This document proposes a more structured approach to completing observation hours that provides consistent feedback to students. It suggests requiring 12 teaching lessons divided into 3 lesson units. For each unit: Unit 1 would receive no feedback, Unit 2 would use a teaching performance scale for emailed feedback after each lesson, and Unit 3 would use a "bug in ear" for live feedback during lessons. Student reactions and reflections would be collected after each unit and overall to gather feedback on the process. The goal is to improve feedback practice and connect lessons from one to the next for students.
This is NOT my original work. This was created by Janet Holmshaw and Jeff Sapiro of Middlesex University, London. I have simply uploaded it for use in one of my college courses.
This document provides guidance for online facilitators on best practices for facilitating online courses. It discusses principles for good practice in undergraduate education, the role and time commitment of online facilitators, modeling effective behaviors, being present and engaging with students, asking effective questions, identifying at-risk students, and following school policies and procedures.
This document outlines the development and implementation of a community-based learning program called physical education learning centers. The program was created to address shortcomings in the experiential learning component of an elementary education program. Students would observe teachers at a partner school and complete assignments related to their coursework. An opportunity emerged to design this as a high-impact practice. The plan included student learning outcomes, activities, assessments, timelines and resources. Students observed teaching behaviors like lesson planning, classroom management, instruction and feedback. They reflected both during and after each observation visit. Feedback was positive, and organizers aimed to continue improving the program.
The document summarizes the outcomes of an academic coach position at Loyola University Chicago. It outlines that the coach created and presented workshops on topics like time management, test preparation, and study skills. The coach also collaborated with other campus offices and developed new programming initiatives. Workshops were well-attended initially but attendance decreased later in the semester. The coach co-led workshops with other departments and presented in classes to promote services. Overall, the coach helped students develop independent thought around their education and what it takes to be successful through workshops.
Retiring Exam Questions? How to Use These Items in Formative AssessmentsExamSoft
Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
Fixing Feedback: The case for using rubricsD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
The document provides motivation for the online course design. It suggests having participants complete a pre-course questionnaire to engage them and provide feedback on their commitment and learning style. It also recommends setting up an open and friendly community atmosphere through icebreaker discussions and live chat. Clear guidelines on assessment and expectations should be given early on, while meaningful interactions and a variety of tasks that allow students to apply learning to their own contexts can help motivate students. The tutor should provide regular feedback and opportunities for self-reflection to develop student autonomy over the course.
This document proposes a more structured approach to completing observation hours that provides consistent feedback to students. It suggests requiring 12 teaching lessons divided into 3 lesson units. For each unit: Unit 1 would receive no feedback, Unit 2 would use a teaching performance scale for emailed feedback after each lesson, and Unit 3 would use a "bug in ear" for live feedback during lessons. Student reactions and reflections would be collected after each unit and overall to gather feedback on the process. The goal is to improve feedback practice and connect lessons from one to the next for students.
This is NOT my original work. This was created by Janet Holmshaw and Jeff Sapiro of Middlesex University, London. I have simply uploaded it for use in one of my college courses.
This document provides guidance for online facilitators on best practices for facilitating online courses. It discusses principles for good practice in undergraduate education, the role and time commitment of online facilitators, modeling effective behaviors, being present and engaging with students, asking effective questions, identifying at-risk students, and following school policies and procedures.
This document outlines the development and implementation of a community-based learning program called physical education learning centers. The program was created to address shortcomings in the experiential learning component of an elementary education program. Students would observe teachers at a partner school and complete assignments related to their coursework. An opportunity emerged to design this as a high-impact practice. The plan included student learning outcomes, activities, assessments, timelines and resources. Students observed teaching behaviors like lesson planning, classroom management, instruction and feedback. They reflected both during and after each observation visit. Feedback was positive, and organizers aimed to continue improving the program.
The document summarizes the outcomes of an academic coach position at Loyola University Chicago. It outlines that the coach created and presented workshops on topics like time management, test preparation, and study skills. The coach also collaborated with other campus offices and developed new programming initiatives. Workshops were well-attended initially but attendance decreased later in the semester. The coach co-led workshops with other departments and presented in classes to promote services. Overall, the coach helped students develop independent thought around their education and what it takes to be successful through workshops.
