The Cooperative Education Program at Clemson University is an academic engaged-learning program that provides students with real-world work experience through multiple paid internship rotations. To be eligible, students must have a 2.5 GPA and be at least a second semester sophomore. The program involves completing goals and evaluation forms, on-site visits, and registering for a zero-credit pass/fail course for each rotation. Engineering students must commit to three semesters of rotations, while other majors need only one normal semester in addition to rotations. The program helps maintain scholarships and student status while assisting with resumes, interviews, and job placement.
This document discusses the reasons for pursuing graduate school. It begins by outlining the learning objectives and outcomes, which include understanding the reasons for graduate school and how to prepare and apply. Some key reasons discussed are specializing in a field, career advancement, and increased earning potential. The application process involves researching programs, meeting requirements, standardized tests, and deadlines. Admission committees consider an applicant's materials and being proactive can help. Career paths after graduate school allow one to be more competitive and marketable with increased satisfaction. In conclusion, graduate school provides tangible and intangible opportunities through higher potential earnings.
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
Additional Information About Roles and Responsibilitiesvzayas
Senior advisors are being assigned caseloads of incoming first-time-in-college students to provide full advising support. Advisors will evaluate students' academic records, generate two-year academic plans, monitor student progress, and refer them to campus resources as needed. They will also collaborate with pre-college advisors on student transitions and receive training in advising approaches, technology, and student development theories.
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
The document describes the student ambassador program at the University of Houston Graduate College of Social Work. It discusses how the program was started with 7 students and a $300 budget utilizing existing resources. As part of the program, ambassadors serve as recruiters, peer mentors, orientation guides, and college representatives, requiring 25-30 hours per semester of their time. The program provides opportunities for professional development, networking, and acknowledgement of ambassadors. It has been successful in welcoming new students and building relationships, though lessons were learned around meeting times, recruitment timelines, and policy updates. The future of the program may include more online elements to stay connected with ambassadors.
This presentation discusses reasons for pursuing graduate school, the graduate school application process, and gaining admission. It outlines learning objectives around understanding why graduate school is important and preparing for the application process. Reasons for pursuing an advanced degree include personal growth, greater employment and career advancement opportunities, and financial reward. Trends show many jobs will require graduate degrees in fields like healthcare, education, and STEM. The application process involves researching programs, requirements, financial support, and outcomes. It is important to participate in information sessions, understand deadlines, and submit a competitive application.
This document summarizes a presentation given by representatives from three Texas universities on strategies to increase graduate school prospects among transfer students from community colleges. It discusses research showing transfer students and those with multi-institutional attendance face obstacles in accessing graduate programs. The presentation outlined engaging community college partners and their transfer students, advising them on researching programs, the application process, and maximizing resources to support their graduate admissions and enrollment. It aimed to establish university partnerships that facilitate graduate pathways for transfers from feeder community colleges.
This document discusses the reasons for pursuing graduate school. It begins by outlining the learning objectives and outcomes, which include understanding the reasons for graduate school and how to prepare and apply. Some key reasons discussed are specializing in a field, career advancement, and increased earning potential. The application process involves researching programs, meeting requirements, standardized tests, and deadlines. Admission committees consider an applicant's materials and being proactive can help. Career paths after graduate school allow one to be more competitive and marketable with increased satisfaction. In conclusion, graduate school provides tangible and intangible opportunities through higher potential earnings.
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
Additional Information About Roles and Responsibilitiesvzayas
Senior advisors are being assigned caseloads of incoming first-time-in-college students to provide full advising support. Advisors will evaluate students' academic records, generate two-year academic plans, monitor student progress, and refer them to campus resources as needed. They will also collaborate with pre-college advisors on student transitions and receive training in advising approaches, technology, and student development theories.
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
The document describes the student ambassador program at the University of Houston Graduate College of Social Work. It discusses how the program was started with 7 students and a $300 budget utilizing existing resources. As part of the program, ambassadors serve as recruiters, peer mentors, orientation guides, and college representatives, requiring 25-30 hours per semester of their time. The program provides opportunities for professional development, networking, and acknowledgement of ambassadors. It has been successful in welcoming new students and building relationships, though lessons were learned around meeting times, recruitment timelines, and policy updates. The future of the program may include more online elements to stay connected with ambassadors.
This presentation discusses reasons for pursuing graduate school, the graduate school application process, and gaining admission. It outlines learning objectives around understanding why graduate school is important and preparing for the application process. Reasons for pursuing an advanced degree include personal growth, greater employment and career advancement opportunities, and financial reward. Trends show many jobs will require graduate degrees in fields like healthcare, education, and STEM. The application process involves researching programs, requirements, financial support, and outcomes. It is important to participate in information sessions, understand deadlines, and submit a competitive application.
