Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...Tom Durkee
Ā
This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...Tom Durkee
Ā
This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
NCSEHE Director Sarah O'Shea presents at the 2020 Association for Tertiary Education Management (ATEM) Admissions Conference, 'Adapting for Student Success'.
"Why do we need to learn this?" is a common ELA classroom question. By going into the community and interviewing different careers, students are able to see the importance of reading and writing, which then provides motivation for more active learning. This presentation discusses the importance of role models in the classroom and what they can do for your students.
How to Improve Public School Support for Transgender Studentssagedayschool
Ā
Our future depends on the children we lead today. Learn more about how your school can become better prepared in addressing issues surrounding transgender students. For more information please visit us at www.sageday.com
Mastering a New Language for Student Development: Considering a Broader Theor...CIEE
Ā
As educators, we're aware of the importance of intercultural competency, but how can we better understand other cognitive and adaptive factors at play in Generation Study Abroad? As a necessary step in reinventing study abroad, we'll reexamine how students construct their experiences, how we can support their development, and the impact of study abroad on "meaning-making." Through the investigation of Robert Kegan's "Orders of Mind" and subject/object relationships and interactive discussion of his constructive developmental theory, participants will come away with practical tools to help students broaden their perspective before, during, and after study abroad.
En estudios e investigaciĆ³n, tener un "problema" estĆ” en el centro del proceso investigativo y es el compuesto bĆ”sico para generar preguntas creativas, alrededor de las cuales gira la actividad investigativa.
Ā”CĆ³mo debemos mirar la prĆ”citca docente y la evidencia del aprendizaje de los estudiantes, como un problema a investigar, analizar y discutir?
An entertaining, insightful slide show from the cascading project on Academic Integrity conducted by Dr. Zeenath Reza Khan at University of Wollongong in Dubai for School Counsellors that gives helpful tips on how to train and develop academic integrity in schools.
Invisible Identities: Promoting and Protecting Diverse Identities in Study Ab...CIEE
Ā
How often have you heard about a student struggling abroad who could have been helped if advised sooner? We've seen an increase in the number students exploring study abroad who have "invisible identities" not often discussed. In this session, presenters will discuss the opportunities and challenges in advising, resources, and on-site support for such students with mental-health issues, learning disabilities, dietary restrictions, and allergies. Presenters will discuss the importance of early disclosure, planning, and partnerships for long-term inclusion, from university and provider perspectives.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
NCSEHE Director Sarah O'Shea presents at the 2020 Association for Tertiary Education Management (ATEM) Admissions Conference, 'Adapting for Student Success'.
"Why do we need to learn this?" is a common ELA classroom question. By going into the community and interviewing different careers, students are able to see the importance of reading and writing, which then provides motivation for more active learning. This presentation discusses the importance of role models in the classroom and what they can do for your students.
How to Improve Public School Support for Transgender Studentssagedayschool
Ā
Our future depends on the children we lead today. Learn more about how your school can become better prepared in addressing issues surrounding transgender students. For more information please visit us at www.sageday.com
Mastering a New Language for Student Development: Considering a Broader Theor...CIEE
Ā
As educators, we're aware of the importance of intercultural competency, but how can we better understand other cognitive and adaptive factors at play in Generation Study Abroad? As a necessary step in reinventing study abroad, we'll reexamine how students construct their experiences, how we can support their development, and the impact of study abroad on "meaning-making." Through the investigation of Robert Kegan's "Orders of Mind" and subject/object relationships and interactive discussion of his constructive developmental theory, participants will come away with practical tools to help students broaden their perspective before, during, and after study abroad.
En estudios e investigaciĆ³n, tener un "problema" estĆ” en el centro del proceso investigativo y es el compuesto bĆ”sico para generar preguntas creativas, alrededor de las cuales gira la actividad investigativa.
Ā”CĆ³mo debemos mirar la prĆ”citca docente y la evidencia del aprendizaje de los estudiantes, como un problema a investigar, analizar y discutir?
An entertaining, insightful slide show from the cascading project on Academic Integrity conducted by Dr. Zeenath Reza Khan at University of Wollongong in Dubai for School Counsellors that gives helpful tips on how to train and develop academic integrity in schools.
Invisible Identities: Promoting and Protecting Diverse Identities in Study Ab...CIEE
Ā
How often have you heard about a student struggling abroad who could have been helped if advised sooner? We've seen an increase in the number students exploring study abroad who have "invisible identities" not often discussed. In this session, presenters will discuss the opportunities and challenges in advising, resources, and on-site support for such students with mental-health issues, learning disabilities, dietary restrictions, and allergies. Presenters will discuss the importance of early disclosure, planning, and partnerships for long-term inclusion, from university and provider perspectives.
How can technology be used to improve the learner experience at points of tra...Becka Colley-Foster
Ā
Literature review, funded by the Higher Education Academy and Evidence Net, looking at whether online systems can support student engagement at points of transition. Review compiled by the University of Bradford in conjunction with ELESIG (http://elesig.ning.com). Review completed by Ruth Lefever and Becka Currant with help from Dr Lesley Diack.
