This document provides an overview and objectives for an online tutorial on being an academic advisor at Sheffield Hallam University. It discusses the key principles and practices of academic advising, including:
1) Ensuring every student has a single named academic advisor for consistent support throughout their course. Advisors monitor academic progression, personal development, and professional development.
2) Academic advising is part of a three-pronged student support strategy along with student support advisors and employability advisors. Advisors must be able to refer students to other services as needed.
3) Nine principles underpin academic advising at the university, including equity, coherence, consistency, and developing trust and respect between advisors and students
The document provides information about academic advising at Bellevue University. It outlines the various ways an academic advisor can help students, such as by developing degree plans, interpreting policies and procedures, and assisting with career goals. It also lists resources for students to utilize, like the course catalog, registration system, and student portal. The document encourages students to make advising appointments and come prepared with transcripts, holds resolved, and questions to discuss their individual academic and career progress.
Generative learning involves incorporating existing knowledge with new ideas through experimentation and open-mindedness. It encourages creativity by viewing problems in new ways. Organizations rely on generative learning to adapt to changes. The theory was introduced in 1974 and involves recalling facts, integrating new and old knowledge, organizing concepts, and elaborating on ideas. Applying these four elements can help organizations problem-solve by examining behaviors and developing new perspectives rather than defensive routines.
The document discusses various strategies for motivating students and staff in educational settings. It explores how intrinsic motivation can be developed through giving students choices, social interaction, ensuring they feel accountable, incorporating creativity, enabling success, and providing appropriate challenges and feedback. Modeling enthusiasm and regularly praising authentic efforts are also presented as important factors for motivation. The discussion suggests motivation is best supported through a cooperative approach where leadership is shared and staff work together on a common vision.
Writing a research report involves several key steps and considerations. The report should be divided into three main parts - an introduction, the main body, and supplementary materials. The main body will include the statement of objectives, methodology, findings, conclusions and recommendations. Important factors to consider include the objectives, audience, length, language, and format of the report. Proper structure and formatting are essential for effective communication and preservation of the research work.
This presentation deals with the various issues involved in promoting excellence in the teaching learning process, such as sense of belonging among students, facilitation, feedback and team learning.
The document provides information about academic advising at Bellevue University. It outlines the various ways an academic advisor can help students, such as by developing degree plans, interpreting policies and procedures, and assisting with career goals. It also lists resources for students to utilize, like the course catalog, registration system, and student portal. The document encourages students to make advising appointments and come prepared with transcripts, holds resolved, and questions to discuss their individual academic and career progress.
Generative learning involves incorporating existing knowledge with new ideas through experimentation and open-mindedness. It encourages creativity by viewing problems in new ways. Organizations rely on generative learning to adapt to changes. The theory was introduced in 1974 and involves recalling facts, integrating new and old knowledge, organizing concepts, and elaborating on ideas. Applying these four elements can help organizations problem-solve by examining behaviors and developing new perspectives rather than defensive routines.
The document discusses various strategies for motivating students and staff in educational settings. It explores how intrinsic motivation can be developed through giving students choices, social interaction, ensuring they feel accountable, incorporating creativity, enabling success, and providing appropriate challenges and feedback. Modeling enthusiasm and regularly praising authentic efforts are also presented as important factors for motivation. The discussion suggests motivation is best supported through a cooperative approach where leadership is shared and staff work together on a common vision.
Writing a research report involves several key steps and considerations. The report should be divided into three main parts - an introduction, the main body, and supplementary materials. The main body will include the statement of objectives, methodology, findings, conclusions and recommendations. Important factors to consider include the objectives, audience, length, language, and format of the report. Proper structure and formatting are essential for effective communication and preservation of the research work.
This presentation deals with the various issues involved in promoting excellence in the teaching learning process, such as sense of belonging among students, facilitation, feedback and team learning.
This document discusses learning styles and how understanding a student's preferred learning style can improve instruction. It identifies the main categories of learning styles as visual, auditory, kinesthetic/tactile, reading/writing, and environmental. Each style is described in terms of how the student prefers to receive, process, and remember information. The document recommends that instructors present information in a way that considers all learning styles to encourage involvement and success for all students. Adapting teaching methods to match students' styles can benefit both students and instructors.
The document discusses constructivism, a learning theory based on the idea that students learn by actively constructing knowledge through experiences. It provides key points about constructivism, including that the instructor guides students to use prior knowledge to comprehend new information. The document also outlines important constructivists like Piaget, Bruner, Vygotsky, and Dewey and their theories about cognitive development stages, social interaction playing a role in learning, and the zone of proximal development. Finally, it discusses implications for teachers in developing hands-on, student-centered learning environments.
TEACHING IS A CHANCE TO GET INVOLVED IN THE FUTURE – A SERVICE – AND IS THE NOBLEST OF ALL PROFESSIONS. HENCE I AM PROUD TO SAY THAT I AM A TEACHER.
A TEACHER SHOULD FOCUS ON WHAT THE STUDENTS CAN DO AND NOT ON WHAT THEY CANNOT.
A science library holds materials that support the study of fields like physics, chemistry, biology and environmental science. The objectives of a science library are to provide information to help update scientific knowledge, enrich curricular experiences, and develop a scientific attitude among students. A science library should be organized with sections for different topics, books on scientists' lives, and resources like textbooks, periodicals, and pamphlets. It should also provide space for reading, a bulletin board for science news, and be open everyday with a librarian present.
This document discusses reflective and critical writing skills for teachers. It states that teachers need to regularly read, write, and engage in critical thinking as part of their practice. This includes maintaining logs, journals, reports, and writing reflective notes. The document outlines the process of writing a critical review, including understanding the material, analyzing it using appropriate criteria, and evaluating its clarity, quality and originality. It provides guidance on structuring a critical review and the goals and steps involved in writing an effective one, including reading critically, analyzing, and structuring the written review. Finally, it discusses characteristics of critical writing and different forms of reflective writing such as learning logs and essays.
A look back at the MACOS, Man A Course of Study project, an American humanities education program that was popular in the 1960's and 70's. It was based on the theories of Jerome Bruner, including inquiry teaching and learning, spiral curriculum, discovery learning, constructivist teaching and learning.
The document discusses self-confidence and ways to improve it. It defines self-confidence as believing in one's own abilities and talents. It identifies two ways people can underestimate or overestimate themselves. It then lists and describes qualities of confident people such as being self-assured, ambitious, and hard-working. Additional sections provide tips on developing self-confidence through avoiding negative self-talk, setting goals, and continual learning. Factors that influence self-esteem both positively and negatively are also identified.
This document discusses innovative teaching methods. It begins by introducing traditional "chalk and talk" teaching methods and their limitations, such as being one-way and lacking student interaction. It then describes several innovative tools to make teaching more interactive, such as using multimedia, concept mapping, humor, simulation, and teaching applications before concepts. The conclusion states that teaching is the process of imparting knowledge through various methods to help students learn.
The document outlines the steps a student must take to apply for and obtain an F-1 student visa to study in the United States. The student first applies for admission to a school, which reviews the application and determines academic admissibility. If admitted, the school creates immigration records for the student and provides Form I-20. The student then pays a government fee, uses Form I-20 to apply for an F-1 visa at a U.S. embassy or consulate, and is admitted to the U.S. in F-1 status to begin their course of study, reporting to the school within 30 days.
