College Learning for Sustainability Champions Programme
Case Study Presentation
Ms. Rebecca Louise Petford, RCE Scotland
Europe Regional Meeting 2019
13-14 September, 2019, Heraklion, Greece
The Global Learning Programme - Wales (GLP-W) is a three-year funded programme that aims to embed global learning practices in schools through school networks. It supports schools by providing training, resources, and opportunities to share ideas and best practices. The goal is to have half of Wales' schools engaged with the program by July 2017. The program hopes to help students understand their role in an interdependent world and explore ways to make it more just and sustainable by familiarizing them with concepts like interdependence, development, and globalization. It also aims to stimulate critical thinking about global issues and promote greater awareness of global poverty reduction.
The Australian Professional Standard for Principals MATSITI
The document discusses the Australian Professional Standard for Principals established by the Australian Institute for Teaching and School Leadership (AITSL). AITSL's mission is to promote excellence in teaching and school leadership for the benefit of Australian students. The Professional Standard for Principals defines the key leadership requirements of principals under five domains: vision and values, knowledge and understanding, personal qualities and relationships, professional practice, and engagement and achievement. It provides a common language for leadership and guides principals' professional learning and development.
Change Agents Network Meeting 2014 - Winchester. Example Participant projectsbell020
Will Page is supporting various student engagement initiatives at the University of Exeter including mapping the impact of engagement work, defining engagement strategies, and supporting over 50 student-led "Change Agent" projects. The "UCL Students as Change Agents" program will pilot funding and supporting student-led teaching and learning projects. Stuart Hepplestone and Ian Glover are developing a "menu" of teaching approaches and technologies to encourage faculty to engage students at Sheffield Hallam University. Shazia Arif is investigating how social media is used by researchers at Brunel University to identify tools that can support their development.
The document discusses Wright College's College Readiness Initiative to help more students enter college ready for credit-bearing courses. Over 50% of Wright students require remedial courses, so the initiative aims to foster collaboration between secondary and postsecondary faculty through activities like dual enrollment, early assessment, curriculum sharing, and professional development workshops. The goal is to facilitate discussions around college readiness and build relationships to create a sustainable program that ensures more students experience a college-ready culture and can earn full college credit upon enrollment at Wright College.
Libraries and Student Success: A Campus Collaboration with High Impact Educat...Kathryn Crowe
This document discusses high-impact educational practices and how libraries can collaborate with them. It identifies ten high-impact practices including first-year seminars and learning communities. Learning communities in particular involve students taking two linked courses as a group with integrated learning. The document outlines how the University of North Carolina Greensboro has implemented various learning communities and shares retention data showing students in learning communities have higher retention rates. It then describes how the university libraries have collaborated directly with learning communities by providing research instruction, embedding librarians, and more. The collaboration between libraries and high-impact practices like learning communities can contribute to improved student retention and success.
This document outlines a proposed flipped classroom model for developing universities. It begins with an introduction explaining how technology has changed learning and the benefits of active learning and blended learning. It then defines key terms like blended learning, flipped classrooms, and active learning. The document proposes a flipped classroom approach where students learn content online before class and apply it during class activities and discussions. Some challenges of implementing this model are that it requires more student responsibility, changes to how instructors teach, and financial investment. However, the conclusion states that a flipped model could encourage more active, engaged learning anywhere and improve students' skills while enhancing learning in large classes.
This document outlines the career path of Dr. Sara Marsham in becoming a teacher in academia. It details her experiences teaching in locations like Tobago, Indonesia, and the UK between 2003-2009 that helped develop her teaching skills. It describes her various roles at Newcastle University, such as developing teaching materials, designing new modules, and delivering outreach activities. It emphasizes the importance of making oneself indispensable through hard work, learning when to say no, presenting solutions, being innovative, and engaging in professional development to advance one's career in academia.
Academic Innovation and Excellence Committee: 12-6-17 Kayla Bitner
The document outlines a vision for academic innovation and excellence at WKU. It proposes becoming a leader in innovative pedagogy by providing training for engaging and relevant learning experiences. Potential strategies include applying new learning environments and methods, exploring alternative scheduling, utilizing high-impact practices, and creating 7 programs of national distinction. The goal is for WKU to become students' academic first choice and the "Tesla of the Commonwealth".
The Global Learning Programme - Wales (GLP-W) is a three-year funded programme that aims to embed global learning practices in schools through school networks. It supports schools by providing training, resources, and opportunities to share ideas and best practices. The goal is to have half of Wales' schools engaged with the program by July 2017. The program hopes to help students understand their role in an interdependent world and explore ways to make it more just and sustainable by familiarizing them with concepts like interdependence, development, and globalization. It also aims to stimulate critical thinking about global issues and promote greater awareness of global poverty reduction.
The Australian Professional Standard for Principals MATSITI
The document discusses the Australian Professional Standard for Principals established by the Australian Institute for Teaching and School Leadership (AITSL). AITSL's mission is to promote excellence in teaching and school leadership for the benefit of Australian students. The Professional Standard for Principals defines the key leadership requirements of principals under five domains: vision and values, knowledge and understanding, personal qualities and relationships, professional practice, and engagement and achievement. It provides a common language for leadership and guides principals' professional learning and development.
Change Agents Network Meeting 2014 - Winchester. Example Participant projectsbell020
Will Page is supporting various student engagement initiatives at the University of Exeter including mapping the impact of engagement work, defining engagement strategies, and supporting over 50 student-led "Change Agent" projects. The "UCL Students as Change Agents" program will pilot funding and supporting student-led teaching and learning projects. Stuart Hepplestone and Ian Glover are developing a "menu" of teaching approaches and technologies to encourage faculty to engage students at Sheffield Hallam University. Shazia Arif is investigating how social media is used by researchers at Brunel University to identify tools that can support their development.
