Professional identity for social workers - what is it and how can it be stren...Sophie40
Session that explores current research projects around professional identity and a project currently underway for the Scottish Social Services Council on newly qualified social workers. How do we develop and strengthen the identity of social workers in Scotland? This exploration, important in the light of health and social care integration, would benefit from the contributions of a wide range of participants as well as benefitting social work students, practitioners and managers. Contributed by: Glasgow Caledonian University
The following slides represent the ISB Elementary School vision for 2008 and beyond. This deck was the second of a series of presentations on the vision and direction the Elementary School will be taking going forward. Its purpose was to clarify points from the last meeting and build understanding.
This thinking represents our current "temporary fixed position"
This powerpoint presentation talks about academic leadership with focus on how to improve instruction and how to empower teachers to be become excellent teachers.
Professional identity for social workers - what is it and how can it be stren...Sophie40
Session that explores current research projects around professional identity and a project currently underway for the Scottish Social Services Council on newly qualified social workers. How do we develop and strengthen the identity of social workers in Scotland? This exploration, important in the light of health and social care integration, would benefit from the contributions of a wide range of participants as well as benefitting social work students, practitioners and managers. Contributed by: Glasgow Caledonian University
The following slides represent the ISB Elementary School vision for 2008 and beyond. This deck was the second of a series of presentations on the vision and direction the Elementary School will be taking going forward. Its purpose was to clarify points from the last meeting and build understanding.
This thinking represents our current "temporary fixed position"
This powerpoint presentation talks about academic leadership with focus on how to improve instruction and how to empower teachers to be become excellent teachers.
A study of leadership qualities required by academicians to build world-class universities and how to create and nurture a positive environment to enhance these leadership qualities thereby ensuring sustainability of the higher institution of learning.
Teach the teacher achievement (unit four)LouisCabuhat
The literature on attrition suggests that learners who underestimate their ability to succeed in college-level courses become easily disillusioned once failure occurs. The key to avoiding this example of cognitive dissonance (Miller & Tanner, 2011) is to anchor achievement strategies to realistic goal-setting. The literature suggests that students who experience cognitive dissonance are more likely to dropout (Miller & Tanner, 2011). Furthermore, the unpleasurable experience of dropping out of school is manifested emotionally. However, studies show that students who are successful in managing their emotions and relationships and impulse control are more likely to persist to graduation (Allen & Lester, 2012).
So, how do you measure achievement?
Evaluating the Effectiveness of Academic Leadership Programmes - a Way Forward
Presented by Linda McKellar (formerly McLain) at the TEMC conference, Melbourne, October 2010
Teacher the teacher engagement (week two)LouisCabuhat
In unit two, participants will create the framework for a rating scale on motivation with the idea that, ultimately, a workable Early Warning System that alerts faculty and staff of impending student issues is published for use by the college.
Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
A study of leadership qualities required by academicians to build world-class universities and how to create and nurture a positive environment to enhance these leadership qualities thereby ensuring sustainability of the higher institution of learning.
Teach the teacher achievement (unit four)LouisCabuhat
The literature on attrition suggests that learners who underestimate their ability to succeed in college-level courses become easily disillusioned once failure occurs. The key to avoiding this example of cognitive dissonance (Miller & Tanner, 2011) is to anchor achievement strategies to realistic goal-setting. The literature suggests that students who experience cognitive dissonance are more likely to dropout (Miller & Tanner, 2011). Furthermore, the unpleasurable experience of dropping out of school is manifested emotionally. However, studies show that students who are successful in managing their emotions and relationships and impulse control are more likely to persist to graduation (Allen & Lester, 2012).
So, how do you measure achievement?
Evaluating the Effectiveness of Academic Leadership Programmes - a Way Forward
Presented by Linda McKellar (formerly McLain) at the TEMC conference, Melbourne, October 2010
Teacher the teacher engagement (week two)LouisCabuhat
In unit two, participants will create the framework for a rating scale on motivation with the idea that, ultimately, a workable Early Warning System that alerts faculty and staff of impending student issues is published for use by the college.
Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
An overview of the Effective Lifelong Learning Inventory (ELLI), developed from research at the University of Bristol, in the context of post-16 education, including apprenticeships. Focus on ensuring high quality learner journey post-16 through use of ELLI. Includes five factor framework for creation of positive learning environments. How ELLI improves retention and attainment. Presentation given at Post-16 Briefing, November 2016, organised by the University of Salford, UK.
1) How student organization can affect the leadership developm.docxmonicafrancis71118
1) How student organization can affect the leadership development (leadership traits) of a
student., person.
2) Why students take on leadership role in the student union (organization)
3) Forcus on Erasmus in Sweden
4) The potential of student organizations for developing leadership
5) Volunteer
6) What motivation do students have when taking a leadership role a volunterely
7) The Significance of Student Organizations to Leadership Development
8) Motivation Factors for Students’ Pursuit of Leadership Positions
9) The effect
10) How can the leadership position in Erasmus student network affects the development of a
leadership skills of an individual (student) – qulitative
11) What leadership skills could be debeloped as a result of taking a leadership role in
Erasmus student network
12) To what extent does taking a leaderhip position in ESN effect the development of
leadership skills
13) What motivates students to take on a leadership role within a student organization
14) The effect of student organization pn leadership development of a student
Role of student organizations in developing leadership capacity in students,
By participating in a student organization students learn how to:
1) Recruit new members (persuasion, communication, charisma)
Determine why your membership numbers are low and the kind of members you
want to recruit.
Develop a personalized recruitment and marketing plan for your student organization.
2) Find ways to get funding (planning, making deals)
3) Learn how to be creative with your current funding and how to gather funds from
additional sources your organization has access to.
4) Become familiar with the forms and channels at UNL that allow your organization to
manage its funds.
5) Engage and motivate members
6) Discover ways to motivate and engage your members to remind them why they
joined your organization.
7) Develop a sense of community in your organization and retain more of your current
members for the next academic year.
8) 4) Make your programs great
9) 5) Lead with purpose
10) Is the leadership team of your organization working together to meet common goals?
Are your student leaders aware of each other’s strengths and how to best use them
strategically for the success of your student group?
11) Assess each leader’s skills and strengths and learn how to utilize them effectively to
achieve the goals of the organization.
12) Become more successful leaders inside and outside of your student organization.
Gain practical experience in safe environmentt,
Engage with diverse group of people,
True leaders – the one of the same status and experience but stand out from the crowd –
respected and they vote for him/her.
Voluntarily basis
Why important?
Learn more about yourself – Self leadership – voluntarily
You can understand more about yourself, your strengths, interests, and goals. Whether it is
developing a new idea, multitasking, or helping others, you can find out w.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
Prepare d planning outstanding inquiry units- Next Steps Oct 2014Adrian Bertolini
What is it that makes an IBL unit powerful? What are the elements that allow students to grow and develop their own abilities as independent learners? This workshop is a hands-on planning workshop where teachers will be coached to develop the spine of an outstanding inquiry based learning unit. This workshop builds upon the 2013 workshop and continues exploring the elements that develop great inquiry units.
