This presentation was given for the defense of my doctoral dissertation in Higher Education Administration at Bowling Green State University in Bowling Green, OH.
This is a powerpoint that I made up for one of my courses...it outlines different topics that counselors can break up to create group meeting topics or even workshops. Excellent for dating violence awareness week too.
THE RELATIONSHIP BETWEEN TEACHER and STUDENTDahlia Aditya
The document outlines guidelines for effective teaching, including that teachers should understand students' needs, promote respect and self-esteem in classroom interactions, and use positive discipline. It also stresses creating an interesting, pleasant learning environment; clear communication; motivating students; addressing discipline issues proportionally and without threats; and fostering student commitment through trust, respect for the teacher, and reflection on progress.
Ways to develop_positive_student-teacher_relation__cited_Soushilove
This document discusses strategies for developing positive relationships between students and teachers. It identifies several techniques for building these relationships, including communicating positive expectations, correcting students constructively, developing classroom pride, demonstrating care, and preventing teacher frustration. Specific approaches are provided for each technique, such as monitoring participation, acknowledging success, reviewing misconduct respectfully, and employing stress reduction tactics. The goal is to inspire student achievement through supportive relationships.
5 Tips To Maintain A Proper Teacher-Student Relationship Portia Stevens
The PPT provides you with proper guidance to maintain a proper teacher-student relationship. For more information you can visit: http://www.past-transgressions.com/
The document discusses teacher-student relationships and classroom management strategies. It notes that positive teacher-student relationships are the third aspect of effective classroom management. Different management strategies work better for different student types, and maintaining cooperation and positive relationships is important over a teacher's career.
Student teaching is the culminating experience in a teacher education program where the student teacher is placed under the supervision of an experienced teacher and university coordinator. The objectives are for the student teacher to establish a positive learning environment, integrate pedagogical studies with discipline knowledge, develop students' thinking and problem-solving skills, improve the teaching-learning process, and enhance authentic learning experiences for all students. The student teacher prays to be a good role model, show love to students, help them think for themselves, and remember the importance of their role in shaping the future.
This document discusses how to create success through building positive relationships with yourself, your business, clients, and others. It emphasizes developing self-awareness of your talents and weaknesses. It also stresses the importance of allowing your business to naturally grow and change with you over time. Additionally, it provides tips for connecting with others through social media, blogging, emails, events, and helping others succeed to help yourself succeed in turn. The overall message is that success comes from positive relationships with yourself and others.
This is a powerpoint that I made up for one of my courses...it outlines different topics that counselors can break up to create group meeting topics or even workshops. Excellent for dating violence awareness week too.
THE RELATIONSHIP BETWEEN TEACHER and STUDENTDahlia Aditya
The document outlines guidelines for effective teaching, including that teachers should understand students' needs, promote respect and self-esteem in classroom interactions, and use positive discipline. It also stresses creating an interesting, pleasant learning environment; clear communication; motivating students; addressing discipline issues proportionally and without threats; and fostering student commitment through trust, respect for the teacher, and reflection on progress.
Ways to develop_positive_student-teacher_relation__cited_Soushilove
This document discusses strategies for developing positive relationships between students and teachers. It identifies several techniques for building these relationships, including communicating positive expectations, correcting students constructively, developing classroom pride, demonstrating care, and preventing teacher frustration. Specific approaches are provided for each technique, such as monitoring participation, acknowledging success, reviewing misconduct respectfully, and employing stress reduction tactics. The goal is to inspire student achievement through supportive relationships.
5 Tips To Maintain A Proper Teacher-Student Relationship Portia Stevens
The PPT provides you with proper guidance to maintain a proper teacher-student relationship. For more information you can visit: http://www.past-transgressions.com/
The document discusses teacher-student relationships and classroom management strategies. It notes that positive teacher-student relationships are the third aspect of effective classroom management. Different management strategies work better for different student types, and maintaining cooperation and positive relationships is important over a teacher's career.
Student teaching is the culminating experience in a teacher education program where the student teacher is placed under the supervision of an experienced teacher and university coordinator. The objectives are for the student teacher to establish a positive learning environment, integrate pedagogical studies with discipline knowledge, develop students' thinking and problem-solving skills, improve the teaching-learning process, and enhance authentic learning experiences for all students. The student teacher prays to be a good role model, show love to students, help them think for themselves, and remember the importance of their role in shaping the future.
This document discusses how to create success through building positive relationships with yourself, your business, clients, and others. It emphasizes developing self-awareness of your talents and weaknesses. It also stresses the importance of allowing your business to naturally grow and change with you over time. Additionally, it provides tips for connecting with others through social media, blogging, emails, events, and helping others succeed to help yourself succeed in turn. The overall message is that success comes from positive relationships with yourself and others.