Retiring Exam Questions? How to Use These Items in Formative AssessmentsExamSoft
Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
Fixing Feedback: The case for using rubricsD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
The document provides motivation for the online course design. It suggests having participants complete a pre-course questionnaire to engage them and provide feedback on their commitment and learning style. It also recommends setting up an open and friendly community atmosphere through icebreaker discussions and live chat. Clear guidelines on assessment and expectations should be given early on, while meaningful interactions and a variety of tasks that allow students to apply learning to their own contexts can help motivate students. The tutor should provide regular feedback and opportunities for self-reflection to develop student autonomy over the course.
This document outlines the agenda and goals for the first session of the ADLT 670 curriculum design course. The session will include introductions, an overview of the syllabus and assignments. An overview of the course will be provided, covering Thomas et al.'s 6 steps of curriculum design and the instructor's goals for students. Major learning goals will also be discussed, including assessing learners, instructional strategies, learning objectives, and integrating all aspects of design. Table polls will gather information about students and their goals. Components of effective teaching and why curriculum design is important for the TiME program will also be discussed. Assignments will be outlined.
A Guide to Completing the National Student Survey 2014Emma Black
The document provides guidance for completing the National Student Survey (NSS) which asks final year undergraduate students in the UK to provide feedback on their course. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management of the course, learning resources, and personal development. It instructs students to consider their overall experience across their three years of study when answering questions and to use the full scale in their responses rather than just agreeing or disagreeing.
The document discusses Grand Rapids Community College's proposed academic standing policy to require students to maintain satisfactory academic progress. The proposed policy outlines minimum credit hours and GPAs students must attain at certain credit hour checkpoints. Students who do not meet the standards would be placed on academic probation and required to meet with an advisor and develop a success plan. Students who fail to meet probation requirements would be academically suspended for one year. The policy aims to support students and increase awareness of academic progress requirements.
Late return of feedback from lecturers was demoralizing students and causing frustration, poor NSS results, and some students considering dropping out. The causes included lecturers' busy schedules, the issue not being raised by course reps, academics not seeing it as a priority, and no monitoring of timescales. Potential solutions included setting targets for admin staff and course reps raising the issue to get academics more supported in meeting deadlines, informing students of any delays, and monitoring progress with university departments. This could lead to higher marks for students as they learn from feedback and improve motivation, retention, and NSS scores.
The document outlines characteristics of marginal teachers such as a lack of planning, classroom management issues, poor teaching skills, and deficiencies in subject matter knowledge. It provides steps principals should take to assist marginal teachers which include identifying specific areas for improvement, creating timelines and expectations, documenting progress, and providing intensive assistance such as frequent observations, additional training, and observations of master teachers. If improvement is not shown, the final phase involves potential decision making regarding the teacher's employment.
The document outlines the NCAA's credit recovery guidelines for student-athletes in the SCCPSS district. Credit recovery courses must be comparable to the original course in length, content, and rigor, and require regular teacher instruction and assessment. Credit recovery courses are less likely to be accepted if they lack teacher interaction, allow students to test out of modules or complete the course faster than normal. The document recommends students stay on track academically and see their counselor if behind to ensure eligibility for college athletics.
Active learning techniques involve a structured facilitation cycle with steps before, during, and after the activity. In the pre stage, the instructor prepares materials and student groups. They explain the activity and have students review required materials. During the activity, students perform tasks while the instructor facilitates, monitors time, and guides progress. In the post stage, students prepare any deliverables while the instructor leads reflection to tie the activity back to course content and purpose.
This document provides guidance on conducting self-assessments and student evaluations for online courses. It discusses crafting mid-semester and end of semester surveys with sample questions to gather feedback on student understanding, satisfaction, and instructor performance. The document also recommends developing a frequently asked questions section to direct student inquiries. Finally, it outlines key areas like course content, assessments, technology, design, and accessibility to review when revising a course after its completion.
This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
This document discusses five ways to give effective feedback to students as actions: 1) have students re-draft or re-do an assignment, 2) rehearse or repeat an activity through practice, 3) revisit and respond to feedback, 4) re-learn and re-test an area, and 5) research and record information to address feedback. The goal is for feedback to lead to specific, concrete improvements in a student's learning. These five approaches are presented as ways to structure feedback so students know exactly how to apply it.