This document discusses diagnostic tests, which are designed to identify specific learning deficiencies in individuals in order to address them. It outlines the nature, definition, functions, characteristics, construction, preparation, administration, and uses of diagnostic tests. Diagnostic tests differ from achievement tests in that they more exhaustively test each learning point to provide a detailed picture of a student's strengths and weaknesses. The roles of diagnostic tests include directing curriculum, providing educational guidance, simulating learning activities, and informing administrative and supervisory efforts. Computer programs can help score and interpret diagnostic tests to formulate individualized instructional programs.
Duties and responsibilities of a teacherCma Agarwal
Students are defined as those devoted to learning from teachers or books, who study in an attentive and systematic manner and pay the price for education. Teachers are defined as people who impart knowledge and remove darkness, taking disciples from ignorance to knowledge. They work as torchbearers of change by transferring knowledge, providing enlightenment, aligning teaching with real life, building character, offering a healing touch, nurturing thoughts into reality, and giving lessons shape. Effective teachers are punctual, professionally dressed, knowledgeable about their subject and current affairs, well-prepared, and follow rules and regulations.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 7-Reflective and Critical Wri...Ek ra
This document discusses reflective and critical writing for teachers. It notes that teachers regularly read, write lesson plans, diaries, and maintain logs and journals. Writing is an important part of critical thinking and reflective practice. The document outlines how to write an effective critical review by summarizing material, analyzing arguments and evaluating using appropriate criteria. It provides steps for critical reading, analyzing, structuring a review, and final revision. Reflective writing allows personal response and processing of experiences to promote learning. Forms of reflective writing include learning logs/journals and reflective presentations and essays.
The document discusses three major proponents of reflective practice: John Dewey, L. Stanhouse, and D. Schon. It provides details on each thinker's views:
- John Dewey believed that education should engage with experience and enlarge it through reflection. He saw the school as a community for learning and argued it should bridge the gap between school and life.
- L. Stanhouse defined curriculum as an experiment subject to scrutiny and translation to practice. He promoted student choice and saw curriculum as a process of interaction rather than physical documents.
- D. Schon defined reflective practice as professionals learning from experience. He discussed reflection in and on action and knowing in action.
The document provides
Writing A Research Paper Dr. Nguyen Thi Thuy Minhenglishonecfl
The document provides guidance on writing a research paper, including defining a rhetorical goal, structuring the paper with sections like introduction, literature review, methodology, results, and conclusion, and how to write each section. It emphasizes that each section should have a clear purpose and guide the reader. The methodology section should describe procedures and justify methods, while results should present findings objectively and discussion should interpret results and consider implications.
A Guide to Write a Research Proposal for Masters DissertationDissertation - T...Tutors India
This document provides guidance on writing an effective research proposal for a master's dissertation. It outlines 20 steps to develop the key components of a proposal, including selecting a topic, developing the structure, writing an introduction and literature review, and creating a timeline. The purpose of a research proposal is to get approval from the dissertation committee by demonstrating the project's significance and feasibility. Following the outlined steps can help write a proposal that sets the foundation for a successful dissertation.
This presentation discusses the following topics:
Definition
What is Self Learning
Why Self learning
7 Step Process for Self Learning
7 Reasons for failure
Power of Self-Learning
Limitation of Self-Learning
This document outlines various teaching methods, including their definitions, uses, advantages, and disadvantages. It discusses interactive teaching approaches like brainstorming, think-pair-share activities, and Q&A sessions. Specific methods covered in more depth include lectures, role-playing, case studies, and problem-based learning. Guidelines are provided for selecting teaching methods, preparing the learning environment, and developing effective case studies.
Types of Open Educational Resources (OER)Ankuran Dutta
The document outlines different types of open educational resources (OER). It discusses OER in terms of the media they use (such as text, images, audio, video), their quality (self-published, peer-reviewed), authorship (individual, collaborative), how they are presented (slides, e-content), licensing (Creative Commons, public domain), and their nature/format (reading materials, course modules). The goal of the document is to provide an overview of the different categories that can be used to classify OER.
The document discusses academic advising at Sheffield Hallam University. It outlines that academic advising is one of three dimensions of the university's student support strategy. Academic advisors act as a consistent personal point of contact and signpost students. They ensure students successfully transition through different stages of their course. Academic advising is based on nine principles including equity, consistency, and trust between advisors and students. The document prompts discussion on implementing the university's academic advising model and supporting students in line with the principles.
UAAC Mission Sub Group - Final - Values StatementEveningDegreeUW
The document presents the advising mission and values statement for undergraduate academic advising at the University of Washington. It defines advising as a core part of the university's focus on student learning. Advisers partner with faculty and students to provide a transformative educational experience and help students become informed citizens. The statement outlines goals and values in areas such as advisors as educators, leaders, collaborative learning, empowering students, and diversity. It aims to define advising, disseminate the mission statement, and regularly review and update advising policies and practices.
This document discusses learning styles and how understanding a student's preferred learning style can improve instruction. It identifies the main categories of learning styles as visual, auditory, kinesthetic/tactile, reading/writing, and environmental. Each style is described in terms of how the student prefers to receive, process, and remember information. The document recommends that instructors present information in a way that considers all learning styles to encourage involvement and success for all students. Adapting teaching methods to match students' styles can benefit both students and instructors.
The document discusses constructivism, a learning theory based on the idea that students learn by actively constructing knowledge through experiences. It provides key points about constructivism, including that the instructor guides students to use prior knowledge to comprehend new information. The document also outlines important constructivists like Piaget, Bruner, Vygotsky, and Dewey and their theories about cognitive development stages, social interaction playing a role in learning, and the zone of proximal development. Finally, it discusses implications for teachers in developing hands-on, student-centered learning environments.
TEACHING IS A CHANCE TO GET INVOLVED IN THE FUTURE – A SERVICE – AND IS THE NOBLEST OF ALL PROFESSIONS. HENCE I AM PROUD TO SAY THAT I AM A TEACHER.
A TEACHER SHOULD FOCUS ON WHAT THE STUDENTS CAN DO AND NOT ON WHAT THEY CANNOT.
A science library holds materials that support the study of fields like physics, chemistry, biology and environmental science. The objectives of a science library are to provide information to help update scientific knowledge, enrich curricular experiences, and develop a scientific attitude among students. A science library should be organized with sections for different topics, books on scientists' lives, and resources like textbooks, periodicals, and pamphlets. It should also provide space for reading, a bulletin board for science news, and be open everyday with a librarian present.
This document discusses reflective and critical writing skills for teachers. It states that teachers need to regularly read, write, and engage in critical thinking as part of their practice. This includes maintaining logs, journals, reports, and writing reflective notes. The document outlines the process of writing a critical review, including understanding the material, analyzing it using appropriate criteria, and evaluating its clarity, quality and originality. It provides guidance on structuring a critical review and the goals and steps involved in writing an effective one, including reading critically, analyzing, and structuring the written review. Finally, it discusses characteristics of critical writing and different forms of reflective writing such as learning logs and essays.