Here are some suggestions for Ms. Palmer in this situation:
1. Remain calm and do not engage or escalate the confrontation. Speak in a calm, even tone.
2. Clearly communicate classroom expectations and consequences for disruptive behavior according to the school's code of conduct. Refer the student to the administration if needed.
3. After class, have a respectful conversation to understand the student's perspective and try to resolve issues. Set clear boundaries while showing you care about the student.
4. Ask for support from a more experienced colleague or administrator to help de-escalate tensions and mediate if needed. Your safety and authority should not be compromised.
5. Praise and positively reinforce other
The document discusses different types of relationships including matrimonial, parental, societal, and corporate/professional relationships. It provides tips for building relationships through visibility, communication, and credibility. Maintaining relationships requires keeping in touch regularly, giving without expectation of something in return, and following up with connections every 6 months. Building trust and respect, honesty, and mutual understanding are emphasized as important for all strong relationships.
The Teacher In the Classroom & In the Community: Part 1Rodeliza Japson
This document discusses the role of teachers both in the classroom and the wider community. It emphasizes that teachers should create a supportive learning environment in the classroom through good organization, time management, record keeping, and establishing discipline and routine. It also stresses that teachers have a responsibility to participate actively in community activities to promote moral, social, educational and civic development. The school and community are seen as interconnected learning environments where teachers can facilitate students' growth. Effective classroom management is key to providing the conditions for learning.
Developing Positive Relationships with Parents, Students and Other TeachersCarla Ann
This document discusses the importance of developing positive relationships between teachers and various stakeholders in education. It emphasizes that positive relationships with parents, students, and other teachers are essential for student learning and well-being. Effective communication, showing care, respect, and support are some of the keys to building these relationships. Fostering collaboration and avoiding gossip are also important for developing positive relationships among teachers.
Examples of Cross Cultural Male Female Relationships in the BibleIntercultureLife
This document lists examples of cross-cultural and interracial marriages and relationships described in the Bible, including Abraham and Hagar, Moses and Zipporah, Ruth and Boaz, and Jesus and the Church. A total of over 20 different examples are provided spanning from early Biblical figures like Abraham to New Testament examples such as Eunice and Timothy's father.
The document discusses faculty learning communities (FLCs), which are groups of faculty members who collaborate to improve teaching and learning practices. There are two types of FLCs: cohort-based, which address needs of specific faculty groups, and topic-based, which design curriculum around teaching/learning needs. The document provides frameworks for analyzing, designing, implementing, and assessing FLCs. It emphasizes that FLCs can help faculty build collegial communities, engage in professional development, and create better learning environments for students.
Student teacher relationships and learning outcomes flowerbomb22
This document summarizes a teacher professional development session focused on the impact of positive student-teacher relationships on student learning outcomes. The session discussed research showing relationships influence motivation, engagement and outcomes. Teachers were asked to observe each other and assess relationships. Strategies were presented to strengthen relationships, such as self-disclosure, responsibility assignments, and goal setting. Overall, the session aimed to raise awareness of the importance of relationships and provide ideas to improve them.
Schools and teachers want to develop partnership with parents. Strong communication is fundamental to this partnership. So, teachers must continue to develop and expand skills required to build a strong partnership.
This document discusses classroom management strategies for urban middle schools. It defines classroom management as creating a safe, inclusive learning environment through building relationships, understanding students, and promoting engagement. Key strategies discussed include establishing clear routines and expectations, using positive reinforcement, and consistency. The document notes challenges urban students and teachers face include violence, lack of support systems, and low motivation. It emphasizes that strong classroom managers can help close learning gaps through training in research-backed management techniques.
The document discusses the changing relationship between students and teachers from ancient to modern times. In the ancient guru-shishya parampara system, teachers were highly respected and had authority over students, who showed obedience, discipline and gratitude. However, today commercialization of education has degraded the position of teachers while increasing students' ego. Busy schedules and a focus on exams over learning also weaken the relationship. The document explores factors contributing to and possible ways to improve the current student-teacher dynamic.
1.1 Understanding racial segregation in the classroom Lusted, Best-BryanEllen Lessner
1) The study examined racial segregation in classroom group work through a staff-student collaborative research project. 2) Key findings showed that while allocation was often tutor-led, friendships and thus group formations tended to be ethnically aligned. Working with others of the same ethnicity was perceived as easier due to shared backgrounds and understanding. 3) Reflections on the collaboration emphasized the need for flexibility in defining partnership roles and getting honest student feedback, while being realistic about project goals.
