AARON GIVAN PhD--Mentor NCU 10-2004--11-2015
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This document provides a summary of Aaron Givan's teaching experience at Northcentral University from 2005 to 2014. It lists the subjects taught each year, including Organizational Leadership, Leadership in Higher Education, Education, Curriculum & Teaching, Research Methods, Dissertation Completion, Gifted and Talented Education, Leadership Attributes, English as a Second Language, and Educational Foundations. It also provides the total number of learners for each subject each year and an overall total of 1551 learners from 2005 to 2014. Additionally, it notes that Aaron Givan scored 82 comprehensive exams from 2012 to 2014, for a grand total of 1633 learners and exams.
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GIVAN NCU TEACHING HISTORY 2004-2015
This document provides a summary of the subjects taught and number of learners per year by an online instructor at Northcentral University from 2005 to 2014. It lists the subjects taught as Organizational Leadership, Leadership in Higher Education, Education, Curriculum & Teaching, Research Methods, Dissertation Completion, Gifted and Talented Education, Leadership Attributes capstone, English as a Second Language, and Educational Foundations. The total number of learners taught across all subjects from 2005 to 2014 was 1551, with an additional 82 learners for comprehensive exams scored, for a grand total of 1633 learners taught by this instructor.
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Assignment ii
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GIVAN NCU TEACHING HISTORY 2004-2015
This document provides a summary of the subjects taught and number of learners per year by an online instructor at Northcentral University from 2005 to 2014. It lists the subjects taught as Organizational Leadership, Leadership in Higher Education, Education, Curriculum & Teaching, Research Methods, Dissertation Completion, Gifted and Talented Education, Leadership Attributes capstone, English as a Second Language, and Educational Foundations. The total number of learners taught across all subjects from 2005 to 2014 was 1551, with an additional 82 learners for comprehensive exams scored, for a grand total of 1633 learners taught by this instructor.
Informe 814
El próximo martes 10 de julio, el Superior Tribunal de Justicia renovará el Convenio Marco de colaboración con el Ministerio de Educación de la provincia de San Luis. El acuerdo será rubricado por el Presidente del Tribunal, Dr. Horacio Zavala Rodríguez, y el Ministro de Educación, Dr. Marcelo Sosa. El convenio ya se viene ejecutando desde el año pasado a través de programas como "Jueces en la Escuela", "Mediación escolar" y abordaje de casos de violencia familiar detectados en las
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This document summarizes the writer's experience with their 7th grade math teacher, Mr. Phillips. Mr. Phillips was an uncaring teacher who did not show compassion for students who struggled with math. He moved quickly through lessons without ensuring students understood, and became argumentative with students who asked for help. Many students were retained in 7th grade multiple times due to failing Mr. Phillips' class. The writer had to rely on help from their older sister to pass the class. The writer concludes they would take a different approach as a teacher by caring for all students, ensuring understanding, and respecting students and school rules.
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Este documento lista y describe varios blogs docentes que pueden ser útiles para la enseñanza. Proporciona el nombre y una breve descripción de numerosos blogs dedicados a temas educativos como matemáticas, inglés, música, religión y educación especial, así como blogs con recursos para diferentes etapas y ciclos educativos como primaria y secundaria. Además, incluye instrucciones de búsqueda en Google para cada uno de los blogs mencionados.
AARON LEE GIVAN PhD--Northcentral University
This document lists Aaron Lee Givan's teaching experience and qualifications. It shows that he has taught over 50 courses at the master's and doctoral levels in education since 2004 at Northcentral University. These include courses in curriculum and instruction, literacy, research methods, dissertation writing, and other areas of education. He has also chaired over 25 doctoral dissertation committees and served as a reader on 15 additional committees.
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The first article found that family and friends were the main motivational factors for initial sports participation and career choice among student-athletes. Intrinsic motives like learning new skills were the main drivers for continued participation. Most student-athletes did not intend to pursue professional athletic careers.
The second article examined factors correlated with the effectiveness of a state university's sports program. It found the program was more focused on competitive sports than wellness activities. System of incentives for athletes positively correlated with program effectiveness.
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Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The researcher’s curiosity was triggered by the need to understand possible reasons for the participants’ views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students’ profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise.
