New graduates have good reason to celebrate their academic achievements.  After all, on average, a college degree remains a good indicator for boosting one's lifetime earning potential.  For many Americans, a college education is a lasting investment in future economic mobility.

 

After the gilded glow of the cap and gown and the pomp and circumstance of the commencement ceremony fade into memory, reality sets in.  The soaring costs of higher education and growing student debt are climbing to unprecedented levels.

 

College debt creates a significant financial burden on many new graduates.  For those fortunate to land a job in the still struggling economy, many will discover how hard it is to stretch a paycheck to cover the bills.  Making ends meet - let alone trying to get ahead - is that much harder with more than $1 trillion in outstanding student loans in the United States.

 

The lion's share of four-year degree recipients borrows money to attend college.  The percentage has increased from 45 percent to about 66 percent in the last decade.  After these graduates rejoice in flipping their tassels to the other side of the mortarboard, they not only walk away with a diploma, but they also walk away with an average debt of $23,000.  That figure jumps to nearly $50,000 for less affluent students who choose to attend private colleges and receive less need-based financial aid.

 

So, what factors are causing the explosion in college tuition?  And, does the student's debt burden square with his or her earning potential post-graduation?

 

In the U.S. Senate, I've led efforts to make it easier for families to save for college.  In the landmark 2001 federal tax laws, I secured a provision to make tax-free savings plans for college a permanent part of the tax code.  Encouraging families to save for college rather than relying on student loans can help many future graduates get off to a stronger start after graduation.  As then-Chairman of the Senate tax-writing committee, I also helped secure the tax deduction for college tuition and the tax deductibility of interest on student loans.

 

Now, even the longstanding sky-high rate of medical spending in the United States is less than the exploding growth of college tuition and fees.  Public policy needs to find a better way to expose the true costs of paying for a higher education and educate consumers.  That's why I'm working to give American families better tools to make informed decisions when sending their students off to college.  More useful information is necessary to help students check the value and earning potential of various college degrees.  Not all degrees are created equal.  Congress should have a serious debate about helping members of the next generation find the best path for their own personal pursuit of happiness as productive members of society.  Those pathways ought to be as broad and diverse as the next generation, from military and public service to vocational training, college, and post-graduate degrees.

 

My efforts to address escalating tuition hikes and student debt include my crusade to shine a bright light on public and non-profit private colleges with well-funded endowments that park their assets in tax-preferred vehicles.  Hoarding exorbitant assets in tax-preferred "rainy day funds" ought to be redirected towards lowering tuition for students and their families.  Through my rigorous oversight of the tax-exempt sector, including universities, hospitals and media-based ministries, I'm working to make sure non-profits are holding up their end of the bargain for the public good.  Tax-exempt colleges bear a unique responsibility to leverage their tax-advantaged resources to educate the public.  That's why I spearhead efforts to bring greater transparency to college revenues and expenses.  The public has a right to know how tax-advantaged dollars at tax-exempt higher education institutions square with their mission.  My review of soaring growth at college endowment funds a few years ago prompted several prominent schools to offer more generous student aid assistance.  As public awareness builds, let's hope the trend continues.  Whereas attending college is not an entitlement, colleges that benefit from tax-advantaged vehicles and tax-exempt status do bear a social contract to make higher education more affordable and accessible to the public.

 

Congress can take steps aimed at reining in college costs.  In May, I joined bipartisan forces in the U.S. Senate to try to bring greater transparency to the true cost of college tuition and fees.  The bill we proposed would cut through the clutter of financial aid letters that families receive from prospective colleges.  Decoding these letters to understand what is actually given, borrowed and owed can be next to impossible.  By having a clear picture in standardized language what students' debt burden will be after graduation, families would have an apples-to-apples cost-comparison to make with other colleges.  This ought to help students avoid taking on excessive debt and become more discriminating shoppers.  That alone could help control the soaring costs of college.  Colleges are increasingly competing to one-up each other to attract students, either through apartment-style housing, gourmet food services or amazing amenities that other institutions cannot match.  Empowering students and their families with better information about the cost and worth of a degree would help spark a race among colleges to provide a high-quality education at a good price.