This document summarizes a presentation given by representatives from three Texas universities on strategies to increase graduate school prospects among transfer students from community colleges. It discusses research showing transfer students and those with multi-institutional attendance face obstacles in accessing graduate programs. The presentation outlined engaging community college partners and their transfer students, advising them on researching programs, the application process, and maximizing resources to support their graduate admissions and enrollment. It aimed to establish university partnerships that facilitate graduate pathways for transfers from feeder community colleges.
The document proposes a Certificate in Undergraduate Research to recognize students' research experiences across Portland State University in a consistent way. It notes that while there are multiple research opportunities for undergraduates, supervision and recognition of research is uneven. The certificate would allow students to count various research experiences towards academic certification and acknowledge different types of ongoing undergraduate research projects at PSU and in the community.
This document outlines a presentation about understanding funding and budgeting for finances. It discusses various sources of student funding such as scholarships, grants, fellowships, teaching assistantships, and research assistantships. It explains what each type of funding involves, such as scholarships not requiring repayment and fellowships often having time limits. The presentation aims to help students learn funding sources, manage their funds through budgeting, and work with faculty on research to find funding opportunities. It also cautions about potential mistakes like not saving enough or incurring too much debt.
This document summarizes the Level 2 and Level 3 NVQ qualifications in Instructing Exercise and Fitness. [Level 2 involves units on dealing with emergencies, evaluating own practice, motivating clients, planning activities, and instructing gym sessions. Level 3 involves additional units on collecting client information, planning progressive programs, and managing own performance.] Students can also work towards additional qualifications in exercise studies, sports leadership, and maths/English. Assessment involves a portfolio, and students must meet all criteria for each unit to pass.
The MAT1033 Support Action Plan outlines additional academic support resources for students in the MAT1033 course. A core team was established including faculty and staff from different campuses. The plan involves an initial student assessment, monitored online assignments and exam review sessions run by Learning Assistants. Learning Assistants will be assigned to sections and coordinate review sessions. A communication plan includes announcements in academic areas, classroom visits by Learning Assistants, and information in course syllabi. A timeline is provided for developing resources like diagnostic instruments, training Learning Assistants, and communicating the additional support to students and faculty.
The document provides information for Pascua Yaqui tribal members about the Higher Education Assistance Program (HEAP). It outlines the program's goals of providing post-secondary educational assistance. It details students' responsibilities, including maintaining contact with an Education Assistance Specialist, meeting GPA requirements, and meeting deadlines. It explains funding amounts for community college, undergraduate university, and graduate students. Funding is limited to certain credits per degree. Students who do not meet responsibilities risk probation or suspension from funding. The document encourages contact with the Education Assistance Specialist for any questions.
The document provides updates on several graduate student initiatives from the Provost's Office in Spring 2009. It discusses the first annual interdisciplinary student conference, plans to continue and improve the conference. It also outlines plans to establish an annual recognition ceremony for graduate award winners and confirm funding for it. Finally, it proposes developing a self-guided professional development program and certificate for graduate students to help structure their professional growth.
1) The document provides information on the eligibility requirements and benefits of the STAR scholarship program at City Colleges of Chicago (CCC), which offers free tuition and books for up to 3 years.
2) To maintain the scholarship, students must file FAFSA yearly, maintain satisfactory academic progress, and meet with their assigned STAR advisor.
3) The STAR program provides students unique opportunities such as honors programs, research, internships and engagement with campus life through student clubs. It also offers transfer services and guaranteed admission to partner universities.
#UNTAdv14 P.A.S.S.Promoting Academic Student SuccessUCAN at UNT
P.A.S.S.-Promoting Academic Student Success
#UNTAdv14 UNT Advising Conference session by Kiara Smith
May 22, 2014
Collin College - Preston Ridge Campus
The University of Houston-Downtown's MBA program has experienced rapid growth from 80 students in 2013 to over 900 students in 2016 due to creative program redesign. The redesign focused on developing corporate-driven concentrations with input from industry professionals, team-taught classes with corporate fellows, and flexible scheduling and delivery options. While staffing, faculty resources, and systems have been challenges due to the growth, the program has received recognition and high student satisfaction ratings due to its innovative approach tailored for working professionals.
The document summarizes changes to UNT's Satisfactory Academic Progress policy for financial aid. It notes that SAP will now be monitored at the end of each term rather than yearly. For 2011-2012, 2640 students were at warning status for spring semester. Communication to warning students includes emails, phone calls and a message on myUNT. The student view on myUNT displays their academic progress status. New minimum GPA requirements will take effect for 2012-2013.