Keywords: Distance education, evaluation, impact, professional development, quality, reflection, reflection-on-action
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This document provides suggestions for academic writing, including completing purpose exercises to define goals and plans. It recommends visiting libraries and speaking with librarians for reference searches, expecting to collect 10-15 references per week. The document also suggests outlining by arranging key quotes on index cards and using paragraphs of 3-5 sentences in written drafts. Chapter 2 should demonstrate the need for the topic through progressive reasoning supported by rephrased quotes and references.
Aaron Lee Givan, MC, PhD--Professional Development
This document lists AaronLee Givan's extensive professional development experiences including online classes taken through Northcentral University as well as numerous external seminars, webinars and workshops attended on topics such as online learning, leadership, change management, social media, statistics, research methods and more. Givan has completed NCU's requirements for an Online Teaching Certificate and maintains ongoing professional development through online courses and resources on statistics, assessment and technology integration.
PROFESSIONAL ACTIVITIES--Aaron Lee Givan PhD
Aaron Lee Givan has extensive experience in professional activities related to education from 1997 to 2007 including conducting public opinion surveys and developing models in areas like foundations of education, diversity and ethics. He has provided consulting services in communication skills training, research analysis, vocational development training and conflict management. Givan also has various certifications in online teaching tools like WebCT and Blackboard and has attended many professional conferences and workshops focused on topics such as dissertation management, creating a syllabus, and online learning.
Professional Experience--Aaron Lee Givan PhD
Aaron Lee Givan PhD has presented seminars, workshops, and conferences on various topics including "Caring for the Care Giver", "Teaching with Clarity", and "Managing Difficult People in the Work Place". He has also provided funding for aging and wellness conferences. Additionally, Givan's fine art watercolors have been used as training artifacts, sold at auction and individually, displayed in a museum, and shown in art showings in Arizona and North Dakota.
Courses Taught--Aaron Lee Givan PhD
Aaron Lee Givan PhD teaches a wide range of courses related to psychology, ethics, leadership, organizational development, and professional development. These include Personality Studies, Behavioral Inventories, Ethics in Society, Ethical Leadership, Strategic Vision and Planning, Leadership and Motivation, and Employee Training Programs. He has been teaching as an adjunct professor since 1989 across various subjects.
Publications--Aaron Lee Givan, PhD
This document lists publications by Aaron Lee Givan, PhD spanning from 1991-2004. The publications cover a wide range of topics related to education including test anxiety, spiritual behaviors, personality styles, research methods, diversity, creativity, learning styles, multicultural education, ethics, and syllabi for psychology and sociology courses. Many of the publications are research proposals, models, inventories, or syllabi developed by Givan for his work in education.
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PROFESSIONAL STYLE DEVELOPMENT
This document discusses Kolb Learning Styles and experiential learning. It outlines Kolb's four learning styles represented by "The Prairie House" metaphor - Point of Entry, Illustration, So What, and Now What. These sections explore traits, components, style as metaphor, and extensions of Kolb's learning styles including personal learning goals, teaching adaptations, and implications for research. The document also provides options for an online discussion, including taking Kolb's Learning Style Inventory, exploring online resources, and innovating or creating new products related to Kolb's learning styles.
STYLE AS METAPHOR
This document discusses Kolb Learning Styles and experiential learning. It outlines Kolb's four learning styles - concrete experience, reflective observation, abstract conceptualization, and active experimentation - which make up a four-stage learning cycle. The document then discusses using learning styles as a metaphor and extending the applications to personal learning goals, teaching adaptations, and innovations in research. It concludes by providing online resources for professionals to further explore Kolb's learning styles through a discussion and doing a learning styles inventory.
Modalities for Instruction-40 LEARNING TOOLS
This document lists 40 different learning tools and modalities for instruction that were developed based on 20 years of comparative studies in personality and learning theory. The tools can be used individually or in combination, and include models like the information processing model, experiential learning model, and creativity-based problem solving guidelines. The tools also include exercises, strategies, principles, and frameworks for reflection, collaboration, decision making, and evaluation.