This document provides best practices for online teaching at Texas A&M School of Law. It outlines expectations for students, such as communicating response times and netiquette guidelines. It emphasizes the importance of writing learning objectives that are measurable. It also discusses ways to engage students asynchronously, such as through regular feedback and discussions. The document reviews assessment options in Blackboard and stresses providing balanced feedback to students. It provides tips for crafting effective discussion board questions and outlines key areas to address in a course syllabus and benefits of using rubrics.
The document provides guidance for completing the National Student Survey (NSS) for final year undergraduate students at the University of Gloucestershire. It explains that the NSS asks students to provide feedback on their course to help the university improve strengths and address issues. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management, and learning resources. It provides guidance on how to interpret and respond to questions within each section.
Teachers should edit their profile and post a welcome announcement prior to the start of classes. They should also read all provided course documents and familiarize themselves with the unit setups. Teachers are encouraged to call students, send messages to introduce themselves, and email daily lesson assignments to all students before the first day. It is important for teachers to review any IEPs or 504 plans and be prepared to respond to questions from students and stakeholders daily or weekly.
This is the basic lesson (or activity) plan template that I used at the University of Trinidad and Tobago whilst doing my Bachelor's Degree in ECCE. However, I guess different templates exist for different countries and cultures right?
This document discusses supporting goals and objectives for resident education. It defines the difference between goals, which are broad end results that are difficult to measure, and objectives, which are very specific and precise measures. The document outlines that educational programs and curriculums should have goals to achieve and objectives provided to learners to describe what they will learn. Teaching faculty should ensure activities map to the objectives and provide assessment and feedback linked to the purpose of activities.
The document discusses the purpose and process of classroom observations. It aims to evaluate teacher performance to provide feedback and support professional growth. The observer should understand what will be observed, why it's important, who conducts it, and how it's performed. Key areas that are observed include the physical setting, content delivery, communication skills, questioning techniques, student rapport, teaching methods, lesson assessment, and classroom management. The goal is to gather data to help teachers improve and ensure effective student learning.
The document provides teaching suggestions from students' perspectives, including dos and don'ts. It suggests that professors should respect student confidentiality, check prerequisites, adhere to the syllabus, avoid running over class time, post important announcements and grades online, clearly explain grading systems upfront, avoid publicly humiliating students, state exam times clearly, and proofread exams.
National adjunct walkout and awareness day (Public accessible presentation)J Smith
A presentation that can be edited by adjuncts for use in their class to educate students on contingent faculty.
GEARED towards adjuncts, not necessarily those without tenure.
Slide 33 and 35 might need to be edited, because they are specific to my situation and campuses. I suggest you put your own comments here.
Slides have transitions from one slide to the next, but unless you save it in a format that is more current, you won't be able to change the transitions.
The presentation can be opened, and played, and you can easily walk out of the class until it finishes.
Approx. 12 minutes long
- Technology Learning Services at Landmark College provides support for educational technologies through 12 full-time staff across departments like technical support, networking, and web services.
- They offer one-on-one and group training for students and faculty, assistive technology support, and help with planning technology-enhanced curriculum.
- Services include digital formatting of over 725 course texts for accessibility, assistive technology recommendations and training, and support for tools like Livescribe pens, Audacity, and Zotero to aid learning.
- Technology is integrated across campus through fully wired labs, classrooms with technologies like Smart Boards, and online learning systems.
This document outlines the agenda and goals for the first session of the ADLT 670 curriculum design course. The session will include introductions, an overview of the syllabus and assignments. An overview of the course will be provided, covering Thomas et al.'s 6 steps of curriculum design and the instructor's goals for students. Major learning goals will also be discussed, including assessing learners, instructional strategies, learning objectives, and integrating all aspects of design. Table polls will gather information about students and their goals. Components of effective teaching and why curriculum design is important for the TiME program will also be discussed. Assignments will be outlined.
A Guide to Completing the National Student Survey 2014Emma Black
The document provides guidance for completing the National Student Survey (NSS) which asks final year undergraduate students in the UK to provide feedback on their course. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management of the course, learning resources, and personal development. It instructs students to consider their overall experience across their three years of study when answering questions and to use the full scale in their responses rather than just agreeing or disagreeing.
