Bates Virtual Information Sessions
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D VThe document summarizes a proposed Virtual Industry Information Sessions (VIIS) program at Bates College that would connect students with alumni working in different industries. The goal is to provide students opportunities to learn about various careers through virtual panel discussions on topics like marketing, finance, healthcare, and more. Alumni volunteers would give 5-10 minute presentations about their jobs and industries, then answer questions from students. The summary outlines logistics, responsibilities, and organizational components needed to implement the virtual sessions.
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![Program Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Members of the Bates College alumni and parent community want share their industry experience and help current students find career opportunities.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Some key learning activities include a technology presentation about students' intended careers, a presentation on a global issue like women's rights, an ethics reflection paper, goal setting, and developing an electronic portfolio. Students are expected to participate in weekly discussions, complete assignments, and pass a syllabus quiz for the course. Required readings include the book Half the Sky about women's issues in developing countries, and a book on professional skills.
TechChat: Enhancing your units
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Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
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This document provides an orientation agenda for adjunct faculty. It includes introductions, background on the program which is experiencing growth. It discusses the Adobe Connect web conferencing tool, adjunct faculty pages on Moodle, portfolio requirements, student needs like disabilities, and department requirements. The document also outlines policies on enrollments, drops and withdrawals. It provides guidance on design principles, flexibility, feedback, workloads, and best practices for making the course their own.
Student Outreach Part II
This document outlines four approaches for harnessing student power to strengthen Society for Technical Communication (STC) communities: 1) Face-to-face mentoring programs pairing STC professionals with students, 2) Virtual mentoring programs using an online platform, 3) Partnering with an English honors society to recruit student members, and 4) Distributing a comprehensive toolkit on establishing mentoring programs. Presentations and materials are provided to help chapters and special interest groups implement the approaches. The goal is to energize STC through engaging students.
Sheri alexander cur532_signature_assignment
The document outlines a facilitator training program with four parts. Part I discusses the training program goals of teaching facilitators how to engage online learners and provide effective feedback and assessments. Part II covers the skills and phases of development needed for effective distance learning facilitation. Part III identifies learning management systems and technology tools for presenting content, discussions, and student collaboration. Part IV describes different learner types, synchronous vs asynchronous facilitation, and managing issues like feedback, challenging behaviors, and accessibility. The training aims to help facilitators effectively instruct trainees on quality customer service skills through online learning.
Prototype for online career development training program for
The document proposes an online career training and coaching program called CareerGetGo for college students. It would take students through different career development modules from an interactive online platform. The modules would include career assessments, exploring interests and skills, focusing on specific careers, and preparing for the job search. Students would receive video lessons, connect with career coaches and mentors, and participate in online forums. Feedback notes the benefits of making career resources accessible online and throughout college. Areas for improvement include developing the software platform and facilitating online coaching. Key questions discuss engaging freshmen, helping students choose careers, and addressing faculty and department concerns.
Online delivery plan sld
The 6-week online course aims to teach participants about vulnerability assessment, accessing mitigation resources, and planning/implementing CDRM programs. It will use discussion forums, assignments, quizzes and a final project. The facilitator will provide structure and support to help participants learn and ensure the course runs smoothly. Challenges may include technical issues and discussion conflicts, but the facilitator has strategies to overcome difficulties.
EDLD 5352 Week 4 Assn
The document outlines the technology flow chart and responsibilities of various roles in Cleburne ISD, including the board of trustees, superintendent, director of technology, principals, teachers, and others. It then describes two professional development activities for faculty and staff on integrating technology into the classroom: one focusing on tools like PowerPoint and the other on using blogs. Evaluation surveys will be used to assess the effectiveness of these activities in promoting student success and technology integration.
Preparing to teach online
This document summarizes a workshop on preparing to teach online. It discusses various topics covered in the workshop including pre-workshop preparation, the background of one of the instructors, questions to ask participants, moving course content online, creating an online syllabus, communication policies, making lectures interactive, assessments, and providing feedback. It also provides examples of creating interactive content using tools like Twitter, Prezi, and Poll Everywhere. The document discusses facilitating online discussions, building rapport, developing discussion prompts and feedback routines. Finally, it covers synchronous vs asynchronous learning and examples of active learning techniques for synchronous sessions.
Wk3 assignment ideate
1) Ensure graduate connectivity with alma mater. This would provide existing students with information about industries and support for past graduates.
2) Present awards for non-academic activities to encourage leadership, social empathy, and creativity and demonstrate well-rounded skills to employers.
3) Cultivate the right attitude in students through talks, coaching, and activities to help them succeed in the working world.
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Communication and Technology Spring 2016
This document outlines the policies and schedule for Dr. Vinita Agarwal's Spring 2016 CMAT 465 Communication and Technology course. Key details include:
- The course examines innovations in communication techniques and technologies and meets Tuesdays and Thursdays from 9:30-10:45AM in TETC 277.
- Dr. Agarwal can be contacted via email or during her office hours.
- Students are expected to actively engage with course readings, discussions, and activities involving technologies like Microsoft Publisher and app design.
- Attendance is mandatory and participation is an important part of the grade. Late assignments will be penalized.
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