LEAD MENTOR--MGR-CURRICULUM AND TEACHING
From 2006 to 2009, the individual served as the Lead Mentor/Manager for the Curriculum and Teaching specialization at Northcentral University. Their responsibilities included screening mentor credentials, providing quarterly staff meetings, revising syllabi, and advising mentors. They also managed courses related to action research and the doctoral dissertation process from 2007 to 2009. Finally, they administered mentor communications and operations for several curriculum and teaching courses as well as action research and dissertation courses.
GIVAN--AS DISSERTATION CHAIR
This document provides a link to a dissertation chaired by someone with the last name Givan. The dissertation can be accessed at a specific URL on the library website of Northern Central University. The document was last accessed on September 15, 2015.
HUMN330 Evaluations ALG--9-2015
This document contains student evaluation ratings for an online ethics course taught from August 2014 to May 2015, including return rates and ratings for course experience, delivery mode, and instructor experience on a scale of 1 to 5. Overall, the average ratings across all classes were 4.536/5 for course experience, 4.432/5 for delivery mode, and 4.722/5 for instructor experience, indicating positive student evaluations of the course and instructor.
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AARON LEE GIVAN PhD--Northcentral University
This document lists Aaron Lee Givan's teaching experience and qualifications. It shows that he has taught over 50 courses at the master's and doctoral levels in education since 2004 at Northcentral University. These include courses in curriculum and instruction, literacy, research methods, dissertation writing, and other areas of education. He has also chaired over 25 doctoral dissertation committees and served as a reader on 15 additional committees.
lunnay.pptx
This document summarizes two research articles on motivational factors for sports participation among university student-athletes and the effectiveness of a university's sports program.
The first article found that family and friends were the main motivational factors for initial sports participation and career choice among student-athletes. Intrinsic motives like learning new skills were the main drivers for continued participation. Most student-athletes did not intend to pursue professional athletic careers.
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Society for Research into Higher Education conference presentation
Predictors of postgraduate student experience and engagement: a multilevel analysis of postgraduate survey data. PTES, PRES and UKES.
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This document summarizes initiatives at Glenn Hills Middle School to raise academic standards and achievement. It discusses developing a professional learning community among teachers, ensuring academic and social development for all students, points of pride for the school, projections for improved test scores, discipline and attendance data, strategic plans for progress, and developing collaborative learning teams among teachers.
Nadeosa 2014 aluko
Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The researcher’s curiosity was triggered by the need to understand possible reasons for the participants’ views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students’ profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise.
Keywords: Distance education, evaluation, impact, professional development, quality, reflection, reflection-on-action
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More from Aaron Givan, MC, D.Min., Ph.D.
ACADEMIC WRITING--SUGGESTIONS 7-28-16
This document provides suggestions for academic writing, including completing purpose exercises to define goals and plans. It recommends visiting libraries and speaking with librarians for reference searches, expecting to collect 10-15 references per week. The document also suggests outlining by arranging key quotes on index cards and using paragraphs of 3-5 sentences in written drafts. Chapter 2 should demonstrate the need for the topic through progressive reasoning supported by rephrased quotes and references.
Aaron Lee Givan, MC, PhD--Professional Development
This document lists AaronLee Givan's extensive professional development experiences including online classes taken through Northcentral University as well as numerous external seminars, webinars and workshops attended on topics such as online learning, leadership, change management, social media, statistics, research methods and more. Givan has completed NCU's requirements for an Online Teaching Certificate and maintains ongoing professional development through online courses and resources on statistics, assessment and technology integration.
PROFESSIONAL ACTIVITIES--Aaron Lee Givan PhD
Aaron Lee Givan has extensive experience in professional activities related to education from 1997 to 2007 including conducting public opinion surveys and developing models in areas like foundations of education, diversity and ethics. He has provided consulting services in communication skills training, research analysis, vocational development training and conflict management. Givan also has various certifications in online teaching tools like WebCT and Blackboard and has attended many professional conferences and workshops focused on topics such as dissertation management, creating a syllabus, and online learning.
Professional Experience--Aaron Lee Givan PhD
Aaron Lee Givan PhD has presented seminars, workshops, and conferences on various topics including "Caring for the Care Giver", "Teaching with Clarity", and "Managing Difficult People in the Work Place". He has also provided funding for aging and wellness conferences. Additionally, Givan's fine art watercolors have been used as training artifacts, sold at auction and individually, displayed in a museum, and shown in art showings in Arizona and North Dakota.