The_Benefits_of_Internationalization_at_Home_Efforts_in_Promoting_Undergradua...Diana N. Yefanova
The study investigated the educational impact of international students and internationalization at home (IaH) activities at 11 large, public research universities. The researchers found that certain IaH activities, such as interacting with international students in social settings and developing international friendships, showed promising relationships with students' leadership development and multicultural competencies. However, participation in IaH activities did not universally lead to these pluralistic outcomes. The researchers concluded that how well universities implement IaH programs may be more important than the specific activities, and that institutional support is critical to helping students develop multicultural skills through internationalization.
Loren Brown proposes a quantitative research study to examine the impact of mentoring on teacher longevity. The study would test the hypotheses that teachers who receive mentoring, particularly from a mentor in their content area or one they selected themselves, are more likely to remain teaching beyond 5 years. The independent variable is mentoring, and the dependent variable is teacher longevity. Brown will administer questionnaires and interviews to 40 early career teachers who graduated from Liberty University to determine if mentoring experiences correlate with staying in the profession longer term. The findings could provide insights into supporting new teachers and reducing attrition rates.
Loren Brown proposes a quantitative research study to examine the impact of mentoring on teacher longevity. The study would test the hypotheses that teachers who receive mentoring, particularly from a mentor in their content area or one they select themselves, are more likely to remain teaching beyond 5 years. The independent variable is mentoring, and the dependent variable is teacher longevity. Brown will survey and interview 40 early career teachers to understand their mentoring experiences and length of teaching. Statistical analysis will compare mentored and non-mentored teachers to determine if mentoring significantly increases the likelihood of longevity in the profession.
One teacher leads instruction while the other circulates and assists
students as needed. This allows for more individualized attention.
Parallel: Both teachers lead small groups of students through the same lesson
simultaneously. This allows for a lower student-teacher ratio.
Station: Students rotate between stations, each manned by one of the teachers.
This allows for differentiation and multi-modal instruction.
Team: Both teachers share the instruction of students equally, bouncing ideas
and responsibilities fluidly between them. This models collaboration.
Options:
Co-teaching
Student
Collaboration
This document summarizes a presentation about tensions teachers experience regarding literacy instruction in high-needs districts with high-stakes testing. It discusses how districts often mandate scripted programs to improve scores, leaving teachers feeling a lack of autonomy. The presentation examines how this course helped teachers process these tensions by discussing their experiences and questions in a supportive environment. It concludes by emphasizing the importance of understanding district history and culture, making space for teacher discernment, and pushing boundaries in constructive ways.
Morgan Gulley conducted a study on the effects of journaling in a 7th grade history class. The study took place over 8 weeks in Morgan's 3rd period World Regions class of 24 students at Taylor County Middle School. Students wrote personal entries on Mondays and content-related entries on Wednesdays and Fridays. Test scores and grades improved over the course of the semester for students who participated in journaling compared to Morgan's other classes. The positive results suggest that journaling can help build relationships and enhance student learning.
This document summarizes a study on best practices for social interaction and connectivity in online higher education courses. The study utilized a qualitative Delphi method with experts in online education to identify themes and practices. Six key themes emerged: showing relevance to students, establishing e-connectivity, instructor presence, positive communication, being open to social networking, and using technologies to connect. Best practices were organized according to Bloom's taxonomy and included recommendations for cognitive, affective, and psychomotor domains. Suggestions for further research were also provided.
Harnessing the Power of Relationships in Schools with Dr. Timothy GadsonTimothy Gadson
Explore the transformative impact of interpersonal dynamics in educational settings with Dr. Timothy Gadson’s presentation, “Harnessing the Power of Relationships in Schools.” This examination shows how foundational elements like trust, respect, empathy, and collaboration can profoundly influence school culture and student achievement. Dr. Gadson offers educators detailed methodologies for nurturing these essential relationships within their school communities. The presentation delves into strategies for building meaningful connections with students, faculty, families, and the local community, emphasizing the role of equity and social justice in these interactions. It provides a roadmap for educators to create more inclusive and supportive educational environments, enhancing students' personal and academic growth.
This document discusses character education, including what it is, whether it can be taught, and why it is important. Character education involves developing virtues and helping students learn ethical decision making. Key principles are that character can be developed through role modeling and school culture. Case studies show character education can be embedded through daily practices like referring to core virtues. The document argues character education equips students for adult life and success by cultivating traits like resilience, fairness and democratic citizenship.
This document discusses intergroup relations and cooperative learning in education. It covers topics like mandated school desegregation in the 1950s-60s, the effects of desegregation on achievement, intergroup relations and self-esteem. It also discusses factors that influence intergroup interaction outcomes, like social identity theory and contact theory. Additionally, it examines cooperative learning techniques and their benefits, like improving intergroup relations, achievement and self-esteem. The document poses discussion questions on various related topics.
