Yes, students are a vulnerable population that requires expert guidance to navigate higher education. Advisors have a moral obligation to serve students regardless of other factors.
This document outlines an academic advisor training program at Western Illinois University for building skills in working with first-generation students. It discusses developing learning outcomes, shaping the learning environment, and assessing learning. The training utilizes various active learning strategies like group discussions, reflection prompts, and activities to help advisors 1) define "first-generation student", 2) identify similarities and differences between first-generation and other students, 3) recognize first-generation student motivations and perspectives, 4) identify challenges in the university environment, 5) analyze advising practices for potential barriers, and 6) create strategies for effective advising and referrals.
Helping Students Persist - History of Advising & Counseling in Higher EdLiz Dorland
This is my part of a collaborative presentation on the history of advising and counseling for the Sp2006 section of CC620 from Northern Arizona University. My background is as a faculty member, so the history and theories of advising and counseling were new to me. I updated the links as a contribution to the #FutureEd conversation around higher education reform.
Course Description: CC 620 is an overview of historical developments, current practices, and future trends in teaching, implementing, and administering programs for access and opportunity in higher education.
The document summarizes four major organizations that promote lifelong learning:
1. The Coalition of Lifelong Learning Organizations (COLLO) promotes continuing adult education, networking, and information exchange. It has programs like Tech Prep and supports federal literacy programs.
2. The American Association for Adult and Continuing Education (AAACE) provides services, publications and conferences for faculty, researchers, and graduate students.
3. The Council for Adult and Experiential Learning (CAEL) focuses on employers and workforce development. It offers certification programs for prior learning assessment and career advising.
4. The National Institute of Adult Continuing Education (NIACE) encourages family learning and advocates for visionary adult learning
This document provides information about types of higher education institutions, factors to consider when choosing a university, and the university selection process. It discusses the differences between public and private universities and colleges. When choosing a university, students should consider cost and financial aid, location, size, majors, selectivity, and campus culture. The document provides details on costs, financial aid options, and how to research universities. It offers tips for the application process such as developing a list of safety, target, and reach schools and focusing essays and activities.
Career Cities: A Way ForwardAarhus University, DenmarkDeirdre Hughes
This presentation sets out examples of Deirdre Hughes' ongoing work on shaping experiences of learning and work within cities. It begins by setting out the rationale for building a careers offer for everyone young person that can be applied both within and outside of cities. The issues associated with child poverty are presented with a call for greater emphasis on career learning for all. The second part focuses on the evidence-base underpinning career education and its impact on pupil's skills and outcomes. It highlights findings from research designed to locate robust casual evidence on career education impact, drawing on experimental and quasi-experimental design.
This document provides an overview of advising student veterans. It discusses the increasing population of student veterans using VA educational benefits. It also covers various military and veteran education programs. The document then examines theories of academic advising, including Chickering's vectors of student development and Holland's theory of careers. It proposes approaches to advising student veterans, such as developmental, prescriptive and appreciative advising. Finally, it discusses implications for advising practice, such as spending extensive time to understand each student veteran.
Career Services Integration and Trends: This presentation will highlight different career services integration models, as well as discuss career services trends.
The document discusses the history of academic advising and different advising models used at institutions. It provides details on the centralized, decentralized, and shared advising models based on data from a 2011 advising survey. The document also discusses how one advisor transitioned from an accidental advising role to developing the position through professional development. She created a unique mini shared model within her department that provides consistent advising to students while supporting faculty.
This document outlines an academic advisor training program at Western Illinois University for building skills in working with first-generation students. It discusses developing learning outcomes, shaping the learning environment, and assessing learning. The training utilizes various active learning strategies like group discussions, reflection prompts, and activities to help advisors 1) define "first-generation student", 2) identify similarities and differences between first-generation and other students, 3) recognize first-generation student motivations and perspectives, 4) identify challenges in the university environment, 5) analyze advising practices for potential barriers, and 6) create strategies for effective advising and referrals.
Helping Students Persist - History of Advising & Counseling in Higher EdLiz Dorland
This is my part of a collaborative presentation on the history of advising and counseling for the Sp2006 section of CC620 from Northern Arizona University. My background is as a faculty member, so the history and theories of advising and counseling were new to me. I updated the links as a contribution to the #FutureEd conversation around higher education reform.
Course Description: CC 620 is an overview of historical developments, current practices, and future trends in teaching, implementing, and administering programs for access and opportunity in higher education.