Courses Taught--Aaron Lee Givan PhD
Aaron Lee Givan PhD teaches a wide range of courses related to psychology, ethics, leadership, organizational development, and professional development. These include Personality Studies, Behavioral Inventories, Ethics in Society, Ethical Leadership, Strategic Vision and Planning, Leadership and Motivation, and Employee Training Programs. He has been teaching as an adjunct professor since 1989 across various subjects.
Publications--Aaron Lee Givan, PhD
This document lists publications by Aaron Lee Givan, PhD spanning from 1991-2004. The publications cover a wide range of topics related to education including test anxiety, spiritual behaviors, personality styles, research methods, diversity, creativity, learning styles, multicultural education, ethics, and syllabi for psychology and sociology courses. Many of the publications are research proposals, models, inventories, or syllabi developed by Givan for his work in education.
DEMOCRACY AND KNOWLEDGE--SCIENCE
This document provides two links to audio files discussing the relationship between science and democracy. The first link is about the three waves of science studies and examines how science has been viewed and studied over time. The second link discusses the meaning of democracy and how scientific behaviors can either support or contradict democratic values and principles.
PROFESSIONAL STYLE DEVELOPMENT
This document discusses Kolb Learning Styles and experiential learning. It outlines Kolb's four learning styles represented by "The Prairie House" metaphor - Point of Entry, Illustration, So What, and Now What. These sections explore traits, components, style as metaphor, and extensions of Kolb's learning styles including personal learning goals, teaching adaptations, and implications for research. The document also provides options for an online discussion, including taking Kolb's Learning Style Inventory, exploring online resources, and innovating or creating new products related to Kolb's learning styles.
STYLE AS METAPHOR
This document discusses Kolb Learning Styles and experiential learning. It outlines Kolb's four learning styles - concrete experience, reflective observation, abstract conceptualization, and active experimentation - which make up a four-stage learning cycle. The document then discusses using learning styles as a metaphor and extending the applications to personal learning goals, teaching adaptations, and innovations in research. It concludes by providing online resources for professionals to further explore Kolb's learning styles through a discussion and doing a learning styles inventory.
Modalities for Instruction-40 LEARNING TOOLS
This document lists 40 different learning tools and modalities for instruction that were developed based on 20 years of comparative studies in personality and learning theory. The tools can be used individually or in combination, and include models like the information processing model, experiential learning model, and creativity-based problem solving guidelines. The tools also include exercises, strategies, principles, and frameworks for reflection, collaboration, decision making, and evaluation.
LEAD MENTOR--MGR-CURRICULUM AND TEACHING
From 2006 to 2009, the individual served as the Lead Mentor/Manager for the Curriculum and Teaching specialization at Northcentral University. Their responsibilities included screening mentor credentials, providing quarterly staff meetings, revising syllabi, and advising mentors. They also managed courses related to action research and the doctoral dissertation process from 2007 to 2009. Finally, they administered mentor communications and operations for several curriculum and teaching courses as well as action research and dissertation courses.
GIVAN--AS DISSERTATION CHAIR
This document provides a link to a dissertation chaired by someone with the last name Givan. The dissertation can be accessed at a specific URL on the library website of Northern Central University. The document was last accessed on September 15, 2015.
HUMN330 Evaluations ALG--9-2015
This document contains student evaluation ratings for an online ethics course taught from August 2014 to May 2015, including return rates and ratings for course experience, delivery mode, and instructor experience on a scale of 1 to 5. Overall, the average ratings across all classes were 4.536/5 for course experience, 4.432/5 for delivery mode, and 4.722/5 for instructor experience, indicating positive student evaluations of the course and instructor.
EXPERT TOPICS FOR ONLINE TRAINING ALG 9-1-15
Aaron Givan is an expert in topics related to measurement, statistics, and evaluation in education. He has expertise in 20 areas including qualitative research methods, creativity, learning styles, brain studies, test anxiety, lifelong planning, personal growth, mentoring, learning strategies, non-discursive learning models, social construction of knowledge, artistic problem solving, educational foundations, personal life planning, work environments, groups, wellness, wellness development, and personal narrative.