Engaging At Risk Students Through Both Reactive and Proactive MeansKimberly Knowles
The document describes proactive and reactive programs created by an undergraduate program to increase student retention. It provides an overview of multiple intervention points to lay a solid foundation for students, repair cracks and build barriers when issues arise, and reverse damage for at-risk students. Proactive programs include freshman seminars and workshops on time management and majors exploration. Reactive programs include early alert systems, outreach to struggling students, and academic success plans. The document advocates a blueprint for retention that includes dedicated advising, faculty relationships, and online resources. It prompts discussion of effective retention practices and how to develop new intervention points.
The document discusses three levels of evaluation for online education programs: macro-level evaluates the entire program; meso-level evaluates individual online courses; and micro-level evaluates individual online learners. Evaluation is used to examine strengths and weaknesses of programs, policies, and organizations by justifying investments, measuring progress toward objectives, and informing strategic decisions at the macro level and criteria for online courses and instruction at the meso level.
The document outlines Winston-Salem Forsyth County Schools' 7-year implementation plan for a graduation project requirement for students beginning with the class of 2010. It describes how the plan will be phased in over several years starting with introducing the concept in middle school and increasing requirements and student involvement through high school. By the student's senior year they will complete a research paper, portfolio, project, and presentation to demonstrate their learning. The plan details the components and expectations at each grade level and provides information on the support system that will be in place including faculty advisors, mentors, and a graduation project coordinator.
The document outlines the tenure and promotion process at JSU Center for University Scholars, including preliminary steps, keys to a successful approach, application letter requirements, curriculum vitae sections, portfolio sections on teaching, research, and service, and examples of documentation to include. Applicants are advised to notify their chair of intent 6-8 months before the deadline, clarify eligibility in writing, and establish a portfolio review deadline at least 2 months before it is due. The portfolio and supporting documents should provide evidence of the candidate's strengths and progress as a teacher and scholar over time.
The document discusses an event called "Connecting Veterans to Careers" that was organized to help connect student veterans to potential employers. It provided an overview of the theoretical framework, grant funding process, and key components of the event, which included Green Zone training for faculty/staff, a student workshop, a panel discussion, and a networking event. The goals were to educate the campus community about veteran experiences and challenges, help veterans prepare for the job search, and allow networking between veterans and employers. Challenges included the veteran population size, marketing, and unexpected funding/timing issues.
The document outlines the tenure and promotion process at JSU Center for University Scholars, including preliminary steps, keys to a successful approach, application letter requirements, curriculum vitae sections, portfolio sections on teaching, research, and service, and examples of documentation to include for teaching, research, and service activities.
This professional summary highlights the candidate's experience as a highly adaptable and motivating instructor with exceptional communication skills. They have a proven ability to develop, implement, and refine training programs based on performance metrics, as shown through their role directing training and development at a firearms academy. Their experience also includes serving as a petty officer in the U.S. Navy, where they supervised medical records and reinforced training for junior personnel.
The document outlines Realising Opportunities (RO), an ementoring program that aims to support students considering research-intensive universities. The RO program involves ementoring, conferences, academic assignments, and university events. Ementors are undergraduates at partner universities who receive training and support students through an online framework. Challenges include maintaining student and ementor engagement given the remote nature. Evaluation looks at student aspirations, decisions, and progression using surveys, engagement data, and university records. Quality assurance includes governance structures, training, and feedback to inform future planning.
The document provides an orientation checklist for faculty at Open Campus, outlining important tasks and deadlines throughout the semester. It includes preparing the course shell and materials before classes begin, welcoming and engaging students the first week, being present weekly, and wrapping up at the end of the semester. The summary also mentions resources for faculty like the employee portal, grading policies, proctored testing, campus feedback, and guidance documents.
The document proposes a Certificate in Undergraduate Research to recognize students' research experiences across Portland State University in a consistent way. It notes that while there are multiple research opportunities for undergraduates, supervision and recognition of research is uneven. The certificate would allow students to count various research experiences towards academic certification and acknowledge different types of ongoing undergraduate research projects at PSU and in the community.
This document outlines a presentation about understanding funding and budgeting for finances. It discusses various sources of student funding such as scholarships, grants, fellowships, teaching assistantships, and research assistantships. It explains what each type of funding involves, such as scholarships not requiring repayment and fellowships often having time limits. The presentation aims to help students learn funding sources, manage their funds through budgeting, and work with faculty on research to find funding opportunities. It also cautions about potential mistakes like not saving enough or incurring too much debt.
This document summarizes the Level 2 and Level 3 NVQ qualifications in Instructing Exercise and Fitness. [Level 2 involves units on dealing with emergencies, evaluating own practice, motivating clients, planning activities, and instructing gym sessions. Level 3 involves additional units on collecting client information, planning progressive programs, and managing own performance.] Students can also work towards additional qualifications in exercise studies, sports leadership, and maths/English. Assessment involves a portfolio, and students must meet all criteria for each unit to pass.