Keynote presented to University of Bedfordshire, June 2008. Focus on how we support and respond to diverse student needs with an ever changing student population. What is it like to be a student in the 21st century?
What do we know about the experience of first year students?Becka Colley-Foster
Ā
Presentation for a workshop delivered at the UALL event on 28 Feb 2008 where Becka Currant gave an overview of work being done at Bradford to support student transition and retention.
Flying Start: supporting student transitionHelen Howard
Ā
Presentation given at the University of Limerick's seminar on the Academic Library's Role in Supporting New Students: Transition Success and Retention. It outlines the Flying Start programme at the University of Leeds which introduces students pre-arrival to the key academic skills they will need to success at University.
Before They Even Get Here: Cross-Campus Collaboration on a New Pre-Freshman S...CIEE
Ā
During this session, we'll examine the development of an innovative study abroad program, which was the result of successful collaboration among professionals from the admissions and study abroad offices and an academic department. The synergy that resulted from this collaboration enabled the creation of a program that exceeded all expectations as a recruiting tool, as a summer bridge preparing high school students for university, and as an innovative model for future study abroad programs. Panelists will each tell the story of the program's creation from his or her own perspective, highlighting areas of potential mutual misunderstanding and how they were resolved.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Ā
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Ā
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Ā
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
ā¢ The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
ā¢ The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate āany matterā at āany timeā under House Rule X.
ā¢ The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Ā
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Associationās 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.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Ā
Bolton keynote
1. Why Am I Here? Why Should I Stay? Understanding student expectations, experiences and reasons for engaging with University Becka Currant Dean of Students, National Teaching Fellow
2. Listening to the narratives What do our students think about their experiences? How do they feel about being at university?
3. Expectations prior to arrival āI hope I can become more confident as well as stretch myself in lots of new ways, push my boundaries. I hope University can support me in this and help me when I flounderā āI didn't really know what to expect...ā I didnāt have any idea how it was going to be becauseā¦it is just different than in my country, and the way of teaching and everything
4. Concerns/Worries āI was concerned about having the skills because I hadn't studied for a long timeā āI had not done anything like it for 13 odd years, so that adds another level of toughness to itā āI was expecting it to be tough and harder than it wasā āI think anyone coming to Uni with an expectation of it being easy is fooling themselvesā
5. How do students think they learn best? āI prefer practical learning as I like to do things and get bored when just listening to someone talking. I do quite well when working in a group as well as it gives me more ideas and opinionsā āThrough repetition. I like to study independently initially but then to consolidate the learning I like to discuss it and have feedback on it. I have a low attention span and so find a lot of reading and quiet time very hard work. I like to interact with people and so the discussion and debate of ideas appeals to me greatlyā āI learn best from doing things or thinking through a problem with other people or by writing something down, drawing it. I don't learn much by just reading somethingā
6. Feelings About the Course āItās challenging but its good fun I really enjoy it, the content I really, really likeā āI am really enjoying itā āI like, love it! ...the content and just I am really enjoying learning... taking all the information inā¦ although it is a lot of work I just really enjoy that part of it, sort of doing the research going to the library and finding out the stuffā
7. What is their best experience? āI think the best part for me was meeting so many new people. I didn't know anyone else before I came here, and I was worried about not making friends, not fitting in etc. But on my very first day (the welcome talk), I already got talking to a few people, and that really worked wonders for my confidenceā āThe tutorials were very helpful to guide the students during the year. Also seminars and other supporting classes. I felt that the lecturers were people who we can speak with and this is necessary for a non English studentā
8. Stating The Obvious Butā¦ Higher Education is changingā¦ āThe university system is in need of āradical changeā to provide a better deal for taxpayers and studentsā (Willetts, 10 June 2010) How is the sector going to respond?
9. The Impact of āmassificationā Over last 20 years Higher education has undergone radical and unprecedented change (Education Act, 1992; Dearing Report, 1997; Roberts Report, 2003; Leitch Report, 2006) Learners are entering with different expectations and assumptions about their experiences The student body has become dramatically more heterogeneous and has fragmented in some cases
10. Students 2.0? Who/what are modern students? A vision of students todayWesch (2007) Engaging Students at Bradford (Currant, 2009) What issues do they face? What challenges does this pose for us? How do we respond to differences from the ānormā?
11. What about Universities 2.0? Diversity of entry routes Issues of dealing with developing autonomy Older ā with additional responsibilities/issues? More local, many with existing established peer groups Earning whilst learning Disengaged learners seeking qualification whilst unsure what University life is about Reduction in places: increased competition
12. Possible Policy Changes? Reduce āburden on tax payerā Strengthen finances of universities Improve the quality of the student experience Example? āStudents should be able to study for a degree at any university in England, but attend lectures at their local further education college.ā (Willetts, 10 June 2010)
13. What Will This Mean For Us? Significant changes to how we do what we do Increase in part time students? More flexibility? How will we engage diverse learners and support a different learning experience? What do we know about student expectations, experiences and reasons for engaging with University?