The document summarizes four major organizations that promote lifelong learning:
1. The Coalition of Lifelong Learning Organizations (COLLO) promotes continuing adult education, networking, and information exchange. It has programs like Tech Prep and supports federal literacy programs.
2. The American Association for Adult and Continuing Education (AAACE) provides services, publications and conferences for faculty, researchers, and graduate students.
3. The Council for Adult and Experiential Learning (CAEL) focuses on employers and workforce development. It offers certification programs for prior learning assessment and career advising.
4. The National Institute of Adult Continuing Education (NIACE) encourages family learning and advocates for visionary adult learning
This document provides information about types of higher education institutions, factors to consider when choosing a university, and the university selection process. It discusses the differences between public and private universities and colleges. When choosing a university, students should consider cost and financial aid, location, size, majors, selectivity, and campus culture. The document provides details on costs, financial aid options, and how to research universities. It offers tips for the application process such as developing a list of safety, target, and reach schools and focusing essays and activities.
Career Cities: A Way ForwardAarhus University, DenmarkDeirdre Hughes
This presentation sets out examples of Deirdre Hughes' ongoing work on shaping experiences of learning and work within cities. It begins by setting out the rationale for building a careers offer for everyone young person that can be applied both within and outside of cities. The issues associated with child poverty are presented with a call for greater emphasis on career learning for all. The second part focuses on the evidence-base underpinning career education and its impact on pupil's skills and outcomes. It highlights findings from research designed to locate robust casual evidence on career education impact, drawing on experimental and quasi-experimental design.
This document provides an overview of advising student veterans. It discusses the increasing population of student veterans using VA educational benefits. It also covers various military and veteran education programs. The document then examines theories of academic advising, including Chickering's vectors of student development and Holland's theory of careers. It proposes approaches to advising student veterans, such as developmental, prescriptive and appreciative advising. Finally, it discusses implications for advising practice, such as spending extensive time to understand each student veteran.
Career Services Integration and Trends: This presentation will highlight different career services integration models, as well as discuss career services trends.
The document discusses the history of academic advising and different advising models used at institutions. It provides details on the centralized, decentralized, and shared advising models based on data from a 2011 advising survey. The document also discusses how one advisor transitioned from an accidental advising role to developing the position through professional development. She created a unique mini shared model within her department that provides consistent advising to students while supporting faculty.
What is On the Horizon for Academic Advising in Higher Ed?Laura Pasquini
The document discusses the future of academic advising. It suggests that advising will evolve to integrate more technology, allowing students and advisors to connect globally. Advising will also become more collaborative, focusing on developing students' self-authorship and critical thinking skills. Additionally, advisors may take on more leadership roles on campus and become better integrated with faculty work, potentially engaging in teaching, research, and scholarship. The future of advising will be shaped by how advisors interact with students, influence their institutions, and become integrated into academic communities.
This clinical training manual provides comprehensive guidelines and procedures for the counseling department's clinical course sequence and information needed for a positive clinical training experience. It is divided into four sections covering the department, community family life center, policies and procedures, and licensure/credentialing. The department's mission is to prepare multiculturally competent counselors through practical experiences in its community family life center and affiliated sites, while emphasizing diversity. Students must meet fitness to practice standards to complete coursework and credentialing requirements.
This document discusses mindful, authentic academic advising and how it can help students succeed. It defines academic advising as a series of intentional interactions meant to contextualize students' educational experiences within their goals, abilities, and lives. The document discusses best practices for advising, including developing emotional intelligence and mindfulness. It suggests that when advisors skillfully apply mindfulness to enhance their emotional intelligence, they can become effective authentic advisors who help students develop these skills as well.
This document discusses how open courseware (OCW) can help universities meet their goals. It provides an overview of what OCW is and its benefits. Some key points made include:
- OCW allows universities to increase their global reach and reputation by showcasing academic strengths for students, faculty and lifelong learners.
- It supports student recruitment and retention by providing open access to course materials. This enhances advising and evaluations.
- OCW encourages improvements in teaching quality by promoting the development and sharing of high-quality course content and teaching models.
