullman for 42 years, he bred new semi-dwarf wheat plants that ploughed more energy into their heads of grain, boosting yields by as much as 25%. Vogel named his revolutionary variety “Gaines,” in honor of his teacher. It was released in 1961.

Vogel’s former technician and WSU scientist Clarence Peterson worked with WSU plant pathologist George Bruehl to release Sprague, the first snow mold-resistant winter wheat, in 1972. Daws, released in 1976, was bred for winter hardiness, a trait maintained in current wheats. In 1988, Allan released Madsen and Hyak, the first strawbreaker foot rot-resistant varieties. Allan’s 1991 club wheat, Rely, included eight different types of stripe rust resistance.

Peterson’s 1990 cultivar Eltan and breeder Ed Donaldson’s 2000 release Finley are winter wheats with excellent emergence from deep sowing, another characteristic that WSU scientists have brought into modern varieties.

The chain continued as breeders Stephen Jones, Kim Kidwell, and Garland-Campbell took over management of breeding programs. Molecular geneticist Kulvinder Gill also released several varieties, including Curiosity CL+ and Mela CL+. Today, more than 50 named varieties have debuted since 1995 and counting.

Over the past decades, the WSU breeding program received multiple offers to merge with private companies. WSU has always chosen to maintain its independence, preserving the investment that the institution, the Washington Grain Commission, and growers have made throughout the past 120 years.

“Washington’s ability to export wheat is based on end-use quality, and that quality is phenomenal because growers hold WSU to a high standard,” Koenig said. “We can’t make solely short-term decisions. If we were to lose the rights to our germplasm, we’d lose control over quality and opportunities to breed for the specific needs of Washington.”