14. Why Do Students Leave University? Because they are not engaged Not engaged academically āI am not clever enoughā āThe course is not what I thought it would beā Not engaged socially āI feel lonelyā āI am homesickā āThe other students are not friendlyā
15. Do we knowā¦ What ātransitionā means to different individuals? What does ātransitionā mean to you? What have you done to address issues of student transition, expectations and engagement? What impact has this had?
16. Transition Transition is a key issue with regard to the First Year Experience (Tinto, 1987, 1993; Pitkethly & Prosser, 2001; Longden and Yorke, 2008; the STAR project, 2008) Transition starts before students arrive ā from the moment they think about applying Transition continues throughout their University lives ā between semesters, modules, concepts, years/stages and upon exit
17. Student success Better preparation Fair admissions Flexible progression First steps in HE Student Life Cycle Model Layer et al, 2002
18. Student success Clear expectations Flexible assessment, regular feedback Explicit requirements Support during first year Transitions Life Cycle Model Currant, 2009
19. Why Come to University? Balance of power between intrinsic and extrinsic motivation Why have they decided to come to University at all? What do they expectā¦ of University itself? to do once they leave?
20. Why Are You Here? Because āI have nothing else to doā Because āmy parents/siblings told me to comeā Because āI donāt want to get a jobā Because āI want to study the subjectā What impact will this have on engagement? Why are our students here? Why should they stay?
21. HERE Project HERE Project (Higher Education: Retention & Engagement) Collaborative investigation look at two areas of student retention and success. Partners: NTU (lead); Bournemouth; Bradford Two strands Student doubters (first years) Programmes with better than peer rates of retention
22. HERE Project Student doubters (first years) Higher number of students have doubts than leave but what makes them stay? Survey conducted at each partner NTU, Bournemouth & Bradford Programmes with better than peer rates of retention Based on the observations of significant differences in rates of retention between ostensibly similar programmes
24. Why do students doubt? Significant numbers of students have doubts but for different reasons: Course related issues Student lifestyle Finances Personal incidents/problems Personal/emotional issues Homesick/missing family and/or friends
29. HE system Organisational system Academic system Social system Student relations Student engagement & belonging Professional services system Dispositions & capacities May & Thomas, 2010
38. The Importance of Friends āSupport from family and friends has really helped meā āMy determination and the support of friends, family and my personal tutorā āBeing here I have received all the help and support I've needed and more, this has made me want to continue and see the degree through to the end!ā āFriends and realising the importance of finishing my degreeā
39.
40. āThe more people you know through other clubs and stuff the more you feel part of the Universityā
41.
42. What Can We Do? Identify student expectations of University Make explicit institutional requirements Demystify the complex, codified structures Provide holistic induction experience Supportive assessment process Provide early formative assessment Engage with curriculum to inspire learners Define curriculum engagement Academic and Social integration
43. Some areas of focusā¦ Induction, transition and initial engagement Engaging students in University life - building a real, sustainable and workable University community Research into the student experience ā listening to the student voice and making changes
47. If you can only make one changeā¦ How often do you smile at people?
48. Smiling helps withā¦ Belonging Building a community Staff morale Student satisfaction Initial impressions Putting a human face on the experience League tables Smiley KPI!
Rich body of literature out there, contact me if you need some starting points!
Travel ā wrong mode of transport for destination, lack of planning etc
Process not an end in itself. Multi-pronged: Addressing multiple aspects of student experience; services; using a range of interventions Embedded: Whole staff responsibility
Relevant Student centred Strategy levelMulti-pronged: Addressing multiple aspects of student experience; range of interventions Collaborative Range of interventions Across student lifecycle Co-ordinated Whole staff responsibility Transparent Intervention level Timely ā at the right time and in advance Collaborative
to improve student retention and success
Develop Me! The Develop Me! model was first piloted in 2006. Since then it has grown considerably in response to feedback from staff and students. Develop Me! currently consists of five different strands. These are:A social network hosted in ning and found online at http://developme.ning.comSaPRA: our in-house Skills and Personal Development Activity. SaPRA focuses on helping students to identify their levels of confidence in different skill areas such as academic reading, academic writing, communication skills and so on. SaPRA utilises PebblePad. More information about SaPRA can be found on our website.Online skills development resources. These resources provide 24/7 help and support to students who have identified that they need to develop a particular skill area. Students interact with the resources in a number of different ways for example as a result of a 121 intervention with an LDU adviser, after completing SaPRA or after attending an LDU workshop.Mobile Guides. The mobile guides are available at www.braduni.mobi and provide students with information about the University in an easy to access format. We are currently pursuing the idea of creating a iPhone app that users can download onto their iPhones or iPod touches. This will be followed up with versions for windows based devices in the near future. Research into the Student Experience. We have been actively researching the student experience at Bradford since 2005. This research has been fundamental to the implementation and refinement of the Develop Me! approach. Without regular feedback from the student body I would feel less confident that our approach was meeting the needs of students. However because we have such an open dialogue with the student body I am confident that what we are doing is meeting their needs and doing so in a way that they want it to be done. Many Universities have developed social networks in the last few years, but I am especially proud of the way in which we have done this at Bradford as itās been truly student led.