Here are some suggestions for Ms. Palmer in this situation:
1. Remain calm and do not engage or escalate the confrontation. Speak in a calm, even tone.
2. Clearly communicate classroom expectations and consequences for disruptive behavior according to the school's code of conduct. Refer the student to the administration if needed.
3. After class, have a respectful conversation to understand the student's perspective and try to resolve issues. Set clear boundaries while showing you care about the student.
4. Ask for support from a more experienced colleague or administrator to help de-escalate tensions and mediate if needed. Your safety and authority should not be compromised.
5. Praise and positively reinforce other
The document discusses different types of relationships including matrimonial, parental, societal, and corporate/professional relationships. It provides tips for building relationships through visibility, communication, and credibility. Maintaining relationships requires keeping in touch regularly, giving without expectation of something in return, and following up with connections every 6 months. Building trust and respect, honesty, and mutual understanding are emphasized as important for all strong relationships.
The Teacher In the Classroom & In the Community: Part 1Rodeliza Japson
This document discusses the role of teachers both in the classroom and the wider community. It emphasizes that teachers should create a supportive learning environment in the classroom through good organization, time management, record keeping, and establishing discipline and routine. It also stresses that teachers have a responsibility to participate actively in community activities to promote moral, social, educational and civic development. The school and community are seen as interconnected learning environments where teachers can facilitate students' growth. Effective classroom management is key to providing the conditions for learning.
Developing Positive Relationships with Parents, Students and Other TeachersCarla Ann
This document discusses the importance of developing positive relationships between teachers and various stakeholders in education. It emphasizes that positive relationships with parents, students, and other teachers are essential for student learning and well-being. Effective communication, showing care, respect, and support are some of the keys to building these relationships. Fostering collaboration and avoiding gossip are also important for developing positive relationships among teachers.
Examples of Cross Cultural Male Female Relationships in the BibleIntercultureLife
This document lists examples of cross-cultural and interracial marriages and relationships described in the Bible, including Abraham and Hagar, Moses and Zipporah, Ruth and Boaz, and Jesus and the Church. A total of over 20 different examples are provided spanning from early Biblical figures like Abraham to New Testament examples such as Eunice and Timothy's father.
The document discusses faculty learning communities (FLCs), which are groups of faculty members who collaborate to improve teaching and learning practices. There are two types of FLCs: cohort-based, which address needs of specific faculty groups, and topic-based, which design curriculum around teaching/learning needs. The document provides frameworks for analyzing, designing, implementing, and assessing FLCs. It emphasizes that FLCs can help faculty build collegial communities, engage in professional development, and create better learning environments for students.
Student teacher relationships and learning outcomes flowerbomb22
This document summarizes a teacher professional development session focused on the impact of positive student-teacher relationships on student learning outcomes. The session discussed research showing relationships influence motivation, engagement and outcomes. Teachers were asked to observe each other and assess relationships. Strategies were presented to strengthen relationships, such as self-disclosure, responsibility assignments, and goal setting. Overall, the session aimed to raise awareness of the importance of relationships and provide ideas to improve them.
Schools and teachers want to develop partnership with parents. Strong communication is fundamental to this partnership. So, teachers must continue to develop and expand skills required to build a strong partnership.
This document discusses classroom management strategies for urban middle schools. It defines classroom management as creating a safe, inclusive learning environment through building relationships, understanding students, and promoting engagement. Key strategies discussed include establishing clear routines and expectations, using positive reinforcement, and consistency. The document notes challenges urban students and teachers face include violence, lack of support systems, and low motivation. It emphasizes that strong classroom managers can help close learning gaps through training in research-backed management techniques.
The document discusses the changing relationship between students and teachers from ancient to modern times. In the ancient guru-shishya parampara system, teachers were highly respected and had authority over students, who showed obedience, discipline and gratitude. However, today commercialization of education has degraded the position of teachers while increasing students' ego. Busy schedules and a focus on exams over learning also weaken the relationship. The document explores factors contributing to and possible ways to improve the current student-teacher dynamic.
1.1 Understanding racial segregation in the classroom Lusted, Best-BryanEllen Lessner
1) The study examined racial segregation in classroom group work through a staff-student collaborative research project. 2) Key findings showed that while allocation was often tutor-led, friendships and thus group formations tended to be ethnically aligned. Working with others of the same ethnicity was perceived as easier due to shared backgrounds and understanding. 3) Reflections on the collaboration emphasized the need for flexibility in defining partnership roles and getting honest student feedback, while being realistic about project goals.