- While legal, faculty and resource concerns present obstacles, over 200 institutions have launched OCW sites through collaborating in the OCW Consortium
This document summarizes the author's observations on academic advising during a visit to five universities in New Orleans. It finds that most institutions employ both professional and faculty advisors. Professional advisors commonly assist new students, while faculty advisors take over later. Central advising centers support retention through various activities and refer students to other campus services. While systems vary, balancing benefits of professional and faculty advising, and coordinating them effectively, are key challenges faced. There may be opportunities for the U.K. system to learn from centralized advising approaches that support student retention in the U.S.
The document discusses the future of academic advising. It suggests advising will involve greater use of technology to connect students globally and increase digital access to learning materials. Advising will also become more collaborative, with advisors building relationships and connecting students' education to meaningful careers. Advisors will have more influence on their campuses by taking on leadership roles, evaluating academic programs, and demonstrating how advising contributes to student success. Additionally, advising will fully integrate with academics by having advisors considered faculty who conduct research and contribute to their field.
On Ways of Framing Experiential LearningBrooke Bryan
This document summarizes an oral history institute at Antioch College focused on digital liberal arts and oral history scholarship. It discusses challenges around teaching vs. research, instructionist vs. collaborative teaching, and whether institutions reward the types of work they say they value. It frames the work using Boyer's scholarship models, community-based research principles, and AAC&U's high-impact practices. Attendees participated in an activity to map their projects and plans for review/promotion. The goal was to help frame work within institutional missions and review criteria.
This document discusses the benefits of collaboration between advising departments across the three campuses of the University of Alaska Southeast. It outlines how the schools established a regional advising group to improve communication, streamline resources and referrals, and create a more unified advising philosophy. The collaboration has led to benefits like improved advising services, shared training programs and assessment strategies. Challenges include different reporting structures and additional workload, but establishing leadership and continuing dialogue have helped address these issues.
These are some of the resources that were shared at the Bonner Foundation's High-Impact Initiative Planning Retreat (March 2014) - "Civic Scholars: Engaged Campuses", held at Allegheny College. Several types of strategies and approaches for ensuring that campus culture, policies, and practices support deep community engagement and public scholarship were shared.
This document outlines a biology leadership conference focused on building mentoring networks. It discusses traditional hierarchical mentoring models and introduces the concept of mutual mentoring networks. Mutual mentoring involves developing diverse mentoring partnerships to address specific expertise needs, provides benefits to both mentors and mentees, and allows for multiple points of entry and exit from mentoring relationships. Evidence suggests mutual mentoring is associated with greater career success, satisfaction and inclusiveness.
This document provides an overview of faculty advising at Houston Community College. It includes sections on the mission, purpose, advising objectives, core values, student growth and development, the faculty advisor's role and functions, best practices, FERPA regulations, financial aid questions, and contact lists. The advising program aims to establish close advisor-student relationships to assist students with their educational and personal goals through developmental advising. Faculty advisors are expected to guide students on curriculum planning, career exploration, academic policies and support resources.
Dr. Edgar Blevins, Professor of Mechanical Engineering at Southern University in Baton Rouge, gave a presentation on Choosing Faculty Mentors and your Communities to foster academic success.
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
The document provides information about upcoming college admissions events at the school, including mock admissions sessions and essay writing workshops, and an overview of the school's philosophy on helping students find colleges that are a good fit through a personalized process focusing on student ownership and confidentiality. It also outlines the program for the January 31st University Night, including student panels, workshops on various topics, and a final question and answer session.
Intro to SAIL - May 1, 2018 "Learning Everywhere" ConferenceNortheasternSAIL
Grounded in personal goals, practices, and motivations as educators, this session introduces participants to the SAIL initiative and its origins, vision, and framework for supporting holistic, lifelong, and experiential learning. Participants from across Northeastern will explore ways to engage in Northeastern’s evolving ecosystem, leverage the shared language of the SAIL framework, collaborate across units, and consider the transformative potential of our learners acting as educators (while recognizing our own growth as learners).
Intro to SAIL - May 1, 2018 "Learning Everywhere" ConferenceNortheasternSAIL
This document introduces SAIL, Northeastern University's framework to create a holistic lifelong learning experience. SAIL's guiding question is how to make learning explicit, help learners integrate learning across contexts, and help them self-author their learning journeys. The framework includes dimensions like well-being, intellectual agility, and foundational masteries. It is meant to be integrated throughout the Northeastern experience through connections between experiences, educators, learners and mentors to maximize impact.