A look back at the MACOS, Man A Course of Study project, an American humanities education program that was popular in the 1960's and 70's. It was based on the theories of Jerome Bruner, including inquiry teaching and learning, spiral curriculum, discovery learning, constructivist teaching and learning.
The document discusses self-confidence and ways to improve it. It defines self-confidence as believing in one's own abilities and talents. It identifies two ways people can underestimate or overestimate themselves. It then lists and describes qualities of confident people such as being self-assured, ambitious, and hard-working. Additional sections provide tips on developing self-confidence through avoiding negative self-talk, setting goals, and continual learning. Factors that influence self-esteem both positively and negatively are also identified.
This document discusses innovative teaching methods. It begins by introducing traditional "chalk and talk" teaching methods and their limitations, such as being one-way and lacking student interaction. It then describes several innovative tools to make teaching more interactive, such as using multimedia, concept mapping, humor, simulation, and teaching applications before concepts. The conclusion states that teaching is the process of imparting knowledge through various methods to help students learn.
The document outlines the steps a student must take to apply for and obtain an F-1 student visa to study in the United States. The student first applies for admission to a school, which reviews the application and determines academic admissibility. If admitted, the school creates immigration records for the student and provides Form I-20. The student then pays a government fee, uses Form I-20 to apply for an F-1 visa at a U.S. embassy or consulate, and is admitted to the U.S. in F-1 status to begin their course of study, reporting to the school within 30 days.
This document discusses diagnostic tests, which are designed to identify specific learning deficiencies in individuals in order to address them. It outlines the nature, definition, functions, characteristics, construction, preparation, administration, and uses of diagnostic tests. Diagnostic tests differ from achievement tests in that they more exhaustively test each learning point to provide a detailed picture of a student's strengths and weaknesses. The roles of diagnostic tests include directing curriculum, providing educational guidance, simulating learning activities, and informing administrative and supervisory efforts. Computer programs can help score and interpret diagnostic tests to formulate individualized instructional programs.
Duties and responsibilities of a teacherCma Agarwal
Students are defined as those devoted to learning from teachers or books, who study in an attentive and systematic manner and pay the price for education. Teachers are defined as people who impart knowledge and remove darkness, taking disciples from ignorance to knowledge. They work as torchbearers of change by transferring knowledge, providing enlightenment, aligning teaching with real life, building character, offering a healing touch, nurturing thoughts into reality, and giving lessons shape. Effective teachers are punctual, professionally dressed, knowledgeable about their subject and current affairs, well-prepared, and follow rules and regulations.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 7-Reflective and Critical Wri...Ek ra
This document discusses reflective and critical writing for teachers. It notes that teachers regularly read, write lesson plans, diaries, and maintain logs and journals. Writing is an important part of critical thinking and reflective practice. The document outlines how to write an effective critical review by summarizing material, analyzing arguments and evaluating using appropriate criteria. It provides steps for critical reading, analyzing, structuring a review, and final revision. Reflective writing allows personal response and processing of experiences to promote learning. Forms of reflective writing include learning logs/journals and reflective presentations and essays.
The document discusses three major proponents of reflective practice: John Dewey, L. Stanhouse, and D. Schon. It provides details on each thinker's views:
- John Dewey believed that education should engage with experience and enlarge it through reflection. He saw the school as a community for learning and argued it should bridge the gap between school and life.
- L. Stanhouse defined curriculum as an experiment subject to scrutiny and translation to practice. He promoted student choice and saw curriculum as a process of interaction rather than physical documents.
- D. Schon defined reflective practice as professionals learning from experience. He discussed reflection in and on action and knowing in action.
The document provides
Writing A Research Paper Dr. Nguyen Thi Thuy Minhenglishonecfl
The document provides guidance on writing a research paper, including defining a rhetorical goal, structuring the paper with sections like introduction, literature review, methodology, results, and conclusion, and how to write each section. It emphasizes that each section should have a clear purpose and guide the reader. The methodology section should describe procedures and justify methods, while results should present findings objectively and discussion should interpret results and consider implications.
A Guide to Write a Research Proposal for Masters DissertationDissertation - T...Tutors India
This document provides guidance on writing an effective research proposal for a master's dissertation. It outlines 20 steps to develop the key components of a proposal, including selecting a topic, developing the structure, writing an introduction and literature review, and creating a timeline. The purpose of a research proposal is to get approval from the dissertation committee by demonstrating the project's significance and feasibility. Following the outlined steps can help write a proposal that sets the foundation for a successful dissertation.
This presentation discusses the following topics:
Definition
What is Self Learning
Why Self learning
7 Step Process for Self Learning
7 Reasons for failure
Power of Self-Learning
Limitation of Self-Learning
This document outlines various teaching methods, including their definitions, uses, advantages, and disadvantages. It discusses interactive teaching approaches like brainstorming, think-pair-share activities, and Q&A sessions. Specific methods covered in more depth include lectures, role-playing, case studies, and problem-based learning. Guidelines are provided for selecting teaching methods, preparing the learning environment, and developing effective case studies.
Types of Open Educational Resources (OER)Ankuran Dutta
The document outlines different types of open educational resources (OER). It discusses OER in terms of the media they use (such as text, images, audio, video), their quality (self-published, peer-reviewed), authorship (individual, collaborative), how they are presented (slides, e-content), licensing (Creative Commons, public domain), and their nature/format (reading materials, course modules). The goal of the document is to provide an overview of the different categories that can be used to classify OER.
The document discusses academic advising at Sheffield Hallam University. It outlines that academic advising is one of three dimensions of the university's student support strategy. Academic advisors act as a consistent personal point of contact and signpost students. They ensure students successfully transition through different stages of their course. Academic advising is based on nine principles including equity, consistency, and trust between advisors and students. The document prompts discussion on implementing the university's academic advising model and supporting students in line with the principles.
UAAC Mission Sub Group - Final - Values StatementEveningDegreeUW
The document presents the advising mission and values statement for undergraduate academic advising at the University of Washington. It defines advising as a core part of the university's focus on student learning. Advisers partner with faculty and students to provide a transformative educational experience and help students become informed citizens. The statement outlines goals and values in areas such as advisors as educators, leaders, collaborative learning, empowering students, and diversity. It aims to define advising, disseminate the mission statement, and regularly review and update advising policies and practices.
Presentation on defense institute's reorganization by anjum fayyazAnjum Fayyaz
The document summarizes the planned reorganization of Defense Institute. Key points:
- The institute will reorganize into two schools - one for policy and management, the other for translation. It will also create a Dean of Advising position.
- The reorganization aims to provide higher quality academic programs and student services through streamlined administration and comprehensive advising.
- Students will see no changes to degrees or curriculum during the transition period beginning next academic year. The reorganization framework includes preparatory, planning, implementation, and launch phases.
Indus university 10 june 2015 _iobm (1)Sheema Haider
The document discusses advising and student support services at Indus University aimed at promoting student success. It outlines the university's vision of nurturing leadership and excellence in students. The quality enhancement cell aims to strengthen higher education through quality assurance. Good advising is seen as key to retaining students by reflecting the institution's commitment. The document recommends establishing student support services and outlines various programs already in place like academic advising, professional development centers, behavioral counseling, campus clubs and international opportunities to support students.