The document discusses Grand Rapids Community College's proposed academic standing policy to require students to maintain satisfactory academic progress. The proposed policy outlines minimum credit hours and GPAs students must attain at certain credit hour checkpoints. Students who do not meet the standards would be placed on academic probation and required to meet with an advisor and develop a success plan. Students who fail to meet probation requirements would be academically suspended for one year. The policy aims to support students and increase awareness of academic progress requirements.
Late return of feedback from lecturers was demoralizing students and causing frustration, poor NSS results, and some students considering dropping out. The causes included lecturers' busy schedules, the issue not being raised by course reps, academics not seeing it as a priority, and no monitoring of timescales. Potential solutions included setting targets for admin staff and course reps raising the issue to get academics more supported in meeting deadlines, informing students of any delays, and monitoring progress with university departments. This could lead to higher marks for students as they learn from feedback and improve motivation, retention, and NSS scores.
The document outlines characteristics of marginal teachers such as a lack of planning, classroom management issues, poor teaching skills, and deficiencies in subject matter knowledge. It provides steps principals should take to assist marginal teachers which include identifying specific areas for improvement, creating timelines and expectations, documenting progress, and providing intensive assistance such as frequent observations, additional training, and observations of master teachers. If improvement is not shown, the final phase involves potential decision making regarding the teacher's employment.
The document outlines the NCAA's credit recovery guidelines for student-athletes in the SCCPSS district. Credit recovery courses must be comparable to the original course in length, content, and rigor, and require regular teacher instruction and assessment. Credit recovery courses are less likely to be accepted if they lack teacher interaction, allow students to test out of modules or complete the course faster than normal. The document recommends students stay on track academically and see their counselor if behind to ensure eligibility for college athletics.
Active learning techniques involve a structured facilitation cycle with steps before, during, and after the activity. In the pre stage, the instructor prepares materials and student groups. They explain the activity and have students review required materials. During the activity, students perform tasks while the instructor facilitates, monitors time, and guides progress. In the post stage, students prepare any deliverables while the instructor leads reflection to tie the activity back to course content and purpose.
This document provides guidance on conducting self-assessments and student evaluations for online courses. It discusses crafting mid-semester and end of semester surveys with sample questions to gather feedback on student understanding, satisfaction, and instructor performance. The document also recommends developing a frequently asked questions section to direct student inquiries. Finally, it outlines key areas like course content, assessments, technology, design, and accessibility to review when revising a course after its completion.
This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
This document discusses five ways to give effective feedback to students as actions: 1) have students re-draft or re-do an assignment, 2) rehearse or repeat an activity through practice, 3) revisit and respond to feedback, 4) re-learn and re-test an area, and 5) research and record information to address feedback. The goal is for feedback to lead to specific, concrete improvements in a student's learning. These five approaches are presented as ways to structure feedback so students know exactly how to apply it.
This document provides best practices for online teaching at Texas A&M School of Law. It outlines expectations for students, such as communicating response times and netiquette guidelines. It emphasizes the importance of writing learning objectives that are measurable. It also discusses ways to engage students asynchronously, such as through regular feedback and discussions. The document reviews assessment options in Blackboard and stresses providing balanced feedback to students. It provides tips for crafting effective discussion board questions and outlines key areas to address in a course syllabus and benefits of using rubrics.
The document provides guidance for completing the National Student Survey (NSS) for final year undergraduate students at the University of Gloucestershire. It explains that the NSS asks students to provide feedback on their course to help the university improve strengths and address issues. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management, and learning resources. It provides guidance on how to interpret and respond to questions within each section.
Teachers should edit their profile and post a welcome announcement prior to the start of classes. They should also read all provided course documents and familiarize themselves with the unit setups. Teachers are encouraged to call students, send messages to introduce themselves, and email daily lesson assignments to all students before the first day. It is important for teachers to review any IEPs or 504 plans and be prepared to respond to questions from students and stakeholders daily or weekly.
This is the basic lesson (or activity) plan template that I used at the University of Trinidad and Tobago whilst doing my Bachelor's Degree in ECCE. However, I guess different templates exist for different countries and cultures right?