The_Benefits_of_Internationalization_at_Home_Efforts_in_Promoting_Undergradua...Diana N. Yefanova
The study investigated the educational impact of international students and internationalization at home (IaH) activities at 11 large, public research universities. The researchers found that certain IaH activities, such as interacting with international students in social settings and developing international friendships, showed promising relationships with students' leadership development and multicultural competencies. However, participation in IaH activities did not universally lead to these pluralistic outcomes. The researchers concluded that how well universities implement IaH programs may be more important than the specific activities, and that institutional support is critical to helping students develop multicultural skills through internationalization.
Loren Brown proposes a quantitative research study to examine the impact of mentoring on teacher longevity. The study would test the hypotheses that teachers who receive mentoring, particularly from a mentor in their content area or one they selected themselves, are more likely to remain teaching beyond 5 years. The independent variable is mentoring, and the dependent variable is teacher longevity. Brown will administer questionnaires and interviews to 40 early career teachers who graduated from Liberty University to determine if mentoring experiences correlate with staying in the profession longer term. The findings could provide insights into supporting new teachers and reducing attrition rates.
Loren Brown proposes a quantitative research study to examine the impact of mentoring on teacher longevity. The study would test the hypotheses that teachers who receive mentoring, particularly from a mentor in their content area or one they select themselves, are more likely to remain teaching beyond 5 years. The independent variable is mentoring, and the dependent variable is teacher longevity. Brown will survey and interview 40 early career teachers to understand their mentoring experiences and length of teaching. Statistical analysis will compare mentored and non-mentored teachers to determine if mentoring significantly increases the likelihood of longevity in the profession.
One teacher leads instruction while the other circulates and assists
students as needed. This allows for more individualized attention.
Parallel: Both teachers lead small groups of students through the same lesson
simultaneously. This allows for a lower student-teacher ratio.
Station: Students rotate between stations, each manned by one of the teachers.
This allows for differentiation and multi-modal instruction.
Team: Both teachers share the instruction of students equally, bouncing ideas
and responsibilities fluidly between them. This models collaboration.
Options:
Co-teaching
Student
Collaboration
This document summarizes a presentation about tensions teachers experience regarding literacy instruction in high-needs districts with high-stakes testing. It discusses how districts often mandate scripted programs to improve scores, leaving teachers feeling a lack of autonomy. The presentation examines how this course helped teachers process these tensions by discussing their experiences and questions in a supportive environment. It concludes by emphasizing the importance of understanding district history and culture, making space for teacher discernment, and pushing boundaries in constructive ways.
Morgan Gulley conducted a study on the effects of journaling in a 7th grade history class. The study took place over 8 weeks in Morgan's 3rd period World Regions class of 24 students at Taylor County Middle School. Students wrote personal entries on Mondays and content-related entries on Wednesdays and Fridays. Test scores and grades improved over the course of the semester for students who participated in journaling compared to Morgan's other classes. The positive results suggest that journaling can help build relationships and enhance student learning.
This document summarizes a study on best practices for social interaction and connectivity in online higher education courses. The study utilized a qualitative Delphi method with experts in online education to identify themes and practices. Six key themes emerged: showing relevance to students, establishing e-connectivity, instructor presence, positive communication, being open to social networking, and using technologies to connect. Best practices were organized according to Bloom's taxonomy and included recommendations for cognitive, affective, and psychomotor domains. Suggestions for further research were also provided.
Harnessing the Power of Relationships in Schools with Dr. Timothy GadsonTimothy Gadson
Explore the transformative impact of interpersonal dynamics in educational settings with Dr. Timothy Gadson’s presentation, “Harnessing the Power of Relationships in Schools.” This examination shows how foundational elements like trust, respect, empathy, and collaboration can profoundly influence school culture and student achievement. Dr. Gadson offers educators detailed methodologies for nurturing these essential relationships within their school communities. The presentation delves into strategies for building meaningful connections with students, faculty, families, and the local community, emphasizing the role of equity and social justice in these interactions. It provides a roadmap for educators to create more inclusive and supportive educational environments, enhancing students' personal and academic growth.
This document discusses character education, including what it is, whether it can be taught, and why it is important. Character education involves developing virtues and helping students learn ethical decision making. Key principles are that character can be developed through role modeling and school culture. Case studies show character education can be embedded through daily practices like referring to core virtues. The document argues character education equips students for adult life and success by cultivating traits like resilience, fairness and democratic citizenship.
This document discusses intergroup relations and cooperative learning in education. It covers topics like mandated school desegregation in the 1950s-60s, the effects of desegregation on achievement, intergroup relations and self-esteem. It also discusses factors that influence intergroup interaction outcomes, like social identity theory and contact theory. Additionally, it examines cooperative learning techniques and their benefits, like improving intergroup relations, achievement and self-esteem. The document poses discussion questions on various related topics.