Developing comprehensie school guidance & counseling programJayson Hernandez
The document discusses developing a comprehensive school guidance and counseling program based on national standards in the Philippines. It provides an overview of the Philippine model for standards-based counseling programs, which centers on students and covers foundations, delivery, management, and accountability systems. It also defines key terms and describes mapping counseling program activities to the national standards. The goal is to examine the model, review current programs, prioritize standards, and design a one-year counseling plan focused on standards.
This document provides a summary of the Autumn 2011 edition of the HE Bulletin from Bridgwater College. It includes information about partnerships and programmes offered by the college with various universities, using student feedback to make improvements, becoming a student representative, blended and distance learning options, graduation details and achievements of students, and new sports internship opportunities.
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.
Transitioning to Higher Education: College and Career Guidance in Dubai's Sch...moeenali5423
As students approach the end of their high school journey, the next significant step awaits them: transitioning to higher education and embarking on their chosen career paths. This transition can be both exciting and daunting, filled with important decisions that will shape their future.
The document provides information about the Kansas State University College of Business Administration, including its mission, vision, values, leadership, departments, programs, and career services. It outlines the college's focus on providing students with an ethical and innovative business education to become leaders through experiential learning opportunities. Details are given about each academic department, certificates, student organizations, and expectations for ambassador-led events and tours.
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
This document provides an overview of academic advising at SIUE. It explains that advising is a shared process where advisors will guide and educate students, who are expected to prepare and follow through. Tools for advising include a comprehensive education plan, curriculum guides, and the university catalog. The general education program, called Lincoln, includes foundation, breadth, and experience courses, as well as BA/BS distinction areas. The advising process involves reviewing a student's education plan and helping them plan courses for future semesters.
The primary purpose of the MIIS reorganization is to provide high quality academic programs and advising services to students. Key aspects include:
- Reorganizing academic programs into two schools: The Graduate School of International Policy and Management, and The Graduate School of Translation, Interpretation and Language Education.
- Creating a new Dean of Advising and Student Services role to provide comprehensive advising, mentoring, and career development services.
- Streamlining administrative processes to increase capacity and provide better support services across MIIS.
The reorganization aims to ensure program excellence, increase interdisciplinary opportunities for students, and deliver superior advising to help students achieve career goals. It will be implemented over the next academic
The PRAU Student Program offers discounted annual membership of 50,000 Ugx to mass communication students. It aims to improve professional ethics and skills. The program is governed by a 13-member council including 3 elected student representatives. Activities include conferences, trainings, workshops, and awards events. Opportunities for students include networking events, health runs, mentorship, debates, and a student challenge competition.
The PRAU Student Program offers discounted annual membership of 50,000 Ugx to mass communication students. It aims to improve professional ethics and skills. The program is governed by a 13-member council including 3 elected student representatives. Activities include conferences, trainings, workshops, and awards events. Opportunities for students include networking events, health runs, mentorship, debates, and a student challenge competition. The goal is to prepare students for the workplace through engagement with PR practitioners.
This document provides an overview of academic advising at SIUE. It explains that advising is a shared process to inform, guide, and educate students. It also outlines the tools used in advising like curriculum guides, MAP plans, and the university catalog. The core of SIUE's general education program called Lincoln is described, including the foundation, breadth, experience, and BA/BS distinction course requirements. The document concludes by detailing the advising process and expectations for students attending their first advising session.
### Title:
Introduction to the Online MBA Course
### Description:
This presentation provides a comprehensive overview of the Online MBA Course, highlighting its structure, benefits, curriculum, and admission requirements. It covers the flexibility and convenience offered by online learning, the diverse range of subjects and specializations available, and the career opportunities that can be pursued post-graduation. Whether you are a working professional seeking career advancement or a recent graduate aiming to enhance your business acumen, this presentation will guide you through the essential aspects of embarking on an Online MBA journey.
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.
The PRAU Student Program offers discounted annual membership of 50,000 Ugandan shillings to mass communication students. It aims to improve professional ethics and skills through activities like university chapters, conferences, trainings, workshops, and awards events. A governing council including 3 elected student representatives oversees initiatives and sets policy. Opportunities for students include networking events, health runs, mentorship, internships, debates, and challenges to apply classroom knowledge practically.
A Feasibility Plan On Which Commercial Enterprise Shall School of Management ...MOHAMMAD ASIF NASSERI
The School of Management Studies offers a number of courses, which include full-time as well as distant learning courses in various streams of management. It is a matter of pride that this School was the first in the country to introduce MBA course through distant learning for senior defense officers and working executives. This course serves as a measure of rehabilitation for senior army officers and at the same helps working executives to enhance their careers. The department offers quality management education using rigorous multifaceted pedagogy with an effective interface with industry to translate its mission into action. It creates opportunities for its students to develop their understanding of business, social and political environment, to enlarge their ability not only to adjust to change but to become catalyst, and to enhance their ability to conceptualize, decide and communicate. The serene ambience and academic culture of the department with its improved infrastructure provides an ideal environment for the pursuit of academic excellence in management education and research. While the department has achieved high standards of excellence in its academic programmes, it intends to achieve and sustain excellence as one of the leading business schools in India.
This document discusses peer review and enhancement (PRE) at Sheffield Hallam University. It explains that PRE is a development commitment for all academic staff focused on personal development through experiential learning. Staff must engage in peer observation and reflection on their teaching practice. Peer observation can cover various teaching activities like lecturing, assessment design, and student engagement strategies. The enhancement process involves four stages: focusing on yourself, your peer, what was found together, and sharing outcomes. Departments will coordinate PRE activities and staff will agree on, undertake, and record PRE before sharing outcomes through appraisal and with peers. More information on the PRE process and resources can be found on the listed blogs.
This document announces a workshop to teach participants how to create rubrics in Blackboard to provide assessment criteria and consistent feedback. The workshop will demonstrate how to build a rubric, associate it with assignments, use it to give feedback and view statistics. Attendees will learn how rubrics display expectations, can be reused across courses, and allow students to see grading criteria and how they met standards.
This document provides guidance on writing assessment criteria and performance indicators to effectively evaluate student work. It discusses:
- The purpose and intended outcomes of developing criteria and indicators aligned to learning outcomes.
- How to structure criteria using active verbs from outcomes and descriptive nouns, and to write threshold, differentiated performance indicators using appropriate adjectives.
- Best practices like ensuring criteria sets are coherent, clear, and manageable, and getting feedback from peers on created criteria and indicators.
This short presentation introduces the concept of Constructive Alignment. The idea underpins the design of assessment, learning and teaching to ensure they work in balance.
This document discusses the "4Cs" (Consistency, Confidence, Challenge, and Clarity) of effective course-focused teaching practices. It provides activities for teachers to reflect individually and in groups on ordering the importance of the 4Cs and making commitments to improve in these areas. Teachers are asked to identify quick wins and 3 development focuses to improve student experience and engagement on their courses through teaching strategies that demonstrate the 4Cs. The document also includes questions to prompt discussion around how students review their learning and how formative activities can foster student belonging.
The Use of Rubrics to Support Assessment
What, Why, How?