The document discusses Wright College's College Readiness Initiative to help more students enter college ready for credit-bearing courses. Over 50% of Wright students require remedial courses, so the initiative aims to foster collaboration between secondary and postsecondary faculty through activities like dual enrollment, early assessment, curriculum sharing, and professional development workshops. The goal is to facilitate discussions around college readiness and build relationships to create a sustainable program that ensures more students experience a college-ready culture and can earn full college credit upon enrollment at Wright College.
Libraries and Student Success: A Campus Collaboration with High Impact Educat...Kathryn Crowe
This document discusses high-impact educational practices and how libraries can collaborate with them. It identifies ten high-impact practices including first-year seminars and learning communities. Learning communities in particular involve students taking two linked courses as a group with integrated learning. The document outlines how the University of North Carolina Greensboro has implemented various learning communities and shares retention data showing students in learning communities have higher retention rates. It then describes how the university libraries have collaborated directly with learning communities by providing research instruction, embedding librarians, and more. The collaboration between libraries and high-impact practices like learning communities can contribute to improved student retention and success.
This document outlines a proposed flipped classroom model for developing universities. It begins with an introduction explaining how technology has changed learning and the benefits of active learning and blended learning. It then defines key terms like blended learning, flipped classrooms, and active learning. The document proposes a flipped classroom approach where students learn content online before class and apply it during class activities and discussions. Some challenges of implementing this model are that it requires more student responsibility, changes to how instructors teach, and financial investment. However, the conclusion states that a flipped model could encourage more active, engaged learning anywhere and improve students' skills while enhancing learning in large classes.
This document outlines the career path of Dr. Sara Marsham in becoming a teacher in academia. It details her experiences teaching in locations like Tobago, Indonesia, and the UK between 2003-2009 that helped develop her teaching skills. It describes her various roles at Newcastle University, such as developing teaching materials, designing new modules, and delivering outreach activities. It emphasizes the importance of making oneself indispensable through hard work, learning when to say no, presenting solutions, being innovative, and engaging in professional development to advance one's career in academia.
Academic Innovation and Excellence Committee: 12-6-17 Kayla Bitner
The document outlines a vision for academic innovation and excellence at WKU. It proposes becoming a leader in innovative pedagogy by providing training for engaging and relevant learning experiences. Potential strategies include applying new learning environments and methods, exploring alternative scheduling, utilizing high-impact practices, and creating 7 programs of national distinction. The goal is for WKU to become students' academic first choice and the "Tesla of the Commonwealth".
Respect Relationships Reconciliation: How to be an effective educator:a unit of study for beginning teachers inAboriginal and Torres Strait Islander education
This document discusses a new approach to academic support called "learning literacies" taken at Edge Hill University. It combines information literacy and academic skills into a collaborative program between academic and support staff. The program, called FAST, offers 5 drop-in workshops covering different aspects of the learning process like planning assignments, research skills, writing and referencing. Over 200 students attended and feedback was positive, though some academics had reservations. Next steps include further collaboration with departments and promoting an "extended induction" to integrate learning literacies into subject teaching.
I've been invited on a couple of occasions to talk through my use of technology and disruption that is here already . This aimed at a broad Scottish College audience many of whom are not yet using blended learning with their learners and have some real fears around social learning
The PDS Cluster Project from 2006-2007 involved 4 infant schools and 2 higher education institutions working together to promote effective practice for trainees placed in pairs. The project aimed to produce guidance materials like a training DVD and handbook to support mentors and encourage schools to host paired placements. Each participating school used the project to address its own development goals related to mentoring trainees or curriculum areas. The project's expectations were that schools and universities would find paired placements more easily and that mentors, trainees, and pupils would benefit from the collaborative experience.
The document outlines the strategic approach and priorities of the College Development Network (CDN) in Scotland for 2015-2018. CDN aims to support and develop the college sector through professional development, resources, and approaches to learning. Its strategic approach involves leading the sector by identifying new ideas and practices, creating new learning materials and programs, and sharing best practices. Over the strategic period, CDN will focus on governance and leadership, curriculum and learning, development networks, employer engagement, and digital development. It will provide training, events, and online resources to support colleges in these key areas.
CDN Institute of Directors Conference presentation working with collegesJoe Wilson
Colleges in Scotland provide education and training to over 238,000 students annually. They offer a variety of programs from vocational training to higher education. Colleges help develop the local workforce and economy. 63% of college students have no prior qualifications, and college programs can boost earnings by up to 80% for those who complete higher national diplomas. Colleges also deliver the majority of modern apprenticeship programs. In 2014-15, colleges contributed over £1 billion to the Scottish economy.
The document discusses school conferences held at Glasgow Caledonian University to strengthen the relationship between school officers and leadership and receive student input on key issues. The conferences were piloted in three schools and provided an opportunity for students to shape discussion themes and provide feedback, though attendance was limited. Lessons learned included the need for improved communication and advance planning to boost participation and formalize the working groups involved.
Visalia Unified School District - Celebrating Partnerships 6-16-15 PresentationTulareKingsLinkedLearning
The document outlines the Visalia Unified School District's efforts to implement a linked learning model through multiple career academies across the district. It provides details on the district design team, enrollment numbers, existing and planned academies in various career fields, professional development for teachers, curriculum used, work-based learning activities, advisory boards, challenges faced, and next steps.
Initialisation and Sustainability in Practices of Inclusive