 

Diplomas tied down with overwhelming student debt make it harder for the next generation to scale the ladder of opportunity.

 

Monday, June 4, 2012

ROCK ISLAND, IL (06/01/2012)(readMedia)-- The late Milton Glick, Rock Island, Ill., was honored by Augustana College, Rock Island, Ill., at the college's annual alumni association awards banquet on May 19, 2012.

Glick posthumously received the Alumni Outstanding Achievement Award. The Outstanding Achievement Award is presented to one or more members for having achieved distinction in their respective vocations.

Glick was a renowned structural chemist and a leader of public higher education par excellence in America. In his career spanning more than four decades, he taught as a faculty member and served in the capacities of dean, provost, vice president or president at five universities: Wayne State University, Detroit, 1966-83; University of Missouri, Columbia, 1983-88; Iowa State University, Ames, 1988-91; Arizona State University, Tempe, 1991-2006; and the University of Nevada, Reno, 2006-2011.

Glick was scheduled to retire in the summer of 2006 from the provost position at Arizona State to become a university professor, "a job that would allow him to teach, mentor younger faculty and serve as a special assistant to the president." But friends say he worried whether that position would be fulfilling for him. When he was asked to apply for the University of Nevada, Reno (UNR) presidency, he saw the offer as an opportunity to make a lasting contribution.

Glick led UNR through a period of unprecedented progress and growth, despite economic challenges. Under his leadership, the university reached several new heights of national stature for teaching and research. His emphasis on increasing retention and graduation rates led to gains, and enrollment grew to the largest in the university's history. In 2010, UNR graduated its largest class, marking a 66 percent increase in the number of baccalaureate degrees awarded over 10 years.

Upon assuming the presidency, Glick issued a campus-wide challenge to recruit more National Merit Scholars. Today, the university is recognized as a National Merit Sponsor school and last year, had a record number of National Merit Scholars. Glick also shepherded the opening of several student or research-centered buildings on the Reno campus.

Augustana honors Glick posthumously with the Outstanding Achievement Award for his prodigious scientific research, aggressive technologic innovations and academic contributions, and his tireless enthusiasm in promoting quality higher education.

About Augustana: Founded in 1860 and situated on a 115-acre campus near the Mississippi River, Augustana College is a private, liberal arts institution affiliated with the Evangelical Lutheran Church in America. The college enrolls 2,500 students from diverse geographic, social, ethnic and religious backgrounds and offers nearly 90 majors and related areas of study. Augustana employs 182 full-time faculty and has a student-faculty ratio of 12:1. Augustana continues to do what it has always done: challenge and prepare students for lives of leadership and service in our complex, ever-changing world.

ROCK ISLAND, IL (06/01/2012)(readMedia)-- Donald Morrison, Rock Island, Ill., was honored by Augustana College, Rock Island, Ill., at the college's annual alumni association awards banquet on May 19, 2012.

Morrison received the Honorary Alumni Award. The Honorary Alumni Award is presented to friends of Augustana who have demonstrated a strong commitment to the college. Recipients are considered honorary alumni of Augustana and members of the Alumni Association. This is not an honorary degree.

Morrison, director of the Augustana Choir from 1966-1993, taught choir members about music and about life. In rehearsals, he introduced different music styles and composers, as he shaped the group into a unified choral ensemble. He shared the history and contexts in which pieces were written, as he helped students to discover the relevance of the pieces in their own lives. Morrison also allowed choir members to experience the unexpected emotional and spiritual elements that could bring them to tears in their performances. And whether they were music majors, business majors or biology majors, Morrison taught everyone that each of them had a voice-and their voice mattered.

When the choir stepped on the risers for a performance, whether in a rural church in Iowa or on the stage of Chicago's Orchestra Hall, the students were poised, polished and professional. When they went on tour and performed the same program for several weeks in a row, Morrison would remind his vocalists that "this" performance was the only one that "this" audience would hear, so the choir owed their guests its best effort. He taught students the invaluable lesson of striving for excellence in all they did, whether it was for themselves or others.