The MAT1033 Support Action Plan outlines additional academic support resources for students in the MAT1033 course. A core team was established including faculty and staff from different campuses. The plan involves an initial student assessment, monitored online assignments and exam review sessions run by Learning Assistants. Learning Assistants will be assigned to sections and coordinate review sessions. A communication plan includes announcements in academic areas, classroom visits by Learning Assistants, and information in course syllabi. A timeline is provided for developing resources like diagnostic instruments, training Learning Assistants, and communicating the additional support to students and faculty.
The document provides information for Pascua Yaqui tribal members about the Higher Education Assistance Program (HEAP). It outlines the program's goals of providing post-secondary educational assistance. It details students' responsibilities, including maintaining contact with an Education Assistance Specialist, meeting GPA requirements, and meeting deadlines. It explains funding amounts for community college, undergraduate university, and graduate students. Funding is limited to certain credits per degree. Students who do not meet responsibilities risk probation or suspension from funding. The document encourages contact with the Education Assistance Specialist for any questions.
The document provides updates on several graduate student initiatives from the Provost's Office in Spring 2009. It discusses the first annual interdisciplinary student conference, plans to continue and improve the conference. It also outlines plans to establish an annual recognition ceremony for graduate award winners and confirm funding for it. Finally, it proposes developing a self-guided professional development program and certificate for graduate students to help structure their professional growth.
1) The document provides information on the eligibility requirements and benefits of the STAR scholarship program at City Colleges of Chicago (CCC), which offers free tuition and books for up to 3 years.
2) To maintain the scholarship, students must file FAFSA yearly, maintain satisfactory academic progress, and meet with their assigned STAR advisor.
3) The STAR program provides students unique opportunities such as honors programs, research, internships and engagement with campus life through student clubs. It also offers transfer services and guaranteed admission to partner universities.
#UNTAdv14 P.A.S.S.Promoting Academic Student SuccessUCAN at UNT
P.A.S.S.-Promoting Academic Student Success
#UNTAdv14 UNT Advising Conference session by Kiara Smith
May 22, 2014
Collin College - Preston Ridge Campus
The University of Houston-Downtown's MBA program has experienced rapid growth from 80 students in 2013 to over 900 students in 2016 due to creative program redesign. The redesign focused on developing corporate-driven concentrations with input from industry professionals, team-taught classes with corporate fellows, and flexible scheduling and delivery options. While staffing, faculty resources, and systems have been challenges due to the growth, the program has received recognition and high student satisfaction ratings due to its innovative approach tailored for working professionals.
The document summarizes changes to UNT's Satisfactory Academic Progress policy for financial aid. It notes that SAP will now be monitored at the end of each term rather than yearly. For 2011-2012, 2640 students were at warning status for spring semester. Communication to warning students includes emails, phone calls and a message on myUNT. The student view on myUNT displays their academic progress status. New minimum GPA requirements will take effect for 2012-2013.
Engaging At Risk Students Through Both Reactive and Proactive MeansKimberly Knowles
The document describes proactive and reactive programs created by an undergraduate program to increase student retention. It provides an overview of multiple intervention points to lay a solid foundation for students, repair cracks and build barriers when issues arise, and reverse damage for at-risk students. Proactive programs include freshman seminars and workshops on time management and majors exploration. Reactive programs include early alert systems, outreach to struggling students, and academic success plans. The document advocates a blueprint for retention that includes dedicated advising, faculty relationships, and online resources. It prompts discussion of effective retention practices and how to develop new intervention points.
The document discusses three levels of evaluation for online education programs: macro-level evaluates the entire program; meso-level evaluates individual online courses; and micro-level evaluates individual online learners. Evaluation is used to examine strengths and weaknesses of programs, policies, and organizations by justifying investments, measuring progress toward objectives, and informing strategic decisions at the macro level and criteria for online courses and instruction at the meso level.
The document outlines Winston-Salem Forsyth County Schools' 7-year implementation plan for a graduation project requirement for students beginning with the class of 2010. It describes how the plan will be phased in over several years starting with introducing the concept in middle school and increasing requirements and student involvement through high school. By the student's senior year they will complete a research paper, portfolio, project, and presentation to demonstrate their learning. The plan details the components and expectations at each grade level and provides information on the support system that will be in place including faculty advisors, mentors, and a graduation project coordinator.
The document outlines the tenure and promotion process at JSU Center for University Scholars, including preliminary steps, keys to a successful approach, application letter requirements, curriculum vitae sections, portfolio sections on teaching, research, and service, and examples of documentation to include. Applicants are advised to notify their chair of intent 6-8 months before the deadline, clarify eligibility in writing, and establish a portfolio review deadline at least 2 months before it is due. The portfolio and supporting documents should provide evidence of the candidate's strengths and progress as a teacher and scholar over time.
