Do Colleges Need An Outcome Based Education SoftwareAbhishek Das
This presentation answers the most pressing concern for today's Colleges and Universities. If colleges do go for an OBE Software, what features should such a solution have.
Presented by Gretchen Bartelson of Northwest Iowa Community College and Tracy Sleep of the Iowa Community College Online Consortium at the League of Innovation in the Community College annual conference in 2012. Focuses on the ICCOC's eAnalytics project, awarded a grant from NGLC in 2011.
Do Colleges Need An Outcome Based Education SoftwareAbhishek Das
This presentation answers the most pressing concern for today's Colleges and Universities. If colleges do go for an OBE Software, what features should such a solution have.
Presented by Gretchen Bartelson of Northwest Iowa Community College and Tracy Sleep of the Iowa Community College Online Consortium at the League of Innovation in the Community College annual conference in 2012. Focuses on the ICCOC's eAnalytics project, awarded a grant from NGLC in 2011.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Presentation delivered by Paula Philpott, Head of Learning Academy at South Eastern Regional College (SERC) at a meeting of the Scottish Learning Technology Network held on 10/03/17.
Sue Holmes, Director of Estates and Facilities Management at Oxford Brookes University, delivered an engaging keynote on Estate quality and how it is is linked to student choice and expectations. This session explored the issues and challenges of defining and delivering a transformational estate. How do we ensure that spaces provide a forty year building life, meet immediate needs, but are flexible enough in many cases, to meet future and as yet undefined need? Transformational spaces require transformational concepts and ideas that many colleagues will then need to articulate and deliver.
Whether providing new space or refurbishing existing spaces, for teaching, research, or residential needs, estates projects always have a significant impact on users, our campus community and inevitably our local area. With challenging legislative compliance and a need to ensure we manage future operational costs, transforming our estate reaches far and deep.
TLC2016 - Assessment Journey: a programme to enhance the educational experien...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: The Assessment Journey Programme at Sheffield Hallam University (UK) is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Within this session we will present on the changes needed in order to shape our institutional vision for assessment and the technology required within it. We will share our experiences of exploiting Blackboard solutions (including the Grades Journey) to implement the technological future state for online management of assessment, and report on the lessons learned and the challenges faced around merged enrolments, extension management, and reassessment.
Students First 2020: Digital Campus, A program to empower & enable digital ed...Studiosity.com
Prof Kevin Ashford-Rowe, DVC Digital Learning and Dr Caroline Rueckert Director Student Success share how QUT - an innovative, tech-capable university - saw the need to evolve and build internal consensus for the digital student experience in recent years, and shares what that looks like in 2020-2021 in response to new velocity, urgency, and inclusive student care.
In this session Prof Ashford-Rowe and Dr Rueckert invite discussion around the need and velocity for change, through the lens of thoughtful direction, a students-first approach, and due diligence.
- The 3rd campus, and insight into QUT's cohort
- Digital at heart vs digital in part
- Equitable student support, Studiosity
- Building consensus and support for investment in the "third campus", from leadership to all key technology, academic, and student services stakeholders.
GUIDE Association 2013: Competency-Based Education - Leveraging educational t...Margaret Korosec
Competency-based education is gaining momentum in the United States. In Europe, however, the Bologna Accord with time-based / seat-time mandates restricts the growth and acceptance of new models of education that may help address economic needs. This presentation shares existing models of higher education that are addressing the needs of the markets they are in and provides ideas for how new models could fit within the European context.
Creating a coherent performance indicator framework for the higher education ...Sonia Whiteley
The Australian Government recently made an ongoing commitment to a suite of innovative, integrated surveys that collect data about students’ experiences of their higher education from the commencement of their qualification to employment. The Quality Indicators for Learning and Teaching (QILT) survey program includes the Students Experience Survey, the Graduate Outcomes Survey, and the Employer Satisfaction Survey. All higher education institutions offering undergraduate and postgraduate courses in Australia, which includes 40 universities and around 105 private providers, are in-scope for the collection.
The QILT measures will work together to provide a coherent insight into student engagement, the student experience and post-study outcomes. The challenges of meeting this broad range of requirements to deliver an indicator framework that provides timely evidence for institutions to improve the experiences of current and future students and to position themselves in the higher education landscape will be discussed.