The document discusses Ivy Tech Community College's efforts to develop an academic advising program to support its Achieving the Dream initiative. It recommends a modified shared advising model using a proactive approach. Key elements would include establishing regular communication channels between advising coordinators, developing advising resources and training for advisors, and creating an organizational structure and culture to support advising across the institution. The goal is to enhance student retention, learning, and career outcomes through improved academic advising.
Sign Out of Facebook and Get Yourself to Office Hours: Encouraging Student Se...hauckl
This document summarizes a presentation on encouraging student self-advocacy skills. It defines self-advocacy and discusses theories of student development. The presenters describe how they promote self-advocacy through probing questions in advising meetings, showing rather than telling students, and helping students make informed decisions. They emphasize building relationships with students and collaborating across campus. The presentation provides tips for advisors, such as challenging students without giving them all the answers and treating international students respectfully.
William Allan Kritsonis is a professor of educational leadership at Prairie View A&M University. He has over 40 years of experience in education, including serving as a visiting scholar at Stanford and Columbia Universities. He has chaired over 20 doctoral dissertations. His research focuses on educational leadership, research methods, and multicultural education. He is the founder of National FORUM Journals, which has published over 5,000 professors. His goals for 2012 are to teach and mentor students while continuing his research.
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.
More Related Content
Similar to Advising is not a profession...or is it? slideshare version
What is On the Horizon for Academic Advising in Higher Ed?Laura Pasquini
The document discusses the future of academic advising. It suggests that advising will evolve to integrate more technology, allowing students and advisors to connect globally. Advising will also become more collaborative, focusing on developing students' self-authorship and critical thinking skills. Additionally, advisors may take on more leadership roles on campus and become better integrated with faculty work, potentially engaging in teaching, research, and scholarship. The future of advising will be shaped by how advisors interact with students, influence their institutions, and become integrated into academic communities.
This clinical training manual provides comprehensive guidelines and procedures for the counseling department's clinical course sequence and information needed for a positive clinical training experience. It is divided into four sections covering the department, community family life center, policies and procedures, and licensure/credentialing. The department's mission is to prepare multiculturally competent counselors through practical experiences in its community family life center and affiliated sites, while emphasizing diversity. Students must meet fitness to practice standards to complete coursework and credentialing requirements.
This document discusses mindful, authentic academic advising and how it can help students succeed. It defines academic advising as a series of intentional interactions meant to contextualize students' educational experiences within their goals, abilities, and lives. The document discusses best practices for advising, including developing emotional intelligence and mindfulness. It suggests that when advisors skillfully apply mindfulness to enhance their emotional intelligence, they can become effective authentic advisors who help students develop these skills as well.
This document discusses how open courseware (OCW) can help universities meet their goals. It provides an overview of what OCW is and its benefits. Some key points made include:
- OCW allows universities to increase their global reach and reputation by showcasing academic strengths for students, faculty and lifelong learners.
- It supports student recruitment and retention by providing open access to course materials. This enhances advising and evaluations.
- OCW encourages improvements in teaching quality by promoting the development and sharing of high-quality course content and teaching models.
- While legal, faculty and resource concerns present obstacles, over 200 institutions have launched OCW sites through collaborating in the OCW Consortium
This document summarizes the author's observations on academic advising during a visit to five universities in New Orleans. It finds that most institutions employ both professional and faculty advisors. Professional advisors commonly assist new students, while faculty advisors take over later. Central advising centers support retention through various activities and refer students to other campus services. While systems vary, balancing benefits of professional and faculty advising, and coordinating them effectively, are key challenges faced. There may be opportunities for the U.K. system to learn from centralized advising approaches that support student retention in the U.S.
The document discusses the future of academic advising. It suggests advising will involve greater use of technology to connect students globally and increase digital access to learning materials. Advising will also become more collaborative, with advisors building relationships and connecting students' education to meaningful careers. Advisors will have more influence on their campuses by taking on leadership roles, evaluating academic programs, and demonstrating how advising contributes to student success. Additionally, advising will fully integrate with academics by having advisors considered faculty who conduct research and contribute to their field.
On Ways of Framing Experiential LearningBrooke Bryan
This document summarizes an oral history institute at Antioch College focused on digital liberal arts and oral history scholarship. It discusses challenges around teaching vs. research, instructionist vs. collaborative teaching, and whether institutions reward the types of work they say they value. It frames the work using Boyer's scholarship models, community-based research principles, and AAC&U's high-impact practices. Attendees participated in an activity to map their projects and plans for review/promotion. The goal was to help frame work within institutional missions and review criteria.