Division Meeting - Sept. 5, 2023
University of South Carolina Division of Student Affairs and Academic Support
- Welcome
- Staff Senate, Megan Colascione
- Professional Development Team, Jessie McNevin and Morgan Ruebusch
- Strategic Priorities, Leena Holt and Dana Talbert
- Updates, J. Rex Tolliver
Directors Meeting - Oct. 21, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Kim Pruitt, Assistant Director for Organizational Development, USC Human Resources
J. Rex Tolliver, Vice President for Student Affairs and Academic Support
Directors Meeting - March 29, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
April Barnes, executive director of University Housing
Dennis Pruitt, vice president for student affairs
Division Meeting - Feb. 25, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Megan Colascione, Student Life, Staff Senate
Pam Bowers, Planning, Assessment and Innovation
Jennifer Keup, National Resource Center for The First-Year Experience and Students in Transition
Directors Meeting - Feb. 2, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Dan Friedman, executive director of University 101 Programs
Dennis Pruitt, vice president for student affairs
Division Meeting - October 1, 2021
UofSC Division of Student Affairs and Academic Support
Staff Senate Overview
Presented by:
- Leena Holt, Parent and Family Programs
- Rushondra James, College of Information and Communications
Updates on Telecommunicating and Class and Comp Study
Presented by:
- Stacey Bradley, Student Affairs and Academic Support
Division Meeting - August 27, 2021
UofSC Division of Student Affairs and Academic Support
Presented by:
- Dennis Pruitt, Vice President for Student Affairs and Vice Provost
- Stacey Bradley, Senior Associate Vice President for Student Affairs
- Scott Verzyl, Vice President for Enrollment Management and Dean of Undergraduate Admissions
- Silvia Patricia Rios Husain, Assistant Vice President for Student Success
- Anna Edwards, Associate Vice President for Student Life
- Kirsten Kennedy, Associate Vice President for Student Housing and Sustainability
- Maegan Gudridge, Communications Director
presented July 30, 2021 by:
- Stacey Bradley, senior associate vice president for Student Affairs and Academic Support
- Anna Edwards, associate vice president for Student Life
- Kirsten Kennedy, associate vice president for University Housing and Sustainability
Division Meeting - March 19, 2021
UofSC Division of Student Affairs and Academic Support
"Diversity, Equity, Inclusion and Achievement Task Force Review Session"
presented by Silvia Patricia Rios-Husain, Student Success; Alisa Liggett, Student Conduct and Academic Integrity; Jerome Scott, Student Government; and Joe Fortune, University Housing
Directors Meeting - March 9, 2021
Division of Student Affairs and Academic Support
"Substance Misuse, Enforcement and Retention," presented by Aimee Hourigan, director, Substance Abuse Prevention and Education
"Experience by Design," presented by Amber Fallucca, director of the Quality Enhancement Plan, and Lara Ducate, faculty executive director, Center for Integrative and Experiential Learning
Remarks and Updates
Dennis Pruitt, Vice President for Student Affairs
Division Meeting - Nov. 17, 2020
UofSC Division of Student Affairs and Academic Support
"2019-2020 UofSC Community Insights Survey"
presented by Nathan Strong and Kim Pruitt, UofSC Human Resources, and Stacey Bradley and Alicia Bervine, Student Affairs and Academic Support
"2019-2020 UofSC Community Insights Survey"
Division Meeting - Oct. 2, 2020
UofSC Division of Student Affairs and Academic Support
"Mental Health and Well-Being in a Prolonged Crisis,"
presented by Rebecca Caldwell and April Scott, Student Health Services
Directors Meeting - Sept 15, 2020
Featuring:
Julian Williams, Vice President for Diversity, Equity and Inclusion
Katherine Hilson, Professional Development Team, Admissions
Jessie McNevin, Professional Development Team, Capstone Scholars Program
Dennis Pruitt, Vice President for Student Affairs
More from University of South Carolina Division of Student Affairs and Academic Support (20)
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
3. Thoughts for Reflection
• What will a future graduate of Carolina look
like?
• What am I doing in my work area to contribute
to achieving our university’s mission?
• What am I doing to learn more about and
understand our students and their college
environment?
• How am I participating in “learning
organizations” to learn about and utilize best
educational and business practices?
4. A learning organization is an
organization skilled at creating, acquiring, and
transferring knowledge, and at modifying its
behavior to reflect new knowledge and insights.
-Garvin (1993)
5. Thoughts for Reflection
• In what ways am I engaged in my own
professional and personal development that add
value to my contributions to my work, my family,
and my community?
