This document summarizes discussions from a retreat on promoting mentoring at USC. It addresses mentoring needs for undergraduate students, graduate students, and faculty at various career stages. For undergraduates, it recommends a multi-layered mentoring program involving staff, faculty, and alumni to provide academic and career guidance. For graduate students and faculty, it suggests training mentors and developing formal and informal mentoring programs tailored to fields and career stages. Overall, it emphasizes the need for a culture that rewards mentoring through recognition, resources for information sharing, and spaces promoting interactions.
The University of Oxford recently piloted Lean as a structured, participative approach to change. Lean was chosen because its foci on customer value and reduction of waste matched the Academic Administration Division’s (AAD) requirement for a methodology which would engage staff and release resource capacity by reducing wasted effort. SUMS Consulting was asked to introduce Lean concepts to the Academic Administration Division at the University and to facilitate a number of Lean workshops focusing on processes related to student fees and funding. This presentation will bring together three perspectives on Lean. Firstly, the academic background to the methodology and how it has been used in other sectors. Secondly, the Oxford experience and how it has changed Oxford’s approach to change in its academic administration. Lastly, a wider sector experience of Lean and similar methodologies.
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
NCLCA is a professional organization that addresses the development and concerns of learning centers and learning center
professionals. The Learning Center Leadership Certification program was implemented as a way to promote excellence in learning
center leadership. The most recent NCLCA program to support learning centers and promote excellence is the Center of
Excellence program. This session will describe the development of the program, including the role of Learning Center Best
Practices (Frank Christ), Council on Advancement of Standards(CAS) in Higher Education, and John Gardner's Institution of
Excellence in the First College Year in the process. The discussion will also include an overview of the program components and
why your center should strive for this designation
The University of Oxford recently piloted Lean as a structured, participative approach to change. Lean was chosen because its foci on customer value and reduction of waste matched the Academic Administration Division’s (AAD) requirement for a methodology which would engage staff and release resource capacity by reducing wasted effort. SUMS Consulting was asked to introduce Lean concepts to the Academic Administration Division at the University and to facilitate a number of Lean workshops focusing on processes related to student fees and funding. This presentation will bring together three perspectives on Lean. Firstly, the academic background to the methodology and how it has been used in other sectors. Secondly, the Oxford experience and how it has changed Oxford’s approach to change in its academic administration. Lastly, a wider sector experience of Lean and similar methodologies.
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
NCLCA is a professional organization that addresses the development and concerns of learning centers and learning center
professionals. The Learning Center Leadership Certification program was implemented as a way to promote excellence in learning
center leadership. The most recent NCLCA program to support learning centers and promote excellence is the Center of
Excellence program. This session will describe the development of the program, including the role of Learning Center Best
Practices (Frank Christ), Council on Advancement of Standards(CAS) in Higher Education, and John Gardner's Institution of
Excellence in the First College Year in the process. The discussion will also include an overview of the program components and
why your center should strive for this designation
In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durha...Hazel Owen
This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008.
Please cite as: Durham, E., & Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
Learning-centered practices such as learning communities, capstone courses, studio courses, ePortfolio initiatives and service learning have remained at the margins, sparkling and fading over the years. In addition to developing such practices directly, institutions of higher education need also to promote conditions that will allow learning-centered education to flourish and become the new normal. This presentation at the 2015 Lilly Conference in Bethesda MD outlined seven such foundations, ranging from specific kinds of leadership to specific kinds of support services. The session, lasting 75 minutes, was highly interactive and the slides include some notes taken during the session, in blue.
The mission of advising is to use a teaching and learning approach that empowers students as they clarify and realize their goals through both curricular and co-curricular engagement.
This ppt was created for the ACES conference. We discussed how we created a multi-disciplinary experience for our Higher Education Counseling Students. We also discuss the interventions used by our students to reduce conflict in the residence halls.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Asr.mentoring.02112011
1. A preliminary reportonAcademic Senate/Provost Retreat February 11-12, 2011 Promoting The Culture of Mentoring at USC Sandeep Gupta on behalf of the Executive Board of the Academic Senate
2.