Morrison received his B.M. degree from Drake University in 1953 and an M.S.M. degree from Union Theological Seminary in 1957. He also studied at the University of Southern California, Southern Baptist Theological Seminary and Oakbrook University. He received the Phi Mu Alpha Sinphonia Fraternity Orpheus Award in 1993.

Augustana honors Morrison for his extraordinary achievements and national recognition in choral conducting and his role as a 27-year ambassador for the college.

About Augustana: Founded in 1860 and situated on a 115-acre campus near the Mississippi River, Augustana College is a private, liberal arts institution affiliated with the Evangelical Lutheran Church in America. The college enrolls 2,500 students from diverse geographic, social, ethnic and religious backgrounds and offers nearly 90 majors and related areas of study. Augustana employs 182 full-time faculty and has a student-faculty ratio of 12:1. Augustana continues to do what it has always done: challenge and prepare students for lives of leadership and service in our complex, ever-changing world.

ATLANTA, GA (06/01/2012)(readMedia)-- Kendra Maxwell of Davenport, IA, has earned a degree in Chemical Engineering from the Georgia Institute of Technology in Atlanta.

Kendra was among approximately 2,500 undergraduate and graduate students who received degrees during Georgia Tech's 242nd commencement exercises.

The Georgia Institute of Technology is one of the nation's leading research universities, providing a focused, technologically based education to more than 20,000 undergraduate and graduate students. Georgia Tech has many nationally recognized programs, all top ranked by peers and publications alike, and is ranked in the nation's top ten public universities by U.S. News and World Report.

As a leading technological university, Georgia Tech has more than 100 interdisciplinary research centers operating through the Colleges of Architecture, Computing, Management, Engineering, Sciences and the Ivan Allen College of Liberal Arts that consistently contribute vital research and innovation to American government, industry and business.

For more information, visit Georgia Tech's website at www.gatech.edu.

SPRINGFIELD - May 31, 2012. Governor Pat Quinn today released a statement regarding the status of pension reform in Illinois.

 

"While this has been a productive legislative session, our work is not done for the people of Illinois.

 

"Many members rose to the occasion to take difficult votes to save our Medicaid system from collapse, enact retiree healthcare reform and abolish the oft-abused legislative scholarship program. But we have not finished our work to reform Illinois' pension system, which is drowning in an ocean of unfunded liability.

 

"As I have repeatedly made clear, inaction on pension reform is not a choice. We must fundamentally reform our pension system and we must enact bold reform that eliminates the unfunded liability.

 

"We have made great headway on stabilizing our pension system and we are very close to a solution, but we are not there yet. Therefore, I will convene a meeting with President Cullerton, Leader Radogno, Speaker Madigan, and Leader Cross in the coming week so we can forge a pension reform agreement as soon as possible and return to Springfield to enact it into law."

 

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ROCK ISLAND, IL (05/30/2012)(readMedia)-- Augustana's 152nd commencement took place at the i wireless Center in Moline, Ill., on Sunday, May 20. In all, 558 undergraduates earned their degrees.

Students from your area earning degrees and graduating with honors include :

Erica Aten, from Coal Valley, graduated cum laude with a Bachelor of Arts degree in psychology.

Courtney Brown, from Port Byron, graduated cum laude with a Bachelor of Arts degree in biology.

Owen Engstrom, from Davenport, graduated cum laude with a Bachelor of Arts degree in political science.

Tyler Henning, from Rock Island, graduated cum laude with a Bachelor of Arts degree in computer science and business administration-management information stystems.

Gaetano Iaccarino, from Davenport, graduated cum laude with a Bachelor of Arts degree in music general and anthropology.

Nathaniel McDowell, from Rock Island, graduated cum laude with a Bachelor of Arts degree in English, philosophy, and classics.

Lauren Reid, from Sherrard, graduated cum laude with a Bachelor of Arts degree in business administration-marketing and communication studies.

Amber Soike, from East Moline, graduated cum laude with a Bachelor of Arts degree in elementary education and psychology.

Peter Wessels, from Bettendorf, graduated magna cum laude with a Bachelor of Arts degree in business administration-finance and accounting.

Jennifer Youngs, from Taylor Ridge, graduated cum laude with a Bachelor of Arts degree in psychology and political science.