This presentation examines the assessment rubric as a powerful tool to support student engagement, consistent academic practice and high quality feedback.
Project-based Learning
What, Why, How?
Project-based learning is an active learning approach in which a student engages in their learning by working through a project usually over the period of a module.
The document discusses key ideas for producing effective feedback, including integrating feedback into curriculum design, providing timely feedback within 3 weeks, and making feedback clear, focused, supportive, and inclusive of student diversity. It also addresses the importance of developing students' self-evaluation skills and engagement with feedback through dialogue in order to improve learning outcomes. The overall focus is on establishing a learning-oriented framework where feedback helps students to self-regulate and take agency over their learning.
Integrating Employability
Applied Learning
What, Why, How?
This presentation explores the flexible idea of Applied Learning, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
This document discusses methods for promoting positive student perceptions of group assessments. It suggests that group assessments can promote peer cooperation, collaboration and learning from others if designed well. Key factors in effective group assessment design include clearly explaining the purpose and benefits, ensuring fairness in criteria and effort, and providing feedback to individual students as well as the group. The document provides questions to guide designing groups, assessments, and feedback to make group work a positive experience for students.
Integrating Employability
3+3 Graduate Attributes
What, Why, How?
This presentation explores the adoption of the 3+3 Graduate Attributes model within your discipline, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
Formative assessment ensures learner engagement by providing feedback to students and staff to help students learn and identify misconceptions. It assesses student progress towards goals through both informal and formal assessment activities integrated with feedback, unlike summative assessment which measures learning through marks. To effectively engage students in formative assessment, it should be student-centered, interesting, and develop their identity and interests in authentically relating their learning to future aspirations through enjoyment and a sense of belonging.
This document discusses course-focused practice in teaching and outlines some challenges and keys ideas. It notes that focusing too much on individual modules can obscure the bigger picture of the course and lead to poor student attendance, engagement, and sense of belonging. It advocates for a more student-centered approach that enhances course meaning and motivation through active learning, formative assessment, group work, and feedback. Key ideas are making connections within and across modules to improve the learning experience and help students find meaning through connection-making.
This document discusses course-focused assessment, which aims to assess students holistically based on the overall course, rather than individual modules. It notes challenges with current assessment practices, including over-emphasis on assessment of learning, poor student engagement, and difficulties providing feedback. Course-focused assessment is presented as a student-centered alternative that designs assessment based on overall course learning outcomes. It allows connections across modules, promotes consistency, and supports students developing their disciplinary identity over time through integrated feedback. The document provides examples of how course-focused assessment can be implemented in practice through collaborative course design and aligning assessments to an authentic learning narrative.
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
This document discusses an authentic approach to developing holistic graduates through the Venture Matrix scheme at Sheffield Hallam University. It provides examples of how Venture Matrix has supported over 70 undergraduate and postgraduate modules by facilitating authentic learning opportunities in the community. These opportunities allow students to gain work and life experiences, apply their subject knowledge, develop self-awareness and skills through hands-on activities in real-world settings off campus. The document describes three case studies of modules in hospitality, sport, and criminology where Venture Matrix collaborated with external organizations to provide experiential learning outside the classroom.
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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 ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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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.
1. Being an Academic Advisor
Development for all Academic
Advisors at Sheffield Hallam
University
Storyboard
2. About Being an Academic Advisor
Being an Academic Advisor provides you with essential information relating to your Academic
Advising role.
You should set aside 20 minutes to work through this tutorial.
The tutorial presents key information about the role and uses self-tests to help you think about the
practices and principles in relation to your own practice. You are encouraged to make notes and to
create a personal action plan for your ongoing development.
The tutorial uses text, graphics and video scenarios for which you will need headphones or
speakers.
Your completion of this tutorial will be recorded by Blackboard so that the University can check
engagement with this training.
3. Content list
You will be guided to move through this tutorial sequentially.
Being an Academic Advisor is structured around two themes:
1. Academic Advising at Sheffield Hallam University
2. Making Academic Advising work for you and your students
The tutorial concludes with suggested next steps, prompts for action planning, and links to useful
resources.
The objectives for the tutorial are set out on the next screen.
4. Objectives
Being an Academic Advisor,
• Introduces the University's updated Academic Advising Framework, the purpose of academic
advice, its underpinning principles, values and ways of working;
• Explains how Academic Advising relates to a student's academic progression, their Personal
and Professional Development, and its connection to student support and careers support;
• Explains how good consistent practice can be adopted to reflect your course context;
• Explains your role and responsibilities as an Academic Advisors at Sheffield Hallam University
and lists further development opportunities.
6. Academic Advising at Sheffield Hallam University
Every student is challenged and supported consistently and
regularly to succeed academically, whatever their course.
Every student at Sheffield Hallam University has a single named
Academic Advisor for the duration of their course.
Advice
7. Academic Advising at Sheffield Hallam University
Academic Advising is one of three dimensions of the University's
student support strategy.
Links to information about Student Support and Employability Advice is provided at the end of this tutorial
The University’s Student Support model
• creates an environment in which all of our students are
challenged, supported and encouraged to succeed.
• Provides a consistent, co-ordinated and integrated model of
support so students can access the right level of support at the
right time.
A key attribute of the
Academic Advisor is your
ability to signpost students
8. The model places the student at the centre of its design, enabling self-service through an online
portal or through a single frontline function for queries and signposting to specialist support
services.
Academic Advising at Sheffield Hallam University
Your students will mostly access Academic Advising through scheduled contact time arranged by
you. However, as one of three dimensions of the University's student support strategy your
students may be referred back to you through the University’s Student Support model.
The model is being
developed to create a
unified approach to
booking appointments for
students (2018-19)
9. Academic Advising at
Sheffield Hallam
University
Supporting a student is complex and, as an Academic
Advisor, you may need to consider who else can help.
Sometimes you will need to refer students on to
Student Support Advisors and Employability Advisors
where they can access more specialised personal and
professional support.
Advisors in each of the three roles must be alert,
therefore, to the different types of need that students
have.
Up-to-date information on services and signposting is
available through the Academic Advising online toolkit:
https://blogs.shu.ac.uk/academicadvising/
Challenge, Support
and Encourage
10. Three Dimensions of Academic Advice
a personal point of
contact
“The face of the
University”
11. Academic Advising at Sheffield Hallam University
As a student’s named Academic Advisor, you monitor
and support their academic progression through to the
successful completion of their course.
You ensure your students successfully transition
• onto their course
• through each level,
• into and out of placements, and
• through to graduation and into employment or
further study.
A student’s Academic Advisor is a constant point of
personal contact who offers a consistent and regular
level of support throughout their course especially at
key transition points.
12. The Academic Advisor's role
Academic Progression
You are proactive.
You monitor your students' academic
performance and engagement.
You support your students to reflect on
their progress and achievement.
You develop their capabilities so that
they can manage their own learning
and ongoing development.
As Academic Advisor you support your student's:
13. The Academic Advisor's role
Personal Development
You are a personal point of contact.
You are approachable and ready to
listen sympathetically to student
concerns.
You are accessible and stay in regular
contact with them throughout their
studies.
You develop your students so that they
are active members of their academic
community.