The document discusses an event called "Connecting Veterans to Careers" that was organized to help connect student veterans to potential employers. It provided an overview of the theoretical framework, grant funding process, and key components of the event, which included Green Zone training for faculty/staff, a student workshop, a panel discussion, and a networking event. The goals were to educate the campus community about veteran experiences and challenges, help veterans prepare for the job search, and allow networking between veterans and employers. Challenges included the veteran population size, marketing, and unexpected funding/timing issues.
The document outlines the tenure and promotion process at JSU Center for University Scholars, including preliminary steps, keys to a successful approach, application letter requirements, curriculum vitae sections, portfolio sections on teaching, research, and service, and examples of documentation to include for teaching, research, and service activities.
This professional summary highlights the candidate's experience as a highly adaptable and motivating instructor with exceptional communication skills. They have a proven ability to develop, implement, and refine training programs based on performance metrics, as shown through their role directing training and development at a firearms academy. Their experience also includes serving as a petty officer in the U.S. Navy, where they supervised medical records and reinforced training for junior personnel.
The document outlines Realising Opportunities (RO), an ementoring program that aims to support students considering research-intensive universities. The RO program involves ementoring, conferences, academic assignments, and university events. Ementors are undergraduates at partner universities who receive training and support students through an online framework. Challenges include maintaining student and ementor engagement given the remote nature. Evaluation looks at student aspirations, decisions, and progression using surveys, engagement data, and university records. Quality assurance includes governance structures, training, and feedback to inform future planning.
The document provides an orientation checklist for faculty at Open Campus, outlining important tasks and deadlines throughout the semester. It includes preparing the course shell and materials before classes begin, welcoming and engaging students the first week, being present weekly, and wrapping up at the end of the semester. The summary also mentions resources for faculty like the employee portal, grading policies, proctored testing, campus feedback, and guidance documents.
Managing Multiple Programs Building relationships and taking on challenges; o...Hobsons
Managing Multiple Programs
Building relationships and taking on challenges;
one, two or ninety at a time.
Presented by Suzanne Anandappa and Pat Bond
Hobsons University 2015
This document provides an overview of Fortis College's policies, procedures, and initiatives for their online programs. It discusses the 4-week training course for instructors called NFT101 and the asynchronous and synchronous requirements. It outlines the purpose of the weekly presentations which cover topics like student orientation, course announcements, live faculty support, the role of Program Associate Deans in student support, and the instructor handbook. It provides details on these topics, including the requirements for student orientation, the types of announcements and support instructors should provide, how to interact in discussion boards, and the new instructor onboarding process. The goal is to expose new instructors to Fortis College's online policies, procedures, and initiatives.
How should we respond when students struggle to meet academic expectations?
Melissa Mushikori and Robert Daudet share the approach and strategies adopted in their Canadian college, the International College of Manitoba (ICM). Recognising that when students struggle it’s not always purely because of academic issues, they adopt a non-judgemental approach that acknowledges students’ busy personal lives and helps them reboot.
This document outlines a presentation about understanding funding and budgeting for graduate students. It discusses various sources of funding such as grants, scholarships, fellowships, teaching assistantships, and research assistantships. It emphasizes the importance of funding for reducing debt and supporting research. It also covers budgeting basics, saving for emergencies, investment strategies, and common mistakes around funding. The overall goals are to help students understand available funding sources, develop a funding strategy, and work with faculty on research opportunities.
This document discusses understanding funding and budgeting for graduate students. It outlines various types of funding such as grants, scholarships, fellowships, teaching assistantships, and research assistantships. Grants and scholarships do not need to be repaid. Fellowships can provide stipends and tuition waivers for 1-4 years. Assistantships provide stipends and tuition in exchange for work. The document emphasizes budgeting basics like tracking income and expenses, saving for emergencies, and avoiding debt. It warns that funding may be lost if guidelines are not met and advises graduate students to stack funding from multiple sources.
The document provides training information for advisors assisting students with spring term course registration. It reviews the objectives of the training, which are to practice advising conversations, learn how to determine appropriate developmental courses, and review new course sequences. It also outlines the spring registration process, which involves students meeting with advisors, completing a questionnaire, and receiving guidance on course options. The document provides placement recommendations for developmental reading, writing, and mathematics courses based on factors like PERT scores and intended program of study.
Learn all about the Rotary Peace Fellowship during this webinar. Rotary Peace Centers staff will be discussing the background of the program, the Rotary Peace Centers around the world, and how candidates can start the process of becoming a potential fellow!