Narrative inquiry is an approach to understanding experiences through stories. It views experiences as lived and told, and examines them through three common lenses: temporality, sociality, and place. Temporality provides context by considering the past, present, and future of events. Sociality explores the influence of relationships and norms. Place examines the impact of physical location. Together, these lenses offer a rich framework for analyzing experiences narratively.
This document discusses the importance of community and collaboration in education. It provides research showing that community and collaboration are equally important in online settings as in face-to-face settings. The research presented finds that a sense of community enhances learning and that collaborative interaction, trust, and mutual support are important components of an effective online community. The document also notes some challenges in translating face-to-face community-building and collaborative activities to an online environment and asks how these can be adapted using various tools.
In addition to internships, mentoring has emerged as a strong response to market readiness. This presentation details how a partnership with a local business network of 3,000 business leaders led to a required, for-credit, and formal mentoring experience for business students.
The document provides an overview of the HERE Project Toolkit, which is based on recommendations from the HERE Project to improve student retention and engagement. The toolkit focuses on 9 themes addressed by different university programs. This summary focuses on Theme 3 of relationship and communication with staff, and Theme 5 of social integration. Theme 3 discusses the importance of staff-student relationships and communication about the program. Theme 5 discusses the impact of social integration and friendship on student retention, and ways programs can enhance social networking, induction, and peer support. The document provides discussion points and examples for universities to consider in addressing these themes through their programs.
The document discusses the transition from primary to post-primary school as a crucial stage in students' education. It notes that students are required to move between education systems, adjust their behavior, develop new ways of thinking, and form new social relationships. Overall, students experience a better transition when they are well prepared and view the transition as an ongoing process.
This document provides recommendations for creating positive peer relationships in the classroom. It includes a table of contents and sections on literature review, survey results, and recommended activities. The recommended activities section suggests acquaintance activities like "The Name Chain" and "Bingo" to help students get to know each other. It also proposes activities for establishing a cohesive group such as "Class Spirit" and "Photo Album" for elementary students, and "Five Square" and "Base Groups" for secondary students. Finally, it discusses activities to enhance diverse liking patterns, including a "Good Deeds Tree" and "Secret Pal Books." The goal is to develop a supportive learning community where all students feel accepted.
This document summarizes research from a longitudinal study of a teacher education program between 2005-2011. It includes 3 key findings:
1) Student teachers' epistemological beliefs shifted significantly towards more sophisticated beliefs over the course of the program. There was also a correlation found between final year students' beliefs and their school experience scores.
2) Partnership, dialogue and discussion were seen as important by participants but the current models tend to exclude most practitioners.
3) Various views were found among schools and universities, and external research has little impact on strongly held views. Individual transformation through direct experiences in a supportive environment may be more effective.
The document examines findings around mentoring, research, collaboration and knowledge
Similar to A Case Study of Collaborative Relationships Between Faculty and Student Affairs Professionals (20)
Making the Most of Professional Development Opportunities for Graduate StudentsMichelle Rodems
This document outlines a workshop on developing a professional development plan (PLAN) for graduate students. It discusses the importance of professional development for career preparation in light of funding and job market challenges. The workshop teaches a three-step PLAN process: 1) self-assessment of skills, 2) identification of development opportunities, and 3) creation of a PLAN matching opportunities to skills. Attendees practice the steps and share initial PLANs with peers before getting tips on implementation. The goal is for graduate students to proactively improve skills and career options through intentional professional development.
Enhancing Graduate Student Teaching Preparation through a Team-Based Learning...Michelle Rodems
This document discusses enhancing graduate student teaching preparation through a modified team-based learning (MTBL) approach. It describes forming diverse student teams, using readiness assurance tests and mini-lectures. MTBL was integrated into a Graduate Teaching Assistant Academy. Lessons learned include increased student retention, benefits of group work, and positive responses to instructional technology projects. While challenging, MTBL provided structure and support for presenters. Overall, MTBL was found to be a successful addition for enhancing graduate student teaching preparation.
Strategies for Using Rubrics as a Form of AssessmentMichelle Rodems
This document discusses strategies for using rubrics as a form of assessment. It begins with an example assignment where students draw and grade a cat drawing. It then defines rubrics as scoring guides that make explicit the expected qualities of performance on a rating scale. The document outlines different types of rubrics and provides examples. It discusses best practices for creating, applying, and grading rubrics. It also includes an activity where attendees will design a rubric for a group project. Overall, the document provides guidance on developing and using rubrics as assessment tools.