As Academic Advisor you support your student's:
14. The Academic Advisor's role
Professional Development
You develop your students'
professional thinking and foster their
professional identity.
You support your students to make
connections between their academic
work and their life aspirations.
You provide academic advice on the
relationship of academic knowledge,
skills and dispositions to their
professional outlook.
You discuss possibilities for study and
work beyond university.
As Academic Advisor you support your student's:
15. Principles underpinning academic success
The Academic Advice Principles explain the critical dimensions of being effective in this role.
Principles enable you to adapt your Academic Advising practice so that it consistently supports
your students in ways that are appropriate to your course context.
Academic Advice at Sheffield Hallam University is based on principles set out by the NUS in their Academic
Support Benchmarking Tool (2015)
https://www.nusconnect.org.uk/resources/academic-support-benchmarking-tool
16. Principles underpinning academic advising
Academic Advice at Sheffield Hallam University is based on the following 9 principles:
i. Equity - all students have access to high quality academic advice.
ii. Coherence - professional services and academic staff work together to ensure a holistic experience
of academic and student support for students.
iii. Consistent – the Academic Advice Framework is consistently implemented.
iv. Supported - staff offering academic advice to students are appropriately trained and developed.
v. Regular and structured – academic advice will be regular and structured.
vi. Proactive monitoring of student progression - Academic Advisors will provide advice and guidance
to help their students progress and develop towards their chosen goals.
vii. Clear, accessible, up-to-date - all students receive clear, accessible, up-to-date information about
academic advice at appropriate times and in an appropriate format.
viii. Equality – academic advice is based on respect for individual learners and diverse learning
communities and supports equality of opportunity for learners.
ix. Trust and respect - academic advisors and students strive to develop an effective working
relationship based on mutual trust and respect.
These principles establish a consistent and adaptable approach appropriate to the specific needs of all
of the University's courses.
17. Principles underpinning academic advising
Equity
all students have
access to high
quality academic
advice
Coherence
professional
services and
academic staff
work together to
ensure a holistic
experience of
academic and
student support
for students
Consistent
the Academic
Advice
Framework is
consistently
implemented
Supported
staff offering
academic advice
to students are
appropriately
trained and
developed
Activity
Consider each of the principles and note their implications for your practice.
18. Activity
Consider each of the principles and note their implications for your practice.
Trust and respect
academic advisors and students will strive to develop an effective
working relationship based on mutual trust and respect.
Principles underpinning academic advising
Regular &
Structured
academic advice
is regular and
structured
Proactive
monitoring of
student
progression
Academic
Advisors provide
advice and
guidance to help
students’
progression and
development
towards their
chosen goals
Clear,
Accessible &
Up-to-date
all students
receive clear,
accessible, up to
date information
about academic
advice at
appropriate times
and in an
appropriate
format
Equality
academic advice
is based on
respect for
individual
learners and
diverse learning
communities and
supports equality
of opportunity for
learners
Notes
Make a list of the
implications and
discuss these
with colleagues.
19. Follow-up Action
1. Arrange to discuss the principles with your colleagues. Compare how you apply them in
your practices.
2. Arrange to discuss the principles with your students. What do they think is most
important? Why?
Comparing your understanding of the Academic Advising role with
colleagues leads to consistency of practice and message.
Involving students each year in improving the way you advise them
• helps them to understand its value;
• develops their sense of ownership over their personal academic
and professional development;
• leads to better student engagement.
Questions to consider:
Do you think some principles are more important than others?
Would your colleagues agree?
Would your students agree?
Principles underpinning academic advising
Support is
“…regularly reviewed by
staff and students in
partnership, and a continual
process of enhancement is
informed by sector leading
best practice.“
– NUS principle of best
practice
20. Making Academic Advising work for you and your
students
Section 2
The Academic Advising Principles underpin a minimum set of requirements for the Academic
Advisor's role and provide the basis for consistent and equitable practice.
This section explores the Academic Advisor’s responsibilities and the nature of your role.
21. Why you are a great
Academic Advisor!
Research, internally and across the sector, has identified a
number of positive attributes in staff who embrace this
role.
You are,
• Approachable
• Responsible
• Helpful
• Friendly, and
• Knowledgeable
Students value advisors who care about how they settle
into university and help them to grow in confidence as they
develop through their time at university.
They value the knowledge and experience that advisors can
share.
Many academics believe that
challenging, supporting, and
encouraging their students
academically is central to their
professional motivation.
22. Why you are a great Academic Advisor!
video scenario 1: problem
You are meeting one of your students for the first time.
View this video and think about how you would begin to
respond to your student.
On the next page, review the response.
23. Your student is showing signs of anxiety. He has depended on
strategies at school that have worked well enough, but he is now
doubting whether he is suited to university academically.
Some things to note:
• You have already created a degree of trust - he knew he could
come and talk to you one-to-one.
• You have met students like him many times and you will be able
to reassure him that his self-doubts are normal and, even if
others seem confident, they will also be working out what is
needed.
• There will be plenty of opportunities this year to settle into the
course and develop a feel for what is needed.
• He was accepted onto the course because you believe he is
good enough.
• You give him some pointers to get him started on his
assignment and begin by reading through the brief with him.
• You also give him information about student support services.
Why you are a great Academic Advisor!
video scenario 1: responses
24. The Academic Advisor's
role and responsibilities
Regular contact
The foremost requirement is that every student has regular
contact with a named Academic Advisor.
It is your responsibility to initiate and maintain contact with
your students.
As a minimum, scheduled opportunities will occur
three times in each academic year.
The minimum
As an Academic Advisor you set up
a minimum of three scheduled
Academic Advising opportunities
each academic year, one of which
will be in the first three weeks of
the academic year to support
induction and transition.
Contact, sessions or meetings?
In most cases you will engage your student groups in face-to-
face workshops and personal tutorials. In some situations, you
might decide it is more effective to use webinars or other
forms of contact.
25. The Academic Advisor's
role and responsibilities
Being proactive
Being proactive may mean,
• Spending time explaining the value of Academic Advising
when you first meet your students;
• Planning a structured approach to scheduled sessions
reflecting key challenges at different points in the course;
• Being prepared;
• Having time for questions and discussion;
• Involving your students as a group to clarify and fine-tune
the way you run your Academic Advising;
• Providing information about your availability;
• Reminding students in advance of scheduled sessions;
• Being aware of support services and ready to signpost them
to students;
• Being alert at key stress times, e.g. in the lead up to
assessments and the publication of results and feedback;
• Meeting periodically with other Academic Advisors to
discuss good practice, emerging issues, and consistency.
Beyond the minimum
As an Academic Advisor you are
accessible and ready to make
proactive interventions.
Activity:
What else does being a
proactive Academic Advisor
mean?
List other good proactive
practices that would work for
you. Discuss these with
colleagues to ensure
consistency across your area.
26. Unexpected Drop
video scenario 2 : problem
It’s late Semester 1, Year 2 and you are meeting your students to discuss their progress
after receiving their marks for two of their modules. One of your students is troubled
when you ask why her grades are markedly lower than her end of Year 1 grades. After all,
they have shown every sign of being an excellent student until this point and you are
concerned about what has happened.
How would you respond?