The document provides information to help students prepare for their academic future at the University of Arizona (UA). It outlines the UA's graduation requirements, explains how to use the Academic Advisement Report (ADVIP) to track degree progress and select appropriate courses, and provides tips on declaring a major, registering for classes, withdrawing from courses, and creating a four-year plan. Key points include identifying general education requirements completed, evaluating remaining requirements on the ADVIP, consulting an academic advisor when considering changes, and utilizing campus resources to explore majors and plan for graduation.
This document provides an orientation for students completing junior field experiences at Messiah College. It outlines the mission and goals of the teacher education program, which are to develop educators who facilitate learning, reflect thoughtfully, apply knowledge effectively, learn continuously, care compassionately, and serve faithfully. The purpose of the junior field experience is to give students varied teaching-related experiences and provide a service to partner classrooms. The document details expectations for students, mentor teachers, and college supervisors during the field experience placement, including guidelines for lessons, observations, evaluations and maintaining contact information.
Altamaha Technical College Faculty annual performance evaluation ScottTrafica...Scott Traficante
The instructor's performance evaluation covers the period from July 1, 2013 to June 30, 2014. Overall, the instructor exceeded expectations in the areas of program promotion, planning, and management. The instructor also exceeded expectations for instructional process and effectiveness. However, the evaluation noted the instructor needs improvement in professionalism and working scheduled hours. Specifically, the instructor has been late to work and misses lunch breaks regularly.
Rider University Ed.D. in Educational Leadership LaunchJamie Mitchell
This Power Point was shared by Dr. Len Goduto at the reception to celebrate the launch of Rider University's Ed.D. in Educational Leadership program. Learn more at www.rider.edu/edd
Bryant University - Considering graduate schoolAmy Weinstein
This document provides guidance for students considering graduate school. It outlines 4 key steps: 1) determine if now is the right time, 2) clarify goals and focus, 3) research program options, and 4) create an application plan. The document also reviews application requirements like tests, letters, statements, and finances. Resources are included to aid the research and application process. Overall, the document serves as a comprehensive guide for students navigating the transition to graduate study.
Bryant University - Considering graduate schoolAmy Weinstein
This document provides guidance for students considering graduate school. It outlines 4 key steps: 1) determine if now is the right time, 2) clarify goals and focus, 3) research program options, and 4) create an application plan. The document emphasizes doing thorough research into programs and funding, starting the application process early, and seeking advice from faculty and career counselors. Resources like the Amica Career Center can help students navigate graduate school admissions.
The presentation based on the tuning process in education. The module presented in training of university faculty. It explain how to apply tuning at course, degree and at programme level.
This document outlines UT Austin's efforts to promote holistic admissions practices across its graduate programs. It discusses hosting forums with faculty to identify strengths and weaknesses in current practices. Key findings included confusion around appropriate use of admissions criteria and a lack of consistency. The Graduate School then developed workshops, videos, and handouts to provide guidance on best practices like conducting unbiased, holistic reviews and avoiding overreliance on any single metric. The response was largely positive, but ongoing efforts are needed to increase participation and continue the important conversations around admissions.
Planning for Study Abroad provides an overview of the study abroad program selection and application process. It discusses choosing a program based on factors like location, duration, courses, and cost. Programs can be run through Binghamton University, other SUNY schools, or external providers. Course credits need approval from academic advisors. Costs vary by program but financial aid often applies. The application process involves paperwork, references, and deadlines that are typically months before departure. Acceptance initiates pre-departure planning like finances, insurance, and information sessions.
This document provides guidance for Bryant University students considering graduate school. It outlines key questions to consider about motivation, goals, and affordability. It recommends researching programs in depth, developing application materials like statements of purpose and recommendation letters, and establishing a timeline. The ideal timeline begins research in junior year and application submission in senior fall. Financial aid options and additional resources for exploring graduate programs are also listed.
Similar to Clemson University Co op Program Orientation by Dr. Jeff Neal, Director (20)
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Clemson University Co op Program Orientation by Dr. Jeff Neal, Director
1. Cooperative Education Program
An Academic Engaged-Learning Program
Division of Academic Affairs
Center for Career & Professional Development
316 Hendrix Student Center
Clemson University
Program Orientation
2. What is the Co-op Program?
Academic & Engaged
• Academic Program
• Engaged Learning
• Application of theory
• Monitored
ProgramOrientation
Tell me and I forget;
Show me and I remember
Involve me and I understand.
3. Monitoring & Evaluation
Expectations and Program Requirements
At the beginning of each rotation
• Goals and Objectives form
Monthly email to co-op advisor
At the end of each rotation
• Assignment Evaluation form
• Student report
• Mentor evaluations
On-site visits by co-op advisors are to be expected at
least once.