This document discusses supporting goals and objectives for resident education. It defines the difference between goals, which are broad end results that are difficult to measure, and objectives, which are very specific and precise measures. The document outlines that educational programs and curriculums should have goals to achieve and objectives provided to learners to describe what they will learn. Teaching faculty should ensure activities map to the objectives and provide assessment and feedback linked to the purpose of activities.
The document discusses the purpose and process of classroom observations. It aims to evaluate teacher performance to provide feedback and support professional growth. The observer should understand what will be observed, why it's important, who conducts it, and how it's performed. Key areas that are observed include the physical setting, content delivery, communication skills, questioning techniques, student rapport, teaching methods, lesson assessment, and classroom management. The goal is to gather data to help teachers improve and ensure effective student learning.
The document provides teaching suggestions from students' perspectives, including dos and don'ts. It suggests that professors should respect student confidentiality, check prerequisites, adhere to the syllabus, avoid running over class time, post important announcements and grades online, clearly explain grading systems upfront, avoid publicly humiliating students, state exam times clearly, and proofread exams.
National adjunct walkout and awareness day (Public accessible presentation)J Smith
A presentation that can be edited by adjuncts for use in their class to educate students on contingent faculty.
GEARED towards adjuncts, not necessarily those without tenure.
Slide 33 and 35 might need to be edited, because they are specific to my situation and campuses. I suggest you put your own comments here.
Slides have transitions from one slide to the next, but unless you save it in a format that is more current, you won't be able to change the transitions.
The presentation can be opened, and played, and you can easily walk out of the class until it finishes.
Approx. 12 minutes long
- Technology Learning Services at Landmark College provides support for educational technologies through 12 full-time staff across departments like technical support, networking, and web services.
- They offer one-on-one and group training for students and faculty, assistive technology support, and help with planning technology-enhanced curriculum.
- Services include digital formatting of over 725 course texts for accessibility, assistive technology recommendations and training, and support for tools like Livescribe pens, Audacity, and Zotero to aid learning.
- Technology is integrated across campus through fully wired labs, classrooms with technologies like Smart Boards, and online learning systems.
The document discusses strategies for effectively teaching non-traditional students from different generations in online courses. It provides tips like understanding students' backgrounds and expectations, making materials relevant, incorporating interactive elements, providing prompt feedback, and emphasizing mastery of concepts over grades. It also shares strengths of FCCJ like keeping students informed and offering online options that support military students.
This document summarizes online training opportunities and technology resources available at CSM. It discusses the learning management system Blackboard, Express Services portal, Groupwise email, network drives for files and web pages, off-campus access to resources, and social networking tools. Training is also provided through STARLINK and Skillport. Contact information is provided for technical support.
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
The document discusses student learning assessment and provides guidance on effective assessment practices. It outlines the key levels of assessment from the student to institutional level. It also discusses establishing clear and measurable learning goals, focusing assessment efforts, supporting faculty involvement, and using assessment results to improve student outcomes and inform decision making. The overall message is that assessment should be an ongoing and collaborative process aimed at enhancing student learning.
This document outlines a program at Youngstown State University that provides mandatory academic intervention services to at-risk first-year students. It describes the university and student demographics, retention data, and the conditional admission policy. It then details the intervention services, which include individual meetings using motivational interviewing techniques to develop study skills and address challenges. Examples of session topics and case studies are provided to illustrate how the program provides tailored support to help students persist academically.
School Leaders Licensure Assessment Review: From This Book: SLLA Crash Course...Wafa Hozien
From: SLLA Crash Course (2017). With two complete Practice Tests.
https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. This is a review session that I hold that documents what an education leader may encounter. Each of the questions in this powerpoint focus on a specific content area related to the standards addressed in ISLLC 2008. In answering the questions, candidates are required to analyze situations and data, propose appropriate courses of action and provide rationales for their proposals.
10732 week two-wi2010 learning college customsRose Wedemeyer
The document provides tips for college freshmen on adjusting to differences between high school and college, including describing key differences in responsibilities and expectations. It outlines important strategies for success such as understanding the syllabus, communicating with professors, computing GPA, and keeping track of important academic dates. College customs are also identified, like making use of academic advising resources and getting to know classmates.