27. As Academic Advisor you have responsibility for pastoral support. Your students may see you as the
only responsible adult they can turn to, or they may be unsure about the extent to which they can
confide in you.
Here are some of the things you could do immediately,
• Give her the space to say what she needs to say. Listen, don't try to solve problems, but be
empathetic.
• Reassure her, through your response, that opening up has been the right thing to do.
• Your immediate concern is her wellbeing. When she is ready you can ask her whether she has
confided in anyone else and whether she feels she needs more support.
• You reassure her that you will support her.
• You explain what other support is available and refer her on to her Student Support Advisor
who will be able to provide more support and advice including extenuating circumstances.
• Tell her how well she has done to be attending teaching sessions and to have completed and
submitted the assessments in such difficult circumstances.
• Again, reassure her - many students have difficulties during their course but with support and
encouragement their grades pick up and do well.
• You are both concerned that this might continue to affect her academic performance and
arrange to meet again to talk through strategies for addressing this.
Unexpected Drop
video scenario 2: responses
28. Signposting
Your student's Student Support Advisor has a range of practical supportive strategies and tools.
For example,
• Big White Wall is a free online service and provides an immediate, 24/7 response that can
help in many circumstances (see wellbeing pages)
• Her advisor can talk through options such as extenuating circumstances, Request to
Repeat an Assessment Attempt (RRAA), and break in study.
• If your student wants a listening ear then the Multifaith Chaplaincy is an option, whether
they have a faith or not.
Unexpected Disclosure
video scenario 2: connections
29. The Academic Advisor's
role and responsibilities
Maintaining records of meetings and follow-up actions
You need to keep a record for each student.
There are two aspects to this:
1. An objective record that succinctly records what you have
discussed and agreed.
2. Your notes about the meeting to remind you of emerging
developments and any concerns that you think you should
keep an eye on.
You and your student may decide to produce the agreed record
together with. Both of you can keep it as a record of progress. It
will include agreed actions assigned to each of you with a date
for completion.
This record may provide a useful starting point for your next
meeting.
Making good notes
Don’t let note making get in the
way of good conversations.
Don’t write copious notes.
Do make notes
• succinct,
• objective,
• clear,
• actionable.
Data protection
Your students have the right to ask
you for any information you keep
on them. Ensure your notes are
clear and not open to
misinterpretation.
30. What next?
video scenario 3 : problem
It’s Semester 1 and you’re are meeting with one of your Level 6 students who has
returned to Uni in an anxious state. It seems that they have not really thought about life
after graduation until now and they are really unsure about what to do.
How would you respond?
31. Your student needs to make an informed decision about her future and there are several ways to
gather that information. Here are some ideas for how you can advise your student.
• Reassure your student. It is late in the day, but there is still time to significantly improve the
situation.
• Listening to and thinking about what your student’s peers have done is a good idea. She can
consider how his own thinking and aspirations are similar or different to them, and why. This
should provide some clues immediately.
• As her Academic Advisor, you are perfectly positioned to reflect with your student on their
experience of the course, module by module, and discuss what they have learnt about
themselves from the various formative and summative activities with which they have been
involved. For each module, explore how they felt - not just the content.
• Talk them through the entrance requirements for postgraduate courses and discuss with them
what their end degree classification might be, and what actions they can take to improve it.
• Discuss what they have actually done outside class and term time, going as far back as their
school years. How has your student learnt about themselves over the years? Through what
experiences?
• Finally, and perhaps most importantly, the University has professional Employability Consultants
in Careers who can provide the practical support to help your student address the situation. You
provide them with information that you have to hand on how to contact them.
What next?
video scenario 3 : responses
32. Review of your responsibilities
Academic Advisors will:
• act as a personal academic contact for students throughout their time at the university;
• initiate and maintain contact throughout their studies with the students they advise;
• assist students with the process of induction to university life;
• contact their students a minimum of 3 times in each year of study: in the first 3 weeks
of the academic year to support induction and transition, and once in each semester to
review academic progress and offer advice to support their students' success;
• identify times to be available to meet with their students;
• communicate their availability and contact details clearly at the start of the academic
year;
• inform students in advance of the purpose of meetings and any of preparation they
need to complete before attending;
• maintain records of meetings and any follow-up actions agreed;
• listen sympathetically and respond actively to student concerns;
• refer students on to other specialist student services as necessary;
• work with colleagues (academic and professional) to provide a comprehensive,
consistent and effective approach to academic support;
• provide a reference for their students on request;
• engage in professional development activities in order to meet requirements of the role
and maintain their professional standing as an Academic Advisor.
from the Sheffield Hallam University’s Academic Advice Framework (2018)
33. Student Engagement in Academic Advising
Consider the following scenario
Perhaps your main challenge is to ensure good student engagement. Students must want to
come.
Initially you had a good engagement, but only three of your original 15 Level 5 students turned
up last week. You know you need to address this - but how?
Activity: How do you address the dwindling turnout from your Level 5 students and ensure that
next year’s students maintain their engagement?
Select one of the following then check the recommended answers on the next screen.
The Academic Advisor's role
A1. Tell your students that if they don't come next time, they're on their own.
A2. Change the time, offer alternative sessions, and focus on practical skills development where they
clearly have a need.
A3. Find out from your students what will work best, focus on their needs, and engage them
beforehand.
34. The Academic Advisor's role
A1. Tell your students that if they don't come next time, they're on their own.
No, this might be tempting but is not acceptable! You need to make every effort to find out why
individuals don’t come. Ask them what they want at this point in their course. This is more than
what you think they need.
A2. Change the time, offer alternative sessions, and focus on practical skills development
where they clearly have a need.
Yes, you could do this but you also need to think about what’s manageable and whether your
colleagues could be so flexible with their students – it might not be realistic.
A3. Find out from your students what will work best, focus on their needs, engage them
beforehand. Yes, this is probably best and make sure Academic Advising sessions are perceived
to be enjoyable and useful.
On the next screen we review more ways to develop engagement.
Promoting Student Engagement in Academic Advising
35. Promoting Student Engagement in Academic Advising
The Academic Advisor's role
Find out what your students want e.g. talk to them between
sessions, ask course reps, use online request forms, etc.
Know what your students need e.g. what are they having to deal
with in terms of transition, assessment types, feedback messages,
challenges by level, etc.
Make it useful and just-in-time - post an outline of a draft plan and
ask for feedback, invite questions, leave space to discuss ‘hot’ issues,
etc.
Make sure the time and the place is accessible – book the room for
the session beforehand and post this well in advance. Check time
zones for online students.
Engage students in forthcoming sessions well in advance e.g. end of
lecture and Blackboard announcements.
Be productive and make good use of time.
Make it enjoyable!
Ensure students take away
positive memories.
Advisor-student relationships
should feel positive.
If running group sessions,
create opportunities for peer
support as this can extend
beyond scheduled time and
build a sense of community.
36. Student Entitlements and Responsibilities
You should ensure your students are provided with
information about how to provide feedback on the academic
advice they receive.