This document discusses the benefits of collaboration between advising departments across the three campuses of the University of Alaska Southeast. It outlines how the schools established a regional advising group to improve communication, streamline resources and referrals, and create a more unified advising philosophy. The collaboration has led to benefits like improved advising services, shared training programs and assessment strategies. Challenges include different reporting structures and additional workload, but establishing leadership and continuing dialogue have helped address these issues.
These are some of the resources that were shared at the Bonner Foundation's High-Impact Initiative Planning Retreat (March 2014) - "Civic Scholars: Engaged Campuses", held at Allegheny College. Several types of strategies and approaches for ensuring that campus culture, policies, and practices support deep community engagement and public scholarship were shared.
This document outlines a biology leadership conference focused on building mentoring networks. It discusses traditional hierarchical mentoring models and introduces the concept of mutual mentoring networks. Mutual mentoring involves developing diverse mentoring partnerships to address specific expertise needs, provides benefits to both mentors and mentees, and allows for multiple points of entry and exit from mentoring relationships. Evidence suggests mutual mentoring is associated with greater career success, satisfaction and inclusiveness.
This document provides an overview of faculty advising at Houston Community College. It includes sections on the mission, purpose, advising objectives, core values, student growth and development, the faculty advisor's role and functions, best practices, FERPA regulations, financial aid questions, and contact lists. The advising program aims to establish close advisor-student relationships to assist students with their educational and personal goals through developmental advising. Faculty advisors are expected to guide students on curriculum planning, career exploration, academic policies and support resources.
Dr. Edgar Blevins, Professor of Mechanical Engineering at Southern University in Baton Rouge, gave a presentation on Choosing Faculty Mentors and your Communities to foster academic success.
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
The document provides information about upcoming college admissions events at the school, including mock admissions sessions and essay writing workshops, and an overview of the school's philosophy on helping students find colleges that are a good fit through a personalized process focusing on student ownership and confidentiality. It also outlines the program for the January 31st University Night, including student panels, workshops on various topics, and a final question and answer session.
Intro to SAIL - May 1, 2018 "Learning Everywhere" ConferenceNortheasternSAIL
Grounded in personal goals, practices, and motivations as educators, this session introduces participants to the SAIL initiative and its origins, vision, and framework for supporting holistic, lifelong, and experiential learning. Participants from across Northeastern will explore ways to engage in Northeastern’s evolving ecosystem, leverage the shared language of the SAIL framework, collaborate across units, and consider the transformative potential of our learners acting as educators (while recognizing our own growth as learners).
Intro to SAIL - May 1, 2018 "Learning Everywhere" ConferenceNortheasternSAIL
This document introduces SAIL, Northeastern University's framework to create a holistic lifelong learning experience. SAIL's guiding question is how to make learning explicit, help learners integrate learning across contexts, and help them self-author their learning journeys. The framework includes dimensions like well-being, intellectual agility, and foundational masteries. It is meant to be integrated throughout the Northeastern experience through connections between experiences, educators, learners and mentors to maximize impact.
The document discusses Ivy Tech Community College's efforts to develop an academic advising program to support its Achieving the Dream initiative. It recommends a modified shared advising model using a proactive approach. Key elements would include establishing regular communication channels between advising coordinators, developing advising resources and training for advisors, and creating an organizational structure and culture to support advising across the institution. The goal is to enhance student retention, learning, and career outcomes through improved academic advising.
Sign Out of Facebook and Get Yourself to Office Hours: Encouraging Student Se...hauckl
This document summarizes a presentation on encouraging student self-advocacy skills. It defines self-advocacy and discusses theories of student development. The presenters describe how they promote self-advocacy through probing questions in advising meetings, showing rather than telling students, and helping students make informed decisions. They emphasize building relationships with students and collaborating across campus. The presentation provides tips for advisors, such as challenging students without giving them all the answers and treating international students respectfully.
William Allan Kritsonis is a professor of educational leadership at Prairie View A&M University. He has over 40 years of experience in education, including serving as a visiting scholar at Stanford and Columbia Universities. He has chaired over 20 doctoral dissertations. His research focuses on educational leadership, research methods, and multicultural education. He is the founder of National FORUM Journals, which has published over 5,000 professors. His goals for 2012 are to teach and mentor students while continuing his research.