This document outlines a presentation on effective communication for collaboration. It discusses defining goals and outcomes, models of collaboration including relationship stages, the benefits and barriers to collaboration, and key aspects of the collaboration process. Communication is identified as essential for collaboration. Active listening techniques are described, and participants are guided through an exercise to identify collaboration goals, potential partners, and a communication plan. Overall, the presentation provides guidance on how to effectively communicate and collaborate through defining goals, identifying partners, communication strategies, taking action, and assessing outcomes.
Graduate Student Professional Development: Inspiring and Integrative Models o...Michelle Rodems
The document discusses strategies for improving graduate student development and career outcomes. It aims to foster critical dialogue around graduate student needs and the role of student affairs professionals in career and professional development support. Key topics include intrinsic motivation, challenges at different graduate career stages, and collaboration models between graduate schools and other university departments. The overall goal is to increase understanding of the need for intentional student development throughout graduate education.
Strategies for Using Rubrics as a Form of AssessmentMichelle Rodems
The document provides an overview of a workshop on using rubrics for assessment. It discusses different types of rubrics, such as analytic, holistic, and scoring guide rubrics. Examples of rubrics are presented and participants engage in activities to review rubrics and create a rubric for assessing a drawing assignment. Best practices for creating, using, and sharing rubrics are also covered.
University of Louisville 2012 Celebration of Teaching and Learning WelcomeMichelle Rodems
The 2012 Celebration of Teaching and Learning "Envisioning Teaching and Learning in the Digital Age" was held in February of 2012 at the University of Louisville. This was the welcome presentation I designed for the executive director of the Delphi Center for Teaching and Learning.
This document outlines a workshop for graduate students on time management and setting achievable goals. It discusses questions for students to consider about their views and use of time. The workshop also addresses identifying barriers, resources, and setting goals to help improve time management and reach achievements.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A Case Study of Collaborative Relationships Between Faculty and Student Affairs Professionals
1.
2. Examine the collaborative relationships of
faculty and student affairs professionals co-
teaching to help students learn.
Specific focus on
› individuals in collaboration
› how these relationships develop and function
Those designing collaborative partnerships
or in collaborative partnerships may use the
results of the study to better their
interactions to make the most of their
experiences.
3. For partnerships promoting student learning between faculty
and student affairs professionals:
How did their relationships develop and function?
How did their collaboration develop and function?
What was the interplay between collaboration and
relationship?
What did they experience by being in this partnership?
How did their collaboration affect student learning?
4. Relationships
› Research suggests that those in higher education are likely
to base collaboration on relationships over other reasons.
Vygotskian
› The Vygotskian framework considers the individual by
herself or himself, in interaction with another person, and in
interaction with history and culture and how all these
factors work together.
› The process of relationships is important in the Vygotskian
framework, not just the effects of collaboration.
› A Vygotskian framework demonstrates that individuals in
collaboration behave differently than individuals working
alone. Their interaction in and of itself—the relationship—is
of vital importance.
5. Constructivist Collective Case Study
Two Levels: Site & Participant Pairs
Criteria:
› Both Site (S) & Participant Pairs (PP) Focused on
Student Learning
› Both S & PP Collaborative
› PP = Student Affairs Prof. & Faculty Member
Three Semi-Structured Interviews: 1 Individual, 1
pair, 1 individual
6. Constructivist Collective Case Study
Two Levels: Site & Participant Pairs
Criteria:
› Both Site (S) & Participant Pairs (PP) Focused on
Student Learning
› Both S & PP Collaborative
› PP = Student Affairs Prof. & Faculty Member
Three Semi-Structured Interviews: 1 Individual, 1
pair, 1 individual
7. Demographic Participant Information
Category Number
Age 30 years old – 39 years old 3
40 years old – 49 years old 2
50 years old – 59 years old 2
60 years old – 69 years old 1
Gender Male 3
Female 5
Race/Ethnicity White/Caucasian 4
European American 1
African American 3
Prior Experience Teaching BGSU 1000 Yes 3
No 5
Years teaching/working at BGSU 1 year – 9 years 4
10 years – 19 years 3
20 years – 29 years 1
Years teaching/working in higher 1 year – 9 years 3
education 10 years – 19 years 1
20 years – 29 years 2
30 years – 39 years 2
12. Intentionality in building relationships and
collaboration
Foster discussion in collaborations
Make common goals clear
Roles may or may not be important
Adds to documentation about
collaboration
13. Other kinds of collaborative
relationships between faculty and
student affairs professionals
More clearly defined instructor roles
A follow-up examination
Vygotskian theory, co-teaching
literature, and other relevant
educational research
14. Prior relationships, commonalities (in
values, goals, background experiences,
and personality styles), developing
comfort and trust, were important to
good collaboration
Roles are influential, though not
necessarily in expected ways
Effective collaboration needs
intentionality and support
Relationships impact collaboration and
collaboration impacts relationships
Editor's Notes
Relationship happens when “two individuals create a set of shared experiences and understandings that are unique to them” (Schrage, 1995). Partnership and collaboration can be understood as types of relationships. Partnership is a formalized relationship (McKimm, Millard, & Held, 2008; Schrage, 1995). McKimm, Millard, and Held (2008) stated that partnership was a formalized “agreement between individuals or organizations to work together within the bounds of the agreement” (pp. 34-35). Collaboration is instead a purposive relationship (McKimm, et al., 2008; Schrage, 1995).Partnership describes an official working association wherein individuals benefit separately; collaboration describes a process of developing a common understanding to produce an outcome beneficial to the individuals separately and together. One term is about the structure, the other is about the process.