Developing a strategy for flexible learning programmes at NorthTecVasi Doncheva
Case Study presented at Future Learning and the Digital Conference June 2013 Auckland, New Zealand
Developing a strategy for flexible learning programmes in your organisation:
• How to develop and implement an institute wide strategy
• How to lead change initiatives and embed them into institutional practice
• Ways to effectively use technologies to engage and inspire learners and create accessible learning opportunities
• Tips on how to effectively integrate technology strategically into teaching and learning
Learning Analytics - what is it and why is it difficult (InfiniteConf Bytes)Samantha Ahern
Slide deck for InifinteConf Bytes Meetup talk at 6:30pm on 8th May
https://skillsmatter.com/skillscasts/10055-learning-analytics-what-is-it-and-why-is-it-so-difficult-with-samantha-ahern
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Presentation delivered by Paula Philpott, Head of Learning Academy at South Eastern Regional College (SERC) at a meeting of the Scottish Learning Technology Network held on 10/03/17.
Sue Holmes, Director of Estates and Facilities Management at Oxford Brookes University, delivered an engaging keynote on Estate quality and how it is is linked to student choice and expectations. This session explored the issues and challenges of defining and delivering a transformational estate. How do we ensure that spaces provide a forty year building life, meet immediate needs, but are flexible enough in many cases, to meet future and as yet undefined need? Transformational spaces require transformational concepts and ideas that many colleagues will then need to articulate and deliver.
Whether providing new space or refurbishing existing spaces, for teaching, research, or residential needs, estates projects always have a significant impact on users, our campus community and inevitably our local area. With challenging legislative compliance and a need to ensure we manage future operational costs, transforming our estate reaches far and deep.
TLC2016 - Assessment Journey: a programme to enhance the educational experien...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: The Assessment Journey Programme at Sheffield Hallam University (UK) is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Within this session we will present on the changes needed in order to shape our institutional vision for assessment and the technology required within it. We will share our experiences of exploiting Blackboard solutions (including the Grades Journey) to implement the technological future state for online management of assessment, and report on the lessons learned and the challenges faced around merged enrolments, extension management, and reassessment.
Students First 2020: Digital Campus, A program to empower & enable digital ed...Studiosity.com
Prof Kevin Ashford-Rowe, DVC Digital Learning and Dr Caroline Rueckert Director Student Success share how QUT - an innovative, tech-capable university - saw the need to evolve and build internal consensus for the digital student experience in recent years, and shares what that looks like in 2020-2021 in response to new velocity, urgency, and inclusive student care.
In this session Prof Ashford-Rowe and Dr Rueckert invite discussion around the need and velocity for change, through the lens of thoughtful direction, a students-first approach, and due diligence.
- The 3rd campus, and insight into QUT's cohort
- Digital at heart vs digital in part
- Equitable student support, Studiosity
- Building consensus and support for investment in the "third campus", from leadership to all key technology, academic, and student services stakeholders.
GUIDE Association 2013: Competency-Based Education - Leveraging educational t...Margaret Korosec
Competency-based education is gaining momentum in the United States. In Europe, however, the Bologna Accord with time-based / seat-time mandates restricts the growth and acceptance of new models of education that may help address economic needs. This presentation shares existing models of higher education that are addressing the needs of the markets they are in and provides ideas for how new models could fit within the European context.
Creating a coherent performance indicator framework for the higher education ...Sonia Whiteley
The Australian Government recently made an ongoing commitment to a suite of innovative, integrated surveys that collect data about students’ experiences of their higher education from the commencement of their qualification to employment. The Quality Indicators for Learning and Teaching (QILT) survey program includes the Students Experience Survey, the Graduate Outcomes Survey, and the Employer Satisfaction Survey. All higher education institutions offering undergraduate and postgraduate courses in Australia, which includes 40 universities and around 105 private providers, are in-scope for the collection.
The QILT measures will work together to provide a coherent insight into student engagement, the student experience and post-study outcomes. The challenges of meeting this broad range of requirements to deliver an indicator framework that provides timely evidence for institutions to improve the experiences of current and future students and to position themselves in the higher education landscape will be discussed.