The document discusses the College Student Inventory (CSI), a proactive assessment approach used by the academic advising center to evaluate students' strengths and needs. The CSI measures various risk factors and motivational skills. Advisors meet with students to discuss their CSI reports, answer questions, and make referrals to campus resources when needed. The reports contain recommendations in academic, career, counseling, financial, and social areas. The advisor's role is to build rapport with students and facilitate connections to support services to promote retention.
This document discusses the importance of feedback in education. It notes that formative feedback, given during a course to enable changes and improvements, is more useful than summative feedback given after completion. Effective feedback should guide learning, focus on course outcomes, and help students become independent learners. The document also outlines strategies for incorporating formative feedback in online courses using learning management systems like Moodle. These strategies include using short feedback activities to check understanding during lessons.
Fundamentals for Impacting Student SuccessJim Black
This document discusses factors that impact student success, retention, and completion. It addresses understanding students, influencing them, and building trust. Key factors that affect retention include self-awareness, understanding student goals and backgrounds, and leveraging research data. Strategies discussed include targeted interventions, customized retention approaches, and creating a student success culture with engagement of faculty, staff, and students. The presentation emphasizes taking a learner-centered approach to address barriers and foster campus-wide collaboration around student retention.
Achieving The Standard for Full Registration: from student to probationer tea...GTC Scotland
The document discusses the process for teacher probation and registration in Scotland. It outlines that the General Teaching Council for Scotland (GTCS) oversees teacher probation and regulates registration. New teachers must complete a probationary period where they work with a supporter, engage in professional development activities, and demonstrate they meet the Standard for Full Registration through online profiles. Reasons for potential non-registration include failing to meet standards for professional knowledge, skills, values or fulfilling responsibilities of the probationary process.
This file accompanies the "Creating Assessments" session at the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX
The document summarizes key points from a presentation on designing online course assessments. It discusses foundations of online assessment including validity, reliability, and alignment. It also covers developing assessments, such as specifying objectives, selecting appropriate assessment types, and ensuring alignment between objectives, activities and assessments. Finally, it addresses creating an assessment toolkit, including choosing appropriate tools, criteria, and ensuring privacy compliance.
The document discusses the College Student Inventory (CSI), a tool used to assess students' strengths and needs. It outlines the CSI process, which includes students completing a self-reported inventory, conferences between advisors and students to discuss CSI reports, and potential referrals to campus resources. The CSI reports contain information on students' academic motivation, general coping skills, receptivity to support services, and recommendations. The advisor's role is to build rapport with students, explain CSI reports, answer questions, and facilitate referrals as needed.
1) The document discusses strategies to improve student success in developmental education courses. It notes that around half of community college students and one-fifth of four-year college students require remedial courses, and fewer than one in four students who take developmental courses complete a degree.
2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
3) A case study is described that found students who were accelerated based on their SuccessNavigator results in addition
What Do High School Counselors Do 10 2006jdailshire
High school counselors meet guidance content standards by allocating their time to classroom guidance, individual planning, responsive services, and system support. They provide classroom instruction on topics like college and career planning, conduct small group counseling sessions, and meet with students individually for academic, social, or mental health issues. Counselors also perform administrative duties like coordinating enrollment, testing, and maintaining student records. The goal is to implement a comprehensive guidance program that supports all students' needs through collaboration with others.
Presentation for for Linked In January 2017Mike Patrick
This document discusses strategies for helping at-risk students achieve academic success. It outlines how getting to know individual students, creating action plans tailored to their needs, and taking a student-centered coaching approach can help address barriers and improve retention, performance, and goal achievement. Key elements include understanding each student's situation and learning style, setting realistic goals, regularly following up, and focusing on developing skills and mindsets for overcoming obstacles. The overall impact of student success support depends on giving context-specific help to facilitate engagement and reduce dismissals.
1. Formative assessment is key to raising student achievement by providing feedback to teachers and students to modify teaching and learning activities.
2. There are five key strategies of formative assessment: sharing learning expectations; questioning; feedback; self-assessment; and peer assessment.
3. These strategies include clarifying learning targets, using effective questioning techniques, and providing feedback that helps students improve.