• In what ways do I model behavior for our
students?
6. The World We Live in is
Consumed by:
• Chaos- requires order and nimbleness
• Disruption- requires adaptability
• Perpetual Change- requires continuous learning
• Volatility, Uncertainty, Complexity, Ambiguity
(or VUCA)- requires new ways of strategic
thinking and evidence based actions
7. Crumbling Paradigm
“A ‘crumbling paradigm’ is a condition in which an
institution or industry has outlasted its operating
assumptions. The condition is detected when the
business or the mission results of an industry or a
company within an industry are flat or declining
while more and more resources are consumed.
When this happens, the institution or industry
goes into an irreversible decline until a new
operating model takes its place.”
- Lopez (2013)
8. Funding Sources and
Our Crumbling Paradigm
• State Funding
• Tuition and Fees
• Federal Research Grants
• Auxiliary Services
• Gifts and Donations
• Federal and State Financial Aid
*Enrollment capacity and tuition caps.
9.
10. The Mood on College Campus
• Some despair; “some” public dissatisfaction
• Accountability and cost
• Doing more with LESS: narrowing the mission
• Realizing the power of technology: new LOE
• New emphasis on teaching: professors of practice
• New emphasis on workplace readiness for
graduates (employability)
• A growing receptivity and enthusiasm for change.
11. Changes
• Is college doomed?
• Are we expected to cure “all of societies ills?”
• Freedom to travel, phone fixes, cameras and
transparency
• Creating the magic: an optimal learning
environment
12. INPUT (I)
ENVIRONMENT (E)
OUTCOMES (O)
• 6 year graduation rate
• Students’ learning achievements
• Graduates’ employment status
• Admissions to graduate school
• Total undergraduate enrollment
• Cost- tuition, fees
• Availability of financial aid, scholarships
• Curriculum- learning expectations
• Availability and quality of support services
• Quality of advising
• Student-faculty ratio
• Availability and quality of BTC experiences
• Technology resources
• Average freshmen SAT scores
• Motivation to attend USC
• Scholarship skills / habits
• Financial status
• Life goals
- Astin (1993)
Astin’s Input –
Environment
Outcomes
Model
13. FR
SO
JR
SR
Leadership
Occupational
Physical
Internship
E N V I R O N M E N T
Student VariablesStudent Variables
• HS GPA
• Transfer GPA
• SAT / ACT
• Gender
• Race
• Age
• Residence
Intended Outcomes
Degree / Carolina Core:
• Knowledge
• Skills
• Dispositions
All:
• Retention
• Graduation
• Employability
Beyond the
Classroom
programs
provide
support
and/or
enrichment
opportunities
for each
unique,
individual
student
(all majors,
all levels of
preparation)
• Intellectual skills
• Career development
• Physical well being
• Social development
• Emotional well being
• Spiritual development
USC
Undergraduate
Education
System
16. New Performance Criteria
• Freshman to sophomore
retention rates
• Sophomore to senior
persistence rates
• Graduation rates
• Length of time to degree
• Placement
• Gainful employment
• Manageable debt
• Institutional default
rates
• Value added
• Life-long learner
• # of Pell Grant recipients
NEXT:
Transferability
17. Key Questions
for Improvement
• Doing the right things? (strategy)
• Doing things the right way (architecture)
• Doing them well? (delivery)
• Getting the benefits? (value)
18. 8 Simple Rules
1. Teach the students you have, not the ones you think you
should have.
2. The university can make you the instructor of record for
a given course, but it cannot make you any student’s
teacher. Only the student can make you her teacher, by
accepting you in that role.
3. Never say you teach the subject matter, not the
students. The subject matter has nothing to learn
from you.
4. The work you do for a course is less important than the
work your students do. They learn less from it.