Similar to Advising is not a profession...or is it? slideshare version (20)
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Advising is not a profession...or is it? slideshare version
1. Advising is Not a
Profession…or is it?
Josh Larson, Anna Adams,
Jason Barkemeyer, Sharon Aiken-Wisniewski
University of Utah
2. Test Your Clicker – What state are you
from?
1. Alaska
2. Oregon
3. Washington
4. Yukon Territory
5. Montana
6. Idaho
7. Alberta
8. Outside Region 8
9. (British Colombia)
3. How many years have you been
advising?
A. Less than 3
B. 3-6
C. 7-10
D. 11-15
E. 16-29
F. 30+
4. Are you a full time or part time
advisor?
1. Full time (30 hrs +)
2. Part time
5. What is your highest education level?
1. No degree
2. Associate’s
3. Certificate
4. Bachelor’s
5. Master’s
6. Doctorate
7. Do you think advising should be
considered a profession?
1. Yes
2. No
3. Not Sure
8. Objectives For Our Presentation
Consider the historical development and
current state of the field of advising.
Discuss the term “Profession” and how it
relates to the occupation of advising.
Discuss how advising might change if it
obtained the status of a profession.
9. Advising Timeline Highlights
1600’s
(1636) Harvard College is founded with the president responsible for
advising students.
1800’s
(1841) Kenyon College introduces the (1876) John Hopkins University
first known formal system of advising establishes a faculty advising system
Early 1900’s
(1906) Universities begin using (1920) Duties begin to be split among
advisor systems to supervise selection entities on campus and away from
of courses faculty
10. Mid 1900’s
(1930s) “Student personnel work” was (1932) University of Chicago
coined. Advising was rooted under this implements faculty departmental
term counselors
1940-1960
(1941) A call goes out to end the (1959) Faculty advisors still recognized
perpetual tension between faculty and as primary academic advisor for
professional advisors students
1961-1972
(1972) Carnegie Commission on Higher
(1961) Terms “advising” & “counseling”
Ed recommends an enhanced emphasis
differentiated
on advising
11. 1972
Crookston & O’Banion establish student development theories in advising, in
separate, independent articles
1976
First statewide academic advising conference held in California
Late 1970’s
(1977) First national academic (1979) NACADA established with the
advising conference held in Vermont purpose of professionalization
12. 1981
First NACADA Journal published
1999
The Mentor: An Academic Advising Journal, first published
2000’s
(2003) Kansas State offers Graduate (2008) Kansas State offers M.S. in
Certificate in Academic Advising Academic Advising
13. What is a profession?
Sole
jurisdiction
Education
Self regulation Profession w/theoretical
background
Field is a
public service
14. What is a profession?
Sole
jurisdiction
Education
Self regulation Profession w/theoretical
background
Field is a
public service
15. Tertiary Education
• Long, tertiary education with theoretical learning
– Education is based in theory - Not step by step or
prescriptive
– Cannot just be learned on the job
– Usually PhD but could be MS/MA
16. Educational Programs
• NACADA Clearinghouse currently lists 29 institutions
with graduate programs that mention academic
advising in their profile.
• Certificate
– Kansas State University (2003)
– Sam Houston State University (2008)
– Eastern Michigan University (2010)
• Graduate Degree
– Kansas State University (2008)
THAT’S ABOUT IT…
17. Why is that all?
• Need research to offer a degree.
• Need a theory of advising to guide research,
education, and practice
McGillin (2000) states in her chapter in
Academic Advising: A Comprehensive
Handbook, “We must first clarify what
advising is and is not by generating a theory of
academic advising.”
18. Do you think the Advising Occupation
warrants a long-tertiary education?
1. Yes
2. No
19. What is a profession?
Sole
jurisdiction
Education
Self regulation Profession w/theoretical
background
Field is a
public service
20. Self Regulation
• Create a Professional organization that advocates
for profession and provides professional guidelines
or standards
• No managers, other colleagues monitor
• Determine the scope of practice and
responsibilities
• Other Advisors enforce standards and practices –
remove professional title when necessary
21. Are you aware of NACADA or CAS'
standards?
1. Yes
2. No
3. Not sure
22. Do we currently self-regulate?
NACADA
“The NATIONAL ACADEMIC ADVISING ASSOCIATION (NACADA),
promotes and supports quality academic advising in
institutions of higher education to enhance the educational
development of students. NACADA provides a forum for
discussion, debate, and the exchange of ideas pertaining to
academic advising through numerous activities and
publications.”