3. Background Over 75 attendees The Provost and many from her office Academic Senate, entire EB and many members Several schools administrators Several from CET, CER, ALD, and this forum
4. Background Four panels, Faculty Mentoring Undergraduates Faculty Mentoring Graduate Students & Postdocs Faculty Mentoring Faculty (Teaching & Career Development) Faculty Mentoring Faculty (Scholarship) Format: Presentations -> Breakouts -> Reports from breakouts
6. Undergraduate students Very wide range of needs Academic and career development Some overwhelmed; others insufficiently challenged Intrinsic passion vs. external factors determine program choice Mismatch between passion and capabilities Personal: Psychological, financial, … Pre-professional students face special challenges Large numbers of students concentrated in a few programs Typically enrolled in programs that are not in their target schools
7. Undergraduate students In most schools Student services staff is strong and builds relationships with each student Mentoring much more than academic advising Recognize strengths and weaknesses and help them succeed Increase availability of faculty mentors To improve academic guidance and/or letters of recommendations To increase opportunities for involvement in research, scholarly, or creative projects Also peer-mentoring programs
8. Graduate and post-doctoral scholars Train doctoral students for a wide range of careers: professional, teaching, research, … Provide opportunities to gain teaching experience Provide transferrable skills: Problem solving, writing, quantitative and computing skills Opportunities to network with professionals Partnership between career center and schools Alumni as professional mentors
9. Junior faculty Objective: Career development Especially research/scholarship/creative Learning to translate passions into academic idiom Learning to mentor graduate students Learning to excel in teaching By observing great teachers By being observed and receiving constructive feedback Modes: Senior to junior; peer-groups
10. Mid-career faculty Objectives Changing research focus Beginning the transition from innovator to leader Maintaining passion; updating research topic/areas or style Greater emphasis on service (after being protected from excessive service in junior ranks)
11. Senior faculty Objectives Leadership development Research, service, and administration USC and global Updating teaching: Curriculum and methods Junior mentors for senior faculty?
12. Basic questions and challenges Definition and purpose of mentoring? Advocate, coach, well wisher, …? Focus on mentee or USC? Will asking for help considered a sign of weakness? Infringement of academic freedom? How intrusive?
13. Structural Information Unawareness of practices, programs, and resources Do all senior faculty know the prevailing standards (e.g., at UCAPT)? Matching mentors and mentees Assignment, changes, self-selection Single mentor or multiple When: Offer letter, when they arrive at USC, … Separation between mentor and mentee: authorship, collaboration, … Changes with a mentee’s progression
14. Structural Training programs/seminars Best practices in teaching Changing teaching Changing students Exploit emerging techniques and technology Changing research Practices in fields Funding priorities Train mentors: University rules and practices, effective mentoring approaches, inter-personal skills
15. Structural Recognizing and rewarding mentoring Course release Financial incentive AFR Personal and professional satisfaction Improve opportunities for casual conversations leading to mentoring, collaborations, … Spaces Culture
16. Structural Problems of scale: Difficult to assign individual faculty mentors to UG and masters students individual senior researcher mentors to junior faculty Develop multi-layered approaches Programs for general issues, individual mentoring for specific ones
17. Undergraduate students Develop a multi-layered program Augment existing resources with a pool of faculty mentors Identify particular issues at points of one-on-one interactions Faculty and TAs who have one-on-one interactions Student services staff When appropriate, bring in a faculty mentor
20. Culture and policies Emphasize and reward mentoring Appreciation and awards Explicit parts of annual reviews and UCAPT Resources: Information exchange and experts Promote interactions: Culture, spaces, …
21. Programs Mentoring the complete undergraduate: A multi-layered mentoring program that Involves staff, front-line faculty and TAs, faculty mentors, and professionals from the field, especially alumni Spans academic advising, program placement optimization, involvement in projects and internships, networking and career advancement Mentoring the complete graduate student
22. Programs Training faculty mentors General plus field-specific For various career tracks and for various stages of career Assign explicit responsibility for effective mentoring of faculty in all tracks Mentoring programs that combine General with specifically tailored for field and career track/stage Group and individual Formal as well as individual