Cengage Learning Webinar, Psychology, Teaching the Psychology of Adjustment a...Cengage Learning
The old adage "Try, try again" suggesting persistence leads to success turns out to be true, according to recent research. In this April 16, 2013 session discussed ideas that will help your students become better learners and more successful in endeavors beyond the classroom.
ACT and Me - Guidance Counselor PresentationACT, Inc.
The document discusses understanding ACT score reports. It provides information on cognitive data, which assesses students' proficiencies in core subjects and informs recruitment strategies. Non-cognitive data includes interests, extracurriculars, and career interests. Integrating cognitive and non-cognitive data allows for personalized counseling to address strengths, weaknesses, and postsecondary plans. Early ACT testing as a junior increases college access, and students must release their names for full postsecondary opportunities.
Similar to Adjunct Strategies to Foster Student Success Burdick (20)
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
American Council of Teachers of Foreign Language (ACTFL) Standards: The Five Cs
combined with community college effort to create a community of inclusivity.
Identify factors associated with early departure from a two-year nursing program
Special attention was placed on factors associated with minority nursing students
Two fast paced intensive review courses
Basic Fast Track covers Prealgebra and Elementary Algebra
Advanced Fast Track covers Elementary Algebra and Intermediate Algebra
Effective essay writing is a critical skill for college students, and there are various approaches to teaching solid essay writing. Among the topics covered in this presentation are development of critical thinking skills, order and progression of types of essays taught, and student activities that enhance comprehension and retention of components of skilled essay writing
To improve students’ speech skills.
To get speech students “jazzed up” about creative & thoughtful freedom of expression.
To give speech students a platform beyond classroom walls to perform & to address issues of importance to them.
To provide an active learning opportunity for public relations & advertising students.
To promote Bluefield College to the local community.
A Web-base 3D application
Provides elements for creating 3D Avatars using personal headshots and voice
Import photos, images, videos, and audio
Customize camera angles, presenter’s gestures, and background
The document summarizes the use of various Web 2.0 technologies for online classroom learning, including wikis, blogs, social networks, podcasting, video sharing, and more. Specific classroom assignments using these tools are described, such as having students collaboratively write a job posting using a wiki or creating individual social networking sites. Both benefits and drawbacks of each tool are outlined from a classroom perspective.
This document outlines a career exploration activity for incoming freshman at HCC as part of the Freshman Focus Program. The activity introduces students to career counseling services and the Holland career personality assessment. Students are each given two random "job envelopes" containing career descriptions without choice. They can trade envelopes to find two careers of interest. This simulates real-world job searches and limitations. A discussion follows about interests, limitations, and how students' Holland codes relate to the careers they chose. Past students found the activity engaging and gave positive evaluations.
This document outlines a service-learning project presentation, including the proposal, plan, presentation, pre-reflection, and post-reflection activities. The project involved working with elderly residents at a retirement home. Key aspects summarized include communicating challenges with residents who have disabilities, learning leadership skills, and gaining appreciation from serving others in need.
Studies show making associations between bits of information aids learning
Concept mapping helps students make these associations. Applicable to all subjects
Volunteer 10 hours for the site
Using PowerPoint (PPT), identify the ecosystem
Biotic and abiotic components
Properties
Limiting factors
Trophic levels/vertical layers
Impact by man
This document describes a service-learning project assigned in an introduction to interpersonal communication course. Students were placed into groups and tasked with creating either a research portfolio or a service-learning portfolio. For the service-learning option, groups worked with a community partner organization to create a Facebook page or blog for that organization. The portfolio required artifacts from their service experience and reflections connecting it to course concepts. Strengths of the project included allowing students to assess communication strategies in practice and see immediate benefits to community partners. The author suggests improvements like more structured nonprofit interactions and establishing group roles.
SMARTHINKING provides online tutoring services to students and institutions, offering over 2 million tutoring sessions and essay critiques. It employs over 900 tutors with advanced degrees to provide private, on-demand tutoring sessions to supplement academic support. Studies show students using SMARTHINKING services have improved grades by up to 33% and increased pass rates by 12%, with higher retention rates compared to non-users.