Students are expected to:
• attend all scheduled meetings with their Academic
Advisor;
• communicate with their Academic Advisor if for any
reason they are unable to attend these meetings or
reschedule the meeting at an agreed alternative time;
• take an active role in reflecting on their progress and
managing their own academic and professional
development;
• take the initiative in raising difficulties that impact their
ability to study;
• be proactive in identifying and accessing any relevant
specialist support offered by the university;
• maintain records of actions agreed academic advisor.
from the Sheffield Hallam University’s Academic Advice Framework (2018)
Trust and respect
Principle:
Academic Advisors and
students strive to develop
an effective working
relationship based on
mutual trust and respect
37. Next Steps
Links to:
Notes template
We strongly
encourage all
Academic Advisors
to establish a
Professional
Development
Portfolio to record
and reflect on
practice.
Link to Personal
Development
Planning space in
PebblePad
Following this required introduction, staff acting as an
Academic Advisor can expect the following:
• Appropriate access to continuing staff development.
• Up-to-date information about the range of support
delivered by professional services to enable referral to
the appropriate specialist services if required;
• Access to appropriate space to conduct academic advice
sessions as required;
• Ongoing support from a senior and experienced
academic advisor within each department;
• Recognition of the Academic Advisor role in supporting
an excellent student experience through allocation of
time and inclusion in professional development review.
Professional Recognition
Your experience as an Academic
Advisor provides you with evidence
of how you remain in good standing
as a Fellow of the Higher Education
Academy and gives you opportunities
for development as a Senior Fellow.
For example, Academic Advising
practice is likely to map to at least the
following dimensions:
A4 Develop effective learning
environments and approaches to
student support and guidance
A5 Engage in continuing professional
development in subjects/disciplines
and their pedagogy, incorporating
research, scholarship and the
evaluation of professional practices
K3 How students learn, both
generally and within their
subject/disciplinary area(s)
V1 Respect individual learners and
diverse learning communities
V2 Promote participation in higher
education and equality of
opportunity for learners
38. Next Steps
You have considered,
• the essential information needed to be an Academic
Advisor at Sheffield Hallam University and how this is
based on a set of established principles.
• your role, its associated responsibilities and good
practices
• some aspects of what this role means to you and your
own students in practice.
Your Notes
You should have notes on:
• How the principles relate to
your practice and the
experience of your students.
• How you and your peers will
ensure academic advising in
your area in consistent.
• How you are going to
approach the planning of
scheduled contact.
• What being proactive means
to you in your Academic
Advising role.
Use these notes as the basis for
discussing the role with your
colleagues and planning your
further development.
39. Next Steps
Speak to your line manager or your Faculty's Senior Advisor
about further development opportunities.
You may still have important questions about this role. It’s not
easy and you need to establish a supportive peer community.
Talking with your colleagues about:
• Sharing practice
• How you can support each other
• How you can be consistent.
The Academic Advising toolkit in Teaching & Assessment
Essentials is a key resource to support you in this role.
Don’t forget: There is a range of support across the University
for your students. Check the Academic Advising Toolkit for
links.
Links
Academic Advising toolkit:
https://blogs.shu.ac.uk/
academicadvising/
There are opportunities for
you to seek accreditation in
this role based upon your
experience.
We strongly encourage all
Academic Advisors to establish
a Professional Development
Portfolio to record and reflect
on your practice as an
Academic Advisor.
Information on this is available
in the toolkit.
Editor's Notes
Title screen
[Man by Bradley Avison from the Noun Project]
Student: “I have no idea what is expected of me since I've started uni and to be honest, I'm terrified. One of the tutors has introduced us to our first assignment and the only way I can see to relate to this is through my A-level experience. My tutor said this is the wrong thing to do…. I don't know where to start; I want to know what is expected so I feel confident and do well on my course. I feel as though everyone around me knows what they are doing and how to approach uni, whereas I don’t have a clue. I'm really worried I will not be able to cope. What do I do?”
Actual video is in this Google Drive folder at this URL:
https://drive.google.com/drive/folders/124avp8GO6rVwoeC-kAmw1h6xOHdNE9H4?usp=sharing
Student: “I have no idea what is expected of me since I've started uni and to be honest, I'm terrified. One of the tutors has introduced us to our first assignment and the only way I can see to relate to this is through my A-level experience. My tutor said this is the wrong thing to do…. I don't know where to start; I want to know what is expected so I feel confident and do well on my course. I feel as though everyone around me knows what they are doing and how to approach uni, whereas I don’t have a clue. I'm really worried I will not be able to cope. What do I do?”
Your student is showing signs of anxiety. He has depended on strategies at school that have worked well enough, but he is now doubting whether he is suited to university academically.
Some things to note:
• You have already created a degree of trust - he knew he could come and talk to you one-to-one
• You have met students like him many times and you will be able to reassure him that his self-doubts are normal and, even if others seem confident, they will also be working out what is needed.
• There will be plenty of opportunities this year to settle into the course and develop a feel for what is needed.
• He was accepted onto the course because you believe he is good enough.
• You give him some pointers to get him started on his assignment and begin by reading through the brief with him.
(CC) clock by Dinosoft Labs from the Noun Project
(CC) clock by Dinosoft Labs from the Noun Project
Student: "I'm in a really difficult place at the moment; I know full well my assignment wasn’t done to the best of my ability, but it isn't a priority at the moment. " (The student pauses and is uncertain about continuing. She looks up) Student: "My mum got diagnosed with cancer a few weeks ago, so things are very scary right now. The pressures of university are too much. I have no drive to continue at uni until things become clearer at home… I'm really confused because I understand how important this course is to my future but it just seems irrelevant now. I just want to be at home with my family.…"
Actual video is on YouTube at this URL: https://www.youtube.com/watch?v=8NeF9uLyTak&feature=youtu.be
Student: “I have no idea what is expected of me since I've started uni and to be honest, I'm terrified. One of the tutors has introduced us to our first assignment and the only way I can see to relate to this is through my A-level experience. My tutor said this is the wrong thing to do…. I don't know where to start; I want to know what is expected so I feel confident and do well on my course. I feel as though everyone around me knows what they are doing and how to approach uni, whereas I don’t have a clue. I'm really worried I will not be able to cope. What do I do?”
Your student is showing signs of anxiety. He has depended on strategies at school that have worked well enough, but he is now doubting whether he is suited to university academically.
Some things to note:
• You have already created a degree of trust - he knew he could come and talk to you one-to-one
• You have met students like him many times and you will be able to reassure him that his self-doubts are normal and, even if others seem confident, they will also be working out what is needed.
• There will be plenty of opportunities this year to settle into the course and develop a feel for what is needed.
• He was accepted onto the course because you believe he is good enough.
• You give him some pointers to get him started on his assignment and begin by reading through the brief with him.
note by faisalovers from the Noun Project
Student: "I'm really worried about finishing university and I've really got no idea about what to do next. My mates keep telling me about what they have done over the summer to add to their CV, how job applications they have done and some are even having job interviews. My best mate asked me what I am thinking and I honestly don’t have a clue about any of it. I just don’t know where to start. I had thought about a Masters but I don't think I've got it in me. I've never really had a job whilst at uni because I'm scared of the whole interview process and all that stuff. So my CV is pretty bare. I'm confused because when you finish university you're supposed to have opportunities and options for the future and I seem to have finished with what I started with."
Actual video is on YouTube at this URL: https://youtu.be/Jir9yQ3ETMw