~Retrieved electronically May 12, 2011 from http://www.nacada.ksu.edu/AboutNACADA/index.htm
23. CAS
“The Mission of the Council for the Advancement of Standards in Higher
Education (CAS) is to promote the improvement of programs and
services to enhance the quality of student learning and development.
CAS is a consortium of professional associations who work
collaboratively to develop and promulgate standards and guidelines and
to encourage self-assessment.”
“The primary purpose of Academic Advising Programs (AAP) is to assist
students in the development of meaningful educational plans.”
Retrieved electronically April 18, 2011 from http://www.cas.edu/getpdf.cfm?PDF=E864D2C4-D655-8F74-2E647CDECD29B7D0.
24. Scope of practice: Common Advisor
Responsibilities registration materials
Prepare
Evaluate transfer credit
Monitor degree audits
1/3 of
programs
Coordinate orientation programs
Train advisors campus-wide
1/2 of Develop advising handbooks
programs
Participate in academic policy
committees
All
programs General education guidance
Liaison to academic
0 50 100 departments/schools
Maintaining academic records
25. Advisor roles (2000): Advising at the
Millennium
• Results reported from a survey to NACADA members
• Generalizability is limited.
• Survey Demographics (n=2,597)
76% Female
61% advising 1-10 years
62% master’s degrees
89% FT advising appointment
40% from public research institution
26. Reported areas of advising responsibilities (by
institution type)
100
90
80
70
60
50
40
30 public
20 private
10 2 year
0
total
27. Circled responsibilities are most consistent with
graduate level education?
100
90
80
70
60
50
40
30 public
20 private
10
0 2 year
total
28. What is a profession?
Sole
jurisdiction
Education
Self regulation Profession w/theoretical
background
Field is a
public service
29. Public Service
• The service is needed by individuals
• The client is vulnerable, an expert is needed
and great trust is placed on individuals
• Moral and professional obligation to client
regardless of time, pay, preference, or other
“9-5 norms”.
30. Vulnerable Population?
• Only 30% of the US population will earn a bachelor
degree or higher.
– 40% of the population does not even attempt college
– For the 60% that attend college, only ½ will earn a bachelor
degree or higher.
• Education is a costly, life-changing event:
– $8,244 per year, public four-year colleges
– $14,092 more per year with a Bachelor’s Degree than w/o
– $16,952 Associate Degree and more than a person with
“some college, no degree”
– 42% less likely to be unemployed with a Bachelor’s Degree
than those with “some college, no degree.”
– The more educated the longer the life-span
31. Academic Advising as a Necessary Public Service
1980
Empirical link between student satisfaction with academic advising & retention
(1st National Survey of “What Works in Student Retention”)
2007-2009
(2009) Students who experienced congruence between
(2007) Academic Advising does not negatively affect
their preferred style and their advisors’ style were more
underprepared students’ chance of success, as was
likely to be and feel integrated into the campus
previously theorized in the “cooling out” phenomenon
environment.
2010
Since the 1980 survey, over 50% of colleges have improved or developed academic advising programs to increase
retention
(4th national survey)
32. What is a profession?
Sole
jurisdiction
Education
Self regulation Profession w/theoretical
background
Field is a
public service
33. Sole Jurisdiction
– Legally recognized sole jurisdiction over profession
• No one else creates the rules, laws, or standards that
govern the profession
• No one else can practice as an advisor
• Often requiring licensure or additional
certifications
34. Who else practices as an advisor?
1. Students
2. Faculty
3. Any one available (AA, Chair, etc.)
4. Other offices
1. No one (you)
2. The person before you
3. Chairs
4. Students
5. The institution
35. Impact on advising?
Sole
Masters Degree or Higher
Only Credentialed Advisors jurisdiction (in the field) - cannot
be learned on the job
Increased Pay Autonomy
Loss of “9
to 5
norms” Education
Self regulation Profession w/theoretical
background
Recognition and Respect
National standards
Increased
created by other Field is a
public service responsibility
advising professionals
and culpability
37. I _____ that advisors should be involved with these types of these
activities:
~general education guidance
~new student orientation
~develop advising handbooks
~evaluate transfer credit
~monitor degree audits
~liaison to academic departments/schools
1. Strongly Agree
2. Agree
3. Disagree
4. Strongly Disagree
38. I _____ that advisors should be involved with these types of
activities:
~research & publications
~curriculum: assessment & development
~service (academic committees, national committees)
~accreditation
~student mentoring
1. Strongly Agree
2. Agree
3. Depends
4. Disagree
5. Strongly Disagree
39. If the occupation of advising required advisors to conduct
research and assessment, publish scholarly articles,
participate in curriculum development and accreditation,
complete service activities (serve on academic committees,
volunteer time), what should be the minimum educational
requirement for an academic advisor?