This document summarizes transfer student activities and resources at the College of Southern Maryland (CSM). Over half of CSM students are enrolled in transfer programs and most transfer to in-state public universities. The CSM Transfer Coordinator oversees numerous activities to support transfer students, including Transfer 101 sessions, campus visits from 4-year colleges, and a Transfer Resource Center. Popular transfer destinations include University of Maryland colleges, Salisbury University, and out-of-state schools like Norfolk State. Upcoming new initiatives aim to further engage transfer students through online tools, campus tours, and orientation programs.
The objective of this presentation is to identify and discuss inexpensive, easy-to-use, learner-centered classroom techniques for stimulating student learning and skills development
The document discusses learning communities at Thomas Nelson Community College. It describes the goal of promoting student engagement and participation in support services. It outlines some key components of successful learning communities, including supportive administration, flexible faculty, strong advising programs, and assessment. Cooperative learning strategies are emphasized, where students work in small groups to teach and learn from each other. Data shows growth in learning community enrollment, faculty involvement, and improved retention and success rates.
This document discusses the benefits of an instructor/teaching assistant partnership model for online courses. It provides testimonials from instructors and teaching assistants highlighting how the partnership allows instructors to focus on teaching content while teaching assistants help students with administrative and community building aspects. Hard data on an initial pilot program showed instructors were able to teach larger class sizes of 44+ students with the support of teaching assistants. The partnership model was then expanded to use student assistants and reduce costs. Overall, the instructor/assistant model maintains course quality at a lower cost while providing students more opportunities to enroll in courses.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Adjunct Strategies to Foster Student Success Burdick
1. Strategic MILEPOSTS Adjunct Strategies to Foster Student Success Presented by: Brent Burdick Adjunct, Business and Legal Studies College of Southern Maryland
39. Strategic MILEPOSTS Adjunct Strategies to Foster Student Success Presented by: Brent Burdick Adjunct, Business and Legal Studies College of Southern Maryland
Editor's Notes
We want to discuss student success and retention in terms of capitalizing on strategic mileposts that we adopted from the Adjunct Success Program. Adjunct Success is grounded in the works of Dr. Richard Lyons and Dr. Helen Burnstad – it is a professional development program for part-time professors. The program is designed to improve instructional quality and student retention through participation in a one-year program that includes 15 webinars, bi-weekly e-newsletters, and other printable and on-line resources. Dr. Lyons has also written other books in the area, such as the Success Strategies for Adjunct Faculty as depicted here.Dr. Lyons postulates that student retention is most attributable to success in the classroom. Improving student retention directly relates to improving the effectiveness of instruction and quality of relations with each student. College professors are being viewed as facilitators of learning and course managers rather than simply as dispensers of information. To achieve success, it is best to benchmark the strategies of the best in your field and then fine-tune them to your specific needs most effectively. Successful managers in many arenas commonly embrace a strategy called the Pareto Rule, which is also known as the 80/20 Rule. Pareto, an Italian economist of the 1800s, found that 80 percent of the success (or failure) of a particular endeavor is derived from roughly 20 percent of its contributing factors. For example, 80 percent of the business of a particular business is generated by roughly 20 percent of its customers. Ergo, manage the key 20 percent of any issue effectively and the overwhelming majority of your job is done.In the need to manage student retention, we are likely to see that 20 percent of our class meetings correlate with 80 percent of student dropouts. Therefore, if we manage those 20 percent of meetings effectively, about 80 percent of the course retention problems could be solved. Those 20 percent of meetings are the mileposts for student retention.
First Class Meeting - The initial class meetings are critical times for instructors. Students must quickly decide whether a given course is a wise investment of their time, money, and self-esteem. Most students are searching for an experience that is rewarding and relevant but also that allows them to pursue other critical activities in their lives. Instructors must ensure that students attending the first class meeting perceive that the instructor can be trusted to orchestrate a rewarding, relevant learning experience throughout the term.First Major Graded Assignment – The first examination or the submission of the first major graded assignment is sometimes an even more significant milepost than the first class meeting.Mid-Term – The third key retention milepost is the midpoint of the term. This often coincides with the a second examination or the submission of a major assignment. At this point, students often weigh the resources they are required to invest against the outcomes they expect.