In considering a framework to study, I was especially interested in the relationships between the two partners in collaboration. Those who work in higher education may be more motivated by people than goals, management, or rewards (Birnbaum, 1988). Kezar (2005) created a model that demonstrated assessment, learning, and relationships were important to the process of collaboration. She found, however, that those in higher education were more likely to base collaboration on “well-developed relationships” (p. 856) than learning.
Will revisit the point of Student Affairs Professional & Faculty Member
Site = BGSU, BGSU 1000 – briefly explain
Points to note: Although only four pairs, a fairly broad range of characteristics
While my research questions guided the study, my participants did not talk about relationships and collaboration separately. Instead, there was a clearer distinction between the way relationships and collaboration developed and the way they functioned, so my findings are presented in that way. Prior Relationships: Two of the four pairs had prior relationships. Both these pairs believed that having a prior relationship benefited the development of their collaboration and relationship. Of the two other pairs, one believed that it influenced the development and one did not. Commonalties: All partners described that having commonalities influenced the development of their relationships and collaboration. Those commonalities that seemed most influential were common values, having a comon goal and having common background experiences and personality styles. Comfort and Trust: Both prior relationships and commonalities led to developing comfort and trust between partners. This comfort and trust helped participants develop relationship and further their collaboration.
In terms of how their relationships and collaboration functioned, there were three primary themes. Kinds: Participants said they their partnerships functioned in specific ways: collegially, as mentor-mentee, as family, and as friends. Roles: Roles were particularly interesting in this study. When I first set out to recruit participant pairs, I was seeking partnerships of one faculty member and one student affairs professional. As it turns out, not a single participant fit neatly into these roles. Those in the “instructor of record” – or faculty – role, were also administrators, or had backgrounds in student affairs, or were actually student affairs or academic affairs administrators with PhDs in the faculty position. Student Affairs instructors may have had backgrounds in academic affairs, or even said they identified more with faculty than with student affairs, or had PhDs and could be in the faculty role. While this may or may not have influenced the results (it IS possible that the results would have been the same), I believe there was likely an influence. So it is important to know this as we move forward in the discussion. So, participants described having “indistinct” roles. The faculty member may have discussed transitional issues or may have focused on applied knowledge, the student affairs professional may have taught the theme or content. All participants described these indistinct roles and all pairs but one said this benefited the functioning of their relationship and collaboration. Roles were also situational – in the day to day participants filled in where needed. It was also important for some participants to have equal power in their roles. Communication influenced how relationships and collaboration functioned. Most pairs had an initial discussion and then worked off of assumptions throughout the rest of their time together. And there was overlap and compartmentalization in discussion. Some pairs only talked about BGSU 1000 items in the classroom or in designated work times and their personal relationship outside of the classroom. For others they talked about their personal and professional relationship in both areas.
In considering the interplay between collaboration and relationship, participants discussed the importance of time. Participants noted that more time for their collaboration improved their relationship and more time with their relationship improved their collaboration. Simply put, relationships impacted collaboration and collaborations impacted relationshipsParticipants also described being able to do more together than they would have been able to do individually. Moreover, participants described improvements in their individual work based on their work together.
Of the four pairs studies, one pair had what they described as a difficult collaboration. In terms of the development of their collaboration and relationship, while most pairs discussed how having a prior relationship, or commonalities (including values, goals, and backgrounds/styles) and comfort/trust, this pair did not. In terms of fuctionality, time together did not improve their collaboration or relationship. They believed that not having a good collaboration affected their relationship and not having a good relationship affected their collaboration. Moreover, one of the participants in that pair suggested he would have been able to achieve more by himself than in partnership. Their case serves as a negative case study in many ways, in that what those characteristics that benefited the more successful collaboration were not existent in that collaboration.