Students from your area receiving degrees include :

Amanda Eslinger of Coal Valley, received a Bachelor's of Arts degree in art.

Timothy Gillman of Rock Island, received a Bachelor's of Arts degree in geography.

Karla Guadarrama of Rock Island, received a Bachelor's of Arts degree in business administration-marketing.

Randi Johnson of Silvis, received a Bachelor's of Arts degree in communication sciences and disorders.

Megan Keller of Taylor Ridge, received a Bachelor's of Arts degree in communication studies.

Momina Khan of Rock Island, received a Bachelor's of Arts degree in religion and pre-medicine.

Adam Lang of Rock Island, received a Bachelor's of Arts degree in business administration-management.

Anthony Linden of Orion, received a Bachelor's of Arts degree in accounting and business administration-finance.

Conner Martinez of East Moline, received a Bachelor's of Arts degree in accounting.

Melissa Mc Greer of Illinois City, received a Bachelor's of Arts degree in biology.

Timothy Murga of Rock Island, received a Bachelor's of Arts degree in biology.

Michelle Nguyen of East Moline, received a Bachelor's of Arts degree in business administration-management and psychology.

Nicholas Nolte of Rock Island, received a Bachelor's of Arts degree in music general.

Samantha Ott of Milan, received a Bachelor's of Arts degree in sociology-social welfare.

Troy Rorer of Bettendorf, received a Bachelor's of Arts degree in business administration-finance.

Lisa Schippers of East Moline, received a Bachelor's of Arts degree in communication sciences and disorders.

Blythe Sharp of Milan, received a Bachelor's of Arts degree in English.

Dain Swetalla of Davenport, received a Bachelor's of Arts degree in communication studies.

Bo Weber of Illinois City, received a Bachelor's of Arts degree in physics.

Alexander Wenskunas of Davenport, received a Bachelor's of Arts degree in political science.

Laurel Williams of Milan, received a Bachelor's of Arts degree in communication sciences and disorders.

Augustana President Steve Bahls told the graduating Class of 2012 he hopes they will use their liberal arts education to tackle problems from all angles, and the commencement speaker, Broadway's SPIDER-MAN: Turn off the Dark director Philip William McKinley '73, urged them to use their talents and to take risks.

Mr. McKinley urged the grads to not treat their dreams like mom's fine China or save them up for a special vacation, he suggested students "try them out and test them as often as they can."

Founded in 1860 and situated on a 115-acre campus near the Mississippi River, Augustana College is a private, liberal arts institution affiliated with the Evangelical Lutheran Church in America. The college enrolls 2,500 students from diverse geographic, social, ethnic and religious backgrounds and offers nearly 90 majors and related areas of study. Augustana employs 182 full-time faculty and has a student-faculty ratio of 12:1. Augustana continues to do what it has always done: challenge and prepare students for lives of leadership and service in our complex, ever-changing world.

This curriculum is for teachers, counselors and administrators grades 6-12 and identifies, in detail, the 20 motivations that lead to harassment, intimidation and bullying and goes far beyond traditional strategies.

 

Park Ridge, NJ - May 30, 2012- Chase Wilson Education is pleased to announce the release of a new comprehensive Anti-Bullying Curriculum The Building Blocks of HIB: Bullying Redefined for teachers, counselors and administrators. The curriculum was developed and written by Andrew Yeager, a NJ School Psychologist and Student Assistance Coordinator, who lectures extensively and conducts trainings on bullying and adolescent issues throughout the country.

 

Based on academic research and clinical experience, this extensive curriculum enables teachers in a variety of disciplines to educate students on the nature and risks of HIB and enables school counselors to assess, intervene, monitor and reduce HIB incidents.

The curriculum, designed for students in grades 6-12, is comprised of three distinct sections:

 

Part One: "The Building Blocks of Bullying" - We redefine bullying - dispelling common myths and exposing the underlying roots of bullying behavior. The curriculum provides a detailed description and analysis of the 20 "Building Blocks" that lead to harassment, intimidation, and bullying (HIB). This information allows educators and students to understand and interpret the true motivations behind bullying like never before.