Developing a strategy for flexible learning programmes at NorthTecVasi Doncheva
Case Study presented at Future Learning and the Digital Conference June 2013 Auckland, New Zealand
Developing a strategy for flexible learning programmes in your organisation:
• How to develop and implement an institute wide strategy
• How to lead change initiatives and embed them into institutional practice
• Ways to effectively use technologies to engage and inspire learners and create accessible learning opportunities
• Tips on how to effectively integrate technology strategically into teaching and learning
Learning Analytics - what is it and why is it difficult (InfiniteConf Bytes)Samantha Ahern
Slide deck for InifinteConf Bytes Meetup talk at 6:30pm on 8th May
https://skillsmatter.com/skillscasts/10055-learning-analytics-what-is-it-and-why-is-it-so-difficult-with-samantha-ahern
Aquí una pequeña presentación de las topologías de red, físicas mismas. Elaborado por Oziel Guerra González el 27/05/2016 en Colegio San Cristóbal de Licia.
Cuauhtémoc 425 Sur, Monterrey N.L
Part 2 of a 2-part presentation plus workshop on Curriculum Transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Hobsons
Facilitating change utilizing Starfish for an Institutional Approach to Student Success Ramapo College of New Jersey
Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Lisa D'Adamo-Weinstein
Forging Successful Learning Centers: Critical Considerations and Evidence-Based Practices for New LC Directors
Presented at NCLCA 2021 Annual Conference
Stepping into an LC leadership role and feeling overwhelmed about how to focus your efforts? Join members of the NCLCA Past Presidents Council for an in-depth exploration of evidence-based best practices that will help you improve the infrastructure and operations of your center.
Breakout groups will allow you to begin forging concrete plans in critical areas, including LC programs and services, utilization of online tools and technology, assessment and evaluation, professional development, and budgets and revenue generation.
Co-presented with NCLCA Past President's Council members Geoff Bailey, Lindy Coleman, Lisa D'Adamo-Weinstein, Jenny Haley, and Laura Sanders as part of the National College Learning Center Association (NCLCA) 47th Annual Conference. Birmingham, AL and online.
Aims
1. To consider the role of training in staff development.
2. To examine career planning in schools.
3. To outline types of performance appraisal and career counseling.
4. To examine procedures in the case of discipline and dismissal.
Similar to Bridging the Gaps in Emergency Management through CE (20)
Bridging the Gaps in Emergency Management through CE
1. Bridging the Gaps in Emergency
Management through Continuing Education
Jason A. Junkens, MA, CEM, PMP, MEP
Emergency Manager
2. Outline
• Introduction
• EM Professional Development Triangle
• Academics & internships
• Continuing education/training
• Integration of Basic Academy
• Professional certifications
• Lifelong learning
• Conclusion
3. Introduction
• Gap between theory and practice
– Not unique
– Training & Education Synergy Focus Group & others
– Address through internships, not complete
• Entry into the profession
– Appointment, secondary duty, transitional career, EM grads
• Connection to the profession
– Fractured identity (academics and practitioner)
• Ultimately, prepared graduates
5. Academics
• Broad education of the profession
• Develop critical thinking, evaluation, and professional writing
– Soft skills (certificate programs)
Internships
• Address experience piece
- Significant weight in practitioner community
• Resources on EMI website
• Inclusion as part of strategic plan
• EM volunteer
6. Continuing Education/Training
• Practitioner Requirement
– Lack of knowledge or importance
• Challenges in Implementation
– Enormous task
– Schedule conflicts
– Which courses?
• Independent Study Courses
– Related to a course
• Additional importance
– Extra credit
– High value IS courses (some meet multiple requirements)
– Minimal standard (IS 100, 200, 700, & 800)
7. Continuing Education/Training (Continued)
• Resident Courses
– During week
– Sponsor training (infrastructure)
– Multiple formats
• Weekend seminars
• Summer programs
• Intersession
• Embedded in program
• Credit, audit, or both
– Practitioner engagement (multiple)
– High value courses (ICS 300 & 400, FEMA APS & MCP, Basic Academy,
state requirements)
8. Integration of Basic Academy
• Academy’s purpose
– Gateway into career
– Foundational education
• Pinnacle of EM training
– 19 days (not consecutive)
• @ EMI (Higher Ed specific?)
• Local delivery (credit)
• Practitioner and student benefits
– Networking
– Mentorship & guidance (observed)
9. E0101
•E0101 Foundations of Emergency Management
•Provides the knowledge and skills needed to perform at an entry level within
the Emergency Management career field.
E0102
•E0102 Science of Disaster
•Overview of scientific principles and concepts that shape our increasingly
dangerous world.