ProgramOrientation
4. Eligibility for Co-op Program
Minimum Requirements
• 2.5 GPA
• Currently a full-time student
• At least a first semester sophomore in the curriculum
• Valid Drivers License and access to transportation
Companies will drug screen students prior to start of
rotations.
ProgramOrientation
5. Program Participation
Multiple Rotations Required
• Two or more semesters
(Engineering students must commit to three semesters)
• Complete rotations with same teaching partners
(Exception – Change majors, negative experience)
• Must complete two normal semesters (Fall/Spring)
(Non-engineering majors must complete one normal semester)
Students not willing to complete three rotations should
not enter the program.
ProgramOrientation
6. Co-op Rotations
Fall Interviews
First Rotation Spring
Spring Starting Rotation
Spring Summer Fall
Year 1 1st Rotation Class 2nd Rotation
Year 2 Class 3rd Rotation Class
ProgramOrientation
Consult with your departmental academic advisor to
develop your academic course plan.
7. Co-op Rotations
Spring Interviews
First Rotation Summer or Fall
Summer Starting Rotation
Spring Summer Fall
Year 1 Class 1st Rotation Class
Year 2 2nd Rotation Class 3rd Rotation
Fall Starting Rotation
Spring Summer Fall
Year 1 Class 1st Rotation
Year 2 Class 2nd Rotation Class
Year 3 3rd Rotation Class
ProgramOrientation
8. Interview/Selection
Before and After Interviews
• Program Orientation
• Resume Review
• Weekly Advisor Meetings
• Interview Workshop
• Prepare for Interviews
• Ambassador Event
• Interview Days Event
• Assignment Selection
• Pre-Assignment Workshop
ProgramOrientation
9. The Co-op Course
Provisions
• Academic recognition on transcript
• Zero credit hour Pass/No Pass course
(COOP 1010, 1020, 1030, 1040 etc.)
• Full-time student status while on rotation
• Program participation fee per rotation
Must register for co-op course even after completing
three rotations.
ProgramOrientation
10. Scholarships and Financial Aid
Maintenance
• Scholarships are deferred when on rotation
• Not eligible for grants, loans, etc. while on rotation
Please consult Office of Financial Aid with questions
specific to your financial aid package.
ProgramOrientation
11. Campus Housing
Option
• May remain in housing
• May terminate housing contract without penalty
ProgramOrientation
12. Dr. Jeff Neal
Director
jfneal@clemson.edu
Holly Hicks, M.Ed.
Associate Director
hpottme@clemson.edu
Alfred Bundrick, M.S.
Associate Director
alfredb@clemson.edu
Alison Reynolds, M.Ed.
Assistant Director
areyno3@clemson.edu
Debi Beckham
Administrative Assistant
mdebora@clemson.edu
Madison Mehder, B.A.
Graduate Assistant
mmehder@clemson.edu
ProgramOrientation Academic Staff & Faculty
316 Hendrix Student Center
864.656.3150
Editor's Notes
Welcome to the Co-op Program, an academic-engaged learning program at Clemson University. I am Dr. Jeff Neal, the director of the program and the presenter of this orientation. We are thrilled that you have chosen to participate in this program and we look forward to working with you.Your education is important to us and we truly want you to be successful at Clemson and beyond.
What is the Co-op Program and what does it mean when we say it’s an engaged-learning program?You may have thought of Co-op as a career experience program and it is true, that by participating you will graduate with significant experience in your field. But first and foremost, this is an academic program that emphasizes learning. It’s important that you understand that this is a program that you are entering and not a placement office. Co-op provides students with the opportunity to work and learn under a mentor in his or her field of study. There is an old proverb, “Tell me and I forget; Show me and I remember; Involve me and I understand.” In a classroom setting, you listen to lectures from your professors and you participate in lab exercises. These experiences provide a certain level of knowledge, but it is a whole new level of understanding when you actually put theory into practice as you work with experienced professionals to tackle real problems. Through this engaged-learning process, you will gain a deeper understanding of the material you have learned in the classroom. You will also learn concepts that are not covered in your curriculum. This learning experience becomes an integral part of your education at Clemson.Each student’s experience is closely monitored by the program’s academic staff so that we can be sure that you are learning. You will be assigned to a co-op advisor based upon your major.
In order to assist your advisor with monitoring your experiences, there will be several things required from you and your mentor.At the beginning of each rotation, students are required to set learning goals and to discuss proposed projects with their mentors. You will submit this information by completing a Rotation Goals & Objectives form.Throughout the semester, students must also send brief email updates to their advisor on a regular basis while on rotation.At the end of each rotation, students are required to complete an Assignment Evaluation. These confidential evaluations are reviewed by your co-op advisor. Students are also required to complete a brief (2-3 page typed) Assignment Report. The report describes what you accomplished and what you learned during your rotation. These reports are reviewed by your co-op advisor and are also made available to co-op candidates during the interview phase of the program.In addition, the student’s mentor/supervisor will assess student performance at the end of the rotation and will provide these confidential evaluations to the co-op advisorFinally, advisors attempt to visit each student on assignment during at least one of his or her rotations.