1. Certification
2. Bachelor’s
3. Master’s
4. Doctorate
5. Licensure w/ Degree
40. Advisors provide a necessary public service to a
vulnerable population who relies heavily on the
advising expert?
1. Strongly Agree
2. Agree
3. Disagree
4. Strongly Disagree
41. The occupation of advising (the duties,
norms, and skills) should:
1. Be relatively consistent
nationally
2. Be determined within a
State
3. Be local to each
institution
42. Are you willing to forgo 9-5 norms (guaranteed
hours, schedules, sleep) to become a profession?
1. Yes
2. No
3. Maybe
47. References
Analytic Quality Glossary. www.qualityresearchinternational.com/glossary/profession/htm.
Bahr, P.R. (2007). Cooling Out in the Community College: What is the effect of Academic Advising
on Students’ Chance of Success?
Beal, RE. & Noel, L. (1980). What Works in Student Retention: The Report on American College
Testing Program and National Center for Higher Education Management Systems.
Boston Globe: http://www.boston.com/news/health/blog/2008/03/life_expectancy.html
Bureau of Labor Statistics, Current Population Survey:
http://www.bls.gov/emp/ep_chart_001.htm
College Board: http://www.collegeboard.com/student/pay/add-it-up/4494.html
Cook, Sandra. Important Events in the Development of Academic Advising in the United States.
NACADA Journal. Vol 29 (2). Fall 2009. pp. 18-26.
48. Crookston, B.B. A Developmental View of Academic Advising As Teaching. Journal of College
Student Personnel. Vol 13, January 13, pp. 395-415.
Evetts, Julia. The Sociological Analysis of Professionalism, Occupational Change in the Modern
World. International Sociology. Vol 18(2), June, 2003. pp. 395-415.
Executive Office of the President, Office of Management and Budget. Standard Occupational
Classification Manual: What is a Profession?, pp. xxviii and 51.
Gordon V. & Habley, W. Academic Advising: A Comprehensive Handbook. 2000.
Habley, W., Valiga, M., McClanahan, R. & Burkum, K. (2010). What Works in Student Retention.
Fourth National Survey. Public Four-Year Colleges and Universities Report. Retrieved
electronically from: http://www.eric.ed.gov/PDFS/ED515220.pdf.
49. References continued
Hale, M., Graham, D., Johnson, D. & Donald, M. (2009). Are Students More Satisfied with
Academic Advising When There is Congruence between Current and Preferred Advising Styles.
College Student Journal, v43, n2, pp 313-324.
Kolb, Robert W., Editor. Encyclopedia of Business Ethics and Society, 4th Ed., Pgs. 1694-1696
Klass, Alan A., M.D., What is a Profession? Canadian M. A. J., Sept. 16, 1961, vol. 85, pp. 698 –
701.
Lumina Foundation: http://www.luminafoundation.org/publications/A_stronger_nation.pdf
McGillin, V. A. (2000). Current issues in advising research. In V. N. Gordon & W. R. Habley (Eds.),
Academic advising: A comprehensive handbook: San Francisco: Jossey-Bass.
50. References continued
O*Net Online Help. www.onetonline.org/help/online/zones,
www.onetonline.org/help/online/scales.
O’Banion, Terry. An Academic Advising Model. Junior College Journal. Vol 42, 1972. pp. 62, 64, &
66-69.
Shaffer, Leigh S. et al. (2010) The professionalization of Academic Advising: Where are we in
2010? NACADA Journal, Volume 30(1), pp. 66-77.
Tuttle, Kathryn Nemeth. Academic Advising. New Directions For Higher Education, no. 111, Fall
2000. pp. 15-24
Wilensky, Harold L. The Professionalization of Everyone. The American Journal of Sociology,
Volume LXX, Number 2, September, 1964. p. 137-158.