E0103
•E0103 Planning: Emergency Operations
•Basic concepts and planning steps to those new to the field of Emergency
Management so that they may apply planning discipline and skills to
challenges in their jobs.
E0104
•E0104 Exercise Design
•Fundamentals of exercise simulation and design as an integrated system of
resources and capabilities.
E0105
•E0105 Public Information and Writing
•Introduces what the Public Information Officer (PIO) does in Emergency
Management along with basic information about the Integrated Public Alert
and Warning System. FEMA 2015
10. Professional Certifications
• Training requirement
• Associate Emergency Manager/Certified Emergency Manager
• State certifications
• Other certifications
• Epsilon Pi Phi Honor Society (Silver and Gold levels)
11. Lifelong Learning
• Develop a culture
– Disciplinary Purview Focus Group 2013
• Overview or orientation to the profession
– Placement in textbooks
• Independent study course development
12. Conclusion
• Competitive within the profession
• Student as change agent
– Disciplinary Purview of EM Focus Group 2012
• Academics, practitioners, & students
• Set our destiny
13. Special Thanks
• Patti Buhl – NSU Public Safety
• Susan Perkins – Mississippi Emergency Management Agency
• John and Crystal Pennington – Advanced Academy Instructors
• Billy Golden – Oklahoma Highway Patrol
• Ed and Diana Soderstrom
15. References
• Boone, W. (2011). Bridging the CIP Capability Gaps. Homeland Security Review, 5(3),
297-319.
• Cwiak, C. (2015). Advancing Higher Education Efforts: 2015 FEMA Higher Education
Program Report. Retrieved from https://training.fema.gov/hiedu/readinglist.aspx
• FEMA Emergency Management Institute. (n.d.). Independent Study Course List. Retrieved
from https://training.fema.gov/is/crslist.aspx?all=true
• FEMA Emergency Management Institute. (n.d.). The National Emergency Management
Basic Academy. Retrieved from https://training.fema.gov/empp/basic.aspx
• FEMA Higher Education Program Disciplinary Purview Focus Group. (2013). Scholarship
and Research to Ground the Emerging Discipline of Emergency Management. Retrieved
from https://training.fema.gov/hiedu/synergy_between training_and_ education_report -
508%20compliant.pdf
16. References (Continued)
• FEMA, Higher Education Program Focus Group (2012, September). Report of the
Disciplinary Purview of Emergency Management Focus Group. Retrieved from
https://training. fema.gov/hiedu/synergy_between_training_and_education_report-
508%20compliant.pdf
• FEMA Higher Education Program Training and Education Synergy. (n.d). Do 1 Thing:
Ways to Contribute to Emergency Management Training and Education Synergy.
Retrieved from https://training.fema.gov/hiedu/trainingeducatonandsynergy.aspx
• FEMA Higher Education Program Training and Education Synergy Focus Group.
(2014, April). Synergy between Training and Education: Advancing the Dialogue and
the Efforts. Retrieved from https://training.fema.gov/hiedu/synergy_between
_training_and_ education_report -508%20compliant.pdf
• IMDb (2016). Indiana Jones and the Kingdom of the Crystal Skull (2008). Retrieved
from http://www.imdb.com/title/tt0367882/quotes
17. References (Continued)
• International Association of Emergency Managers. (2015, March). CEM Brochure.
Retrieved from http://www.iaem.com/documents/CEM-Brochure-Mar2015.pdf
• Makuch, A. (2016). Education vs. Experience in Emergency Management: Winning
Undergraduate Division Essay. IAEM Bulletin, Pages 7-9.
• McEntire, D. (n.d.). I Feel Your Pain: How and why the Academic and Professional
Communities Must Work Together. Retrieved from https://training.fema.gov/hiedu/
synergy_between_training_and_ education_report -508%20compliant.pdf
• Northeastern State University. (n.d.). D23: Innovate. Retrieved from
https://www.nsuok.edu/d23/Innovate.aspx
• Northeastern State University. (2015). Homeland Security and Emergency
Management Degree Sheet. Department of Criminal Justice.
18. References (Continued)
• Oklahoma Department of Emergency Management. (2015, January). New Director
Training Requirements. Retrieved from https://www.ok.gov/OEM/Programs_&_
Services/Training _ Information/2009newdirector.html
• U.S. Department of Homeland Security. (2015, September). National Preparedness
Goal (2nd ed.). U.S. Department of Homeland Security.