Students must meet minimum eligibility requirements to participate in the Co-op Program. Read the requirements and note that:Some employers have more stringent requirements than these. For example, an employer may require Junior status or a 3.0 minimum GPA or a particular course to have been successfully completed.Students must also be able to pass an in-depth drug screen. If you cannot do so, then you should see your co-op advisor for a private consultation. Your advisor will help you discern when you should enter the program or if you should do so.
There are minimum requirements to successfully complete the Co-op Program and be eligible to receive the certificate. All students are expected to complete two or more rotations with their employer. Engineering students must complete a minimum of three rotations-- that’s two regular semesters at 18 weeks and on summer term of 14 weeks. The reason for this is that we are a fully accredited engineering co-op program with the Accreditation Board for Engineering & Technology.Students are expected to remain with their initial co-op assignment and employer for the duration of the program. Exceptions will be made for students who change majors while participating in the program and for the small percentage of students who have a negative experience in their assignments. Undergraduate students unwilling to complete the required number of rotations or those who want to work exclusively during the summer should not participate in the Cooperative Education Program.
As the majority of our students will need to commit to three rotations that alternate between semesters on assignment and semesters in the classroom, it is important for you to consult with your departmental academic advisor to develop an academic course plan that will ensure your successful graduation from the University.As shown on this chart, students who enter the program in the fall semester will begin their first rotation on assignment in the following spring semester. This chart shows how the rotations follow an alternating sequence.
This chart shows the possible rotations on sequence for students who enter the Co-op Program during the spring semester. During the spring semester a student may begin the first rotation of their assignment during the following summer or fall. Students who begin assignments in the fall semester are not required to attend classes in the summer prior to their first rotation. However, after consulting with your departmental academic advisor you may decide that it is in your best interest to do so. (Pause) Students are also not required to attend summer sessions after the completion of a spring rotation, but many choose to do so to stay on track to graduation. It is very important to make an academic plan before you accept an assignment.
This slide is an overview of what the Interview and Selection phase looks like. And it provides an important check list to guide you through this process. You will be working with us closely during the semester you choose to enter.You will schedule weekly meetings with your advisor and you will attend an Interview Workshops to prepare you for the Interview Days event.This is an event that takes place each semester, October for the fall and March for the spring. It is a three day event where close to 100 employers come to campus exclusively to interview co-op students. As a student you will have multiple 30 minute interviews with different employers over this three day period. You are currently reviewing the Program Orientation. After completing this presentation, it is important for you to schedule an appointment with our graduate assistant to review your resume. Some of you may have already done this. If you have not, please call 864-656-3150 to schedule your resume review.At the end of your resume appointment, you will set your first weekly advisor meeting. Your advisor will help you decide what companies to interview and will help prepare you for Interview Days.
For every co-op rotation, you will register for the appropriate co-op course. Just by being enrolled in our program and registered for our course, the University recognizes you as being a full-time continuous student. You’re not registered for 12 credit hours and you’re not paying regular tuition. Instead you will pay a program participation fee. While we could, as an academic program, grant credit hours for our courses, we have chosen not to in order to keep our students’ costs as low as possible. Though you don’t receive credit hours, you do receive important academic recognition and your co-op courses do appear on your transcript with a grade of Pass/No Pass.There is no limit to the number of rotations you complete during your time with our program, however students must be registered for the appropriate co-op course during every rotation. For your first rotation you will register for COOP 1010, for your second COOP 1020, and so forth. If you work a fourth rotation, the course is COOP 1040. Any continuation of your employment with your co-op employer beyond the minimum rotations will require that you register for the respective course, regardless of how the employment arrangement is described or titled.
Recruiting scholarships, the South Carolina LIFE Scholarship, the Palmetto Fellows scholarship, and most other aid programs available through the University recognize the academic benefits of Cooperative Education and therefore can be utilized or deferred according to schedules followed by program participants.In other words, instead of having a four-year limitation on your scholarship or aid, the State looks at the limitation in terms of 8 semesters.Students are not eligible to receive grants, loans, scholarships, or other financial aid during semesters in which they are on assignment.It is always important that you consult the Financial Aid office with questions specific to your financial aid package.
Students may remain in campus housing if their co-op assignments are within commuting distance of the University. Conversely, students may terminate their housing contracts without penalty if they need to relocate for their assignment.
This concludes the Co-op Program Orientation. We look forward to meeting you soon.Go Tigers!