 

Part Two: "Core Lessons, Classroom Infusion Lessons, & Film Analysis" - Using the "Building Blocks" as a foundation; this highly detailed section provides teachers with a wide variety of lessons to use in the classroom.

  • Core Lessons: An introduction and detailed description of the "The Building Blocks," including a Building Blocks Checklist and Behavioral Assessment Worksheet, to be used in conjunction with multiple Case Studies for student analysis.
  • Classroom Infusion: A variety of lessons that subtly "infuse" anti-HIB education within a variety of subject areas. Lessons are provided for English Language Arts, Math, Science, History, Physical Education and Health, World Languages, Music, Visual Arts, and accommodations for Special Education.
  • Film Analysis: Using the highly effective anti-bullying film Sticks & Stones, students address specific issues such as cyberbullying, homophobia, hate speech and peer pressure.

Part Three: "Counseling the HIB-Involved Student" - This section provides detailed therapeutic strategies for counseling HIB-involved students and includes assessment forms and guidelines for creating effective treatment plans and documenting student progress.

 

This curriculum is available for purchase at http://cweducation.com/BuildingBlocksofHIB.html for $799.99 and includes:

  • A comprehensive curriculum aligned to Core Curriculum Content Standards.
  • Detailed Infusion Lessons provided for 9 school subjects.
  • A FREE copy of Sticks & Stones with an updated Teacher's Guide.
  • Printable handouts, lessons, and treatment plans for enhanced in-school use.
  • Relatable HIB Case Studies inspired by real-life situations.
  • A comprehensive section on assessment and counseling HIB-involved youth. User-friendly assessment and progress forms that clearly demonstrate and document remedial measures and student progress.

Educator Expertise: Andrew Yeager has over 30 years of experience as a counselor working with adolescents, and has written a variety of curricula on cyber-bullying, Internet safety, and DWI prevention. He is a certified school psychologist and presently works as the Student Assistance Coordinator and Anti-Bullying Specialist at Park Ridge public schools in N.J. He is the President of The Association of Student Assistant Professionals of N.J., and lectures throughout the country on issues such as bullying, Internet safety, adolescent risk and substance abuse. Yeager works directly with bullying-related cases every day in the state with the most comprehensive anti-bullying laws in the country.

 

Enhanced Understanding: The Building Blocks of HIB: Bullying Redefined provides an in-depth understanding of the underlying motives behind harassment, intimidation and bullying. Simultaneously, it gives teachers, administrators, counselors and students a universal vocabulary that lays the foundation for better communication, awareness, and response to harassment, intimidation, and bullying.

 

School Inclusivity: Instead of purchasing anti-bullying resources from multiple sources, The Building Blocks of HIB: Bullying Redefined is a one-source solution for the entire school. This is not only cost-effective, but it also ensures a cohesive unity and direction for schools' anti-bullying initiatives.

 

Student Empowerment: By using the The Building Blocks of HIB: Bullying Redefined in coordination with core lessons, infusion lessons, and the film analysis -- educators re-frame the way students see themselves and the actions and motives of those around them. Lessons and activities encourage students to think analytically and introspectively. By making lessons more relevant to them and their unique personal experience, students raise understanding and empathy. "The Building Blocks" inspire students to alter their own behavior and stand up against HIB - enhancing their self-esteem, self-awareness, leadership skills, and overall character.

 

Climate & Culture: The Building Blocks of HIB: Bullying Redefined gives educators the tools they need to re-shape the culture and climate of their school from the inside out. This includes strategies to enhance engagement in classroom and school-wide programs, and promotes healthier teen relationships and positive role modeling.

 

This program is designed to create a healthier school climate and culture; one which resonates long beyond emotionally-charged assemblies, poster contests, and traditional lectures. The Building Blocks of HIB: Bullying Redefined creates an enduring experience that will greatly impact their day-to-day lives.

 

About Chase Wilson Education:

Chase Wilson Education is an organization in the state of New Jersey that is comprised of a diverse team of filmmakers, educators, law enforcement, and healthcare professionals all working together to improve education, health, and social development in our world.

Our Mission is to provide educator training and student programs centered on a values-based curriculum that provides a foundation of character, tolerance, and empathy.