TEACHING CONCENTRATIONS BY SUBJECT AREA ITEMIZED
This document itemizes Aaron Lee Givan's teaching concentrations based on his transdisciplinary studies completed at The Union Institute and University from 1993-1997. It lists his concentrations in 7 subject areas: Curriculum and Instruction (38 semester hours), Foundations of Education (30 semester hours), Educational Theory and Practice Today (37 semester hours), Higher Education (42 semester hours), Learning Styles and Teaching Strategies (51 semester hours), Lateralilty (42 semester hours), and Art in Education (27 semester hours). Each concentration includes the independent study courses taken and their semester hours. His dissertation focused on Learning Styles and was titled "Learning Styles: The Key to Learning Strategies Management."
Psychology Classes From Transcripts ABOVE Undergrad Level
This document lists psychology classes from graduate programs taken by Aaron Givan above the undergraduate level. It includes classes from The Union Institute and University's Ph.D. program in Measurement, Statistics and Evaluation in Education, Arizona State University's Master of Counseling program in Counseling Psychology, San Francisco Theological Seminary's Doctor of Ministry in Advanced Pastoral Studies, and Texas Christian University's program in Advanced Pastoral Studies. The classes cover topics like qualitative research methods, psychological testing, counseling, group procedures, professional ethics, and clinical pastoral education.
TRENDS IN EDUCATION GIVAN 6-2015
This 3 sentence summary provides the high level information from the document:
Educational trends in the 1990s are discussed in a paper being used for an online educational anthropology class at Union Institute, with the paper titled "Reflections on Issues and Trends in Educational Anthropology Influencing Educational Processes in the USA in the 1990’s" and read by Janet Ahler, PhD in Spring 1995.
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Aaron Lee Givan, MC, PhD--Professional Development
Aaron Lee Givan, MC, PhD--Professional Development
Psychology Classes From Transcripts ABOVE Undergrad Level
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AARON GIVAN PhD--Mentor NCU 10-2004--11-2015
- 1. AARON GIVAN,PhD—Mentor,NCU(10/4/2004-11/2015 MENTOR (1099): Northcentral University,AZ--TEACHINGHISTORYONLINE: SubjectsTaughtItemizedbyDisciplineandNumberof LearnersPerYear8/2005-3/2014: ---Organizational Leadership(OL):2005-2; 2006-92; 2007-102; 2008-29; 2009-13; 2010-7; 2011-3; 2012- 1: Total=249. ---LeadershipinHigherEducation(LHE):2005-5; 2006-18; 2007-6: Total=29. ---Education(ED):2005-2; 2006-8; 2007-33; 2008-56; 2009-43; 2010-41; 2011-30; 2012-11; 2013-19; 2014-3: Total=246. ---Curriculum&Teaching(CT):2006-4; 2007-13; 2008-10; 2009-36; 2010-50; 2011-10; 2012-30; 2013-- 78; 2014-10: Total=241. ---ResearchMethods(RSH):2006-9; 2007-45; 2008-14; 2009-22; 2010-26; 2011-26; 2012-21; 2013-10; 2014-2: Total=175. ---DissertationCompletion(DIS):2007-9; 2008-6; 2009-7; 2010-37; 2011-96; 2012-56; 2013-29: Total=240. ---GiftedandTalentedEducation(GTE):2007-3; 2008-16; 2009-15; 2010-9; 2011-5: Total=48. ---LeadershipAttributes--Capstone(LAC):2008-9; 2010-1; 2010-3; 2011-6: Total=19. ---EnglishasSecondLanguage (ESOL):2009-6; 2010-4; 2011-2: Total=12. ---Educational Foundations(EDU):2010-1; 2011-42; 2012-56; 2013-165; 2014-29: Total=292. Totalsby Year: 2005-9; 2006-131; 2007-211; 2008-140; 2009-143; 2010-177; 2011-220; 2012-188; 2013- 359; 2014-55: Total=1551. Total:2005-2014=1551. --ComprehensiveExamsScored(CMP):2012-13; 2013-58; 2012-11: Total=82. Total:1551+82=1633. ALG, 3-15-16