19. 8 Simple Rules
5. It is essential to challenge your students, but it isn’t
enough. You must also believe in them, encourage
them, and guide their efforts.
6. We all want to believe we have some share in our students’
successes. Their failures we tend to regard as their own.
Rethink this.
7. Do not defend yourself against students’ responses to
your teaching. Seek out their perceptions and work to
comprehend them. Boredom, anger, silence,
helplessness, apathy, rudeness, and resentment are all
messages waiting to be decoded.
8. Make learning fun. - Miller (2014)
20. Career
Planning
Student understands
career development
process and establishes
and implements a
structured plan for active,
self-driven participation in
career development
activities to include self
assessment, workplace
exploration and job
search preparation.
Relationships
Student strategically
establishes network by
developing relationships
with university faculty and
staff, academic advisors,
career coaches, alumni,
mentors and
practitioners. Student
establishes appropriate
online presence and
connections (i.e.
LinkedIn).
Academic
Subject
Knowledge, Skills
& Understanding
Student demonstrates
mastery of both their
academic program
(major/degree)
requirements and the
Carolina Core (general
education) requirements
through successful
academic performance
and degree attainment.
Experience
(Life & Work)
Student actively
participates in high
impact, experiential
practices such as part-
time employment,
internships, co-operative
education, study abroad,
service learning, and
research in order to
develop technical
knowledge related to
various career paths.
Transferable
Skills
(list below taken from NACE
Job Outlook Spring 2015)
Student is able to:
1) Work in team
structure;
2) Make decisions &
solve problems;
3) Communicat
e verbally;
4) Plan, organize &
prioritize work;
5)Obtain & process
information; 6) Analyze
quantitative data;
7)Demonstrate technical
knowledge related to job
8) Demonstrate
proficiency w/ computer
software programs;
9) Create/edit
written reports;
10) Influence others
(leadership).
Emotional
Intelligence
Student develops
emotional literacy (the
ability to monitor and
appropriately label both
their own and other’s
emotions and apply
emotional information to
guide thinking and
behavior), through
exposure to emotional
intelligence theory and
exercises.
University of South Carolina
Employability Model
Adapted with permission from the CareerEDGE Model of
Graduate Employability (Dacre Pool & Sewell, 2007)
Reflection, Integration
& Evaluation
Self-efficacy:
One’s belief in one’s own ability to
successfully perform the tasks
required to achieve specific goals.
Self-confidence:
One’s strength of belief in their overall
aptitude for success - a general sense
of self-assurance. (Self-efficacy plays
an important part in determining self-
confidence.)
Self-esteem:
One’s sense of self worth.
Employability
“Employability is having a set
of skills, knowledge,
understanding and personal
attributes that make a person
more likely to choose, secure
and retain occupations in
which they can be satisfied
and successful.”
~ Dacre Pool & Sewell
2007; 2012
Whether or not a student
finds employment can be
impacted by factors both
inside and outside the
model (i.e. a downturn in
the market, selection of
major/degree or the range
and quality of experiences
gained by the student.)
21. Dr. Dennis Pruitt
Vice President for Student Affairs,
Vice Provost and Dean of Students
Office: Osborne Administration Building,
Room 110
Telephone: 803-777-4172
Email: dpruitt@sc.edu
Contact
22. • Astin, A. (1993). Assessment for excellence: The philosophy and practice of
assessment and evaluation in higher education. Phoenix, AZ: Oryx Press.
• Garvin, David. “Building a Learning Organization.” Harvard Business Review July
1993: 78-92.
• Lopez, Jorge. “How to Create Competitive Advantage by Evaluating Crumbling
Paradigms.” Gartner.com, 29 Mar. 2013. Web.
• Miller, David. University of South Carolina Center for Digital Humanities and
English Professor.
• Mintz, S. (2014, September 30). The Future of Higher Education. Inside Higher Ed.
Retrieved from https://www.insidehighered.com/blogs/higher-ed-beta/future-
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References