CWE is a division of Chase Wilson; an Emmy-Nominated multimedia production company incorporated in the state of New Jersey. Chase Wilson Education was founded in 2011 with a sole focus on the future development, creation, and distribution of educational films and programs.

 

 

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ROLLA, MO (05/30/2012)(readMedia)-- Adam Reab of Blue Grass, Iowa, is one of 13 seniors and recent graduates to receive a $5,000 Grainger Power Engineering Award from the electrical engineering department at Missouri University of Science and Technology this spring. The awards are presented as a reward for academic excellence.

The Power Engineering Awards are funded by a $1.3 million endowment from The Grainger Foundation of Chicago. Missouri S&T is recognized by Grainger for its ability to attract top students and educate quality engineers and is one of only six universities in the nation chosen to receive such funding.

Each spring, the Grainger Power Engineering Award is typically presented to up to 13 electrical engineering graduate and undergraduate students who plan to pursue careers in power engineering. Selection of recipients is based on academic performance, exhibited interest in power engineering and extra-curricular activities.

To be eligible for this year's award, students must have graduated with degrees in electrical engineering in August or December of 2011 or May 2012 and have emphasized their course work in power engineering. All of the recipients had significant power engineering experience, either through company internships, research projects or design projects.

Reab earned a bachelor of science degree in electrical engineering from Missouri S&T in 2012.

5 Tips for Turning Adolescents into Fiscally Smart Adults

As children blossom into young men and women, most insist on planning and running their own lives. Parents worry about all the basic essentials for their kids' independent living, like housing, eating properly, staying warm, being careful at night and more. But most parents forget to teach their youngsters one of the most important lessons of all - financial responsibility. The resulting turmoil can spell disaster for a child's future.

Consider this: The average young adult amasses $45,000 in debt by the time they turn 29, according to a recent PNC Bank report.

"This generation of 20-somethings was raised during an economically-thriving period," says financial expert Mark Hansen, author of Success 101 for Teens (www.success101forteens.com). "Undisciplined spending habits, student and car loans, and a tough job market have stymied their financial growth. Perhaps the worst culprit is financial ignorance, but we can count this as a lesson for future 20-somethings."

For young people, organizing finances can be intimidating to the point of prohibitive, he says.

"We need to have a curriculum in schools, from kindergarten through 12th grade, that ensures our kids graduate with financially literacy," he says. "From balancing a checkbook to understanding what it means to pay - and earn - interest, kids need basic money management skills to survive in the world, and most aren't getting them."

Hansen says all teens should know and practice so they can control their financial destinies:

• Saving for dreams - the three-envelope method: Use the first envelope for your day-to-day expenses: gas or lunch money. Pause before blowing this money at the movie theater or a fast-food restaurant! Envelope No. 2 is for short-term goals, which might be clothing or a new laptop. The third envelope is for long-term goals such as a car, college or a "future millionaire club" fund.

• How to create a budget: A budget lets us know what's possible, and not possible, with money. There are six steps to creating a budget. 1. List all of your expenses. 2. List all income. 3. List monthly expenses. 4. Add up these lists separately. 5. Tweak your budget so you can meet your expenses with money left over for savings. 6. Review your budget every week.

• How to set and follow through on goals: First, figure out what your current finances are, then determine what they will be in the future -- one year out, then two years out, then four years later, etc. How will you get to your one- or two-year goal? You need a plan, and most of the time that means either earning more money, spending less, or a combination of the two. Finally, you have to stick to your plan in order for it to work.

• Understanding interest rates, such as credit cards: Interest is a fee paid for using someone else's money. Simple interest is straightforward: 5 percent accrued in your bank account with $100 yields $5 in interest at the end of the year. Compound interest, however, means ever-increasing amounts. This is crucial to understanding debt you may take on from lenders. Know what you are borrowing, and the terms thereof. Just as your money can work for you in a bank account, money borrowed can work against you if it is not paid back in a timely manner.

• How to write checks and balance a checkbook: These days, it's easier than ever to review accounts online, which automatically tracks exchanges. HOWEVER, banks do make mistakes, which is why it's wise to track your accounts independently. Ask. Don't be embarrassed. Banks are putting a premium on service and want to establish a positive relationship with young customers.  If you have a question, speak to someone at the bank. As you take control of your money, you'll also take control of your life.

About Mark Hansen

A successful businessman, a former Palm Beach County, Fla., elected school board member and motivational speaker, Mark has dedicated his life to helping young people overcome obstacles and deal with the challenges of daily living. Struck by a car and nearly killed as a child, Mark fought back through positive actions and reactions to all that he had to overcome. As a result, he relates to teens in a very special way.  Through books such as, "Success 101 for Teens: Dollars and Sense for a Winning Financial Life," and seminars, Mark Hansen is driven to make an impact on teens and young adults and to empower them to rise above and triumph over life's obstacles.

Distance Education Leader's new program provides practical career training for popular profession

PEACHTREE CORNERS, Georgia - May 30, 2012 - Ashworth College announced the addition of its Certified Professional Personal Trainer program (http://www.ashworthcollege.edu/) to its roster of online career diploma programs. The program is nationally accredited and designed to provide students with in-depth instruction in how to design conditioning and personal training programs, formulate nutrition menus and to perform fitness assessments. The program also provides graduates with the tools needed to take the National Council on Strength and Fitness' certification exam.

According to recent data from the National Health and Nutrition Examination Survey (NHANES), more than one-third of U.S. adults (35.7%) are obese, as are approximately 17% (or 12.5 million) of children and adolescents aged 2?19 years. These statistics show that there are opportunities for fitness specialists to use their knowledge of exercise, health, and nutrition to help others live longer lives.

"Fitness and exercise careers allow trainers the opportunity to be a motivational speaker, educator, personal trainer, and health advisor all in one," said Cassandra Blassingame, Program Development Manager for Ashworth's career diploma programs. "Our graduates tell us that they have found a rewarding career path that not only changes people's lives, but also keeps them motivated to maintaining a healthy lifestyle."

According to the U.S. Bureau of Labor Statistics, personal trainers earn on average in excess of $35,000 per year, depending on where they work and their level of experience. Those who are certified can command even higher salaries.

Ashworth's Certified Personal Trainer program is comprised of 18 comprehensive lessons which include learning objectives, lecture notes, review questions, multiple-choice exams and written assignments. Lessons include :

Fitness and Wellness Fitness
Preparing for Exercise: Training Threshold
Cardiovascular Fitness
Developing Flexibility
Developing Endurance and Strength
Strength and Endurance Exercise
Measuring and Controlling Body
Skill-Related Fitness
Wellness and Fitness
Managing Stress
Combating Threats to Your Health
The Athlete's Diet
High-Impact Meals for Peak Performance
Sugar, Carbohydrates, Protein and Hydration Sugars
Eating for Exercise and Recovery
Weight Management for Athletes

Upon completion of the program, graduates receive a one-year member ship to the National Council on Strength and Fitness as well as prep materials to help them complete the NCSF's certification exam.

Because Ashworth is a distance education institution, students can start the program at any time, study at their own pace, and take exams online. The program is extremely conducive to the working professional's schedule.

"Becoming certified can be a major investment in ones career," Blassingame commented. "When someone is considering hiring a personal trainer, certification becomes a mark of excellence, demonstrating that you have knowledge and skills that others don't.

About Ashworth College

Celebrating 25 years of Educating Minds and Changing Lives, leading online school, Ashworth College has built a tradition of excellence by offering students worldwide an extensive range of online college degrees, online certificate programs, career training and online high school diploma options that are affordable and fit the busy schedules of working adults. Ashworth offers
military education as well as specialized programs for corporate partners and homeschoolers.

Headquartered in Peachtree Corners, GA, Ashworth is accredited by the Distance Education and Training Council (DETC). The Accrediting Commission of the DETC is listed by the U.S. Department of Education as a nationally recognized accrediting agency. Ashworth is parent to James Madison High School which is accredited regionally by the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI), an accreditation division of AdvancED and further provides career training and vocational programs in the fields of health, business, technology, education, and skilled trades through PCDI Canada, New York Institute of Photography and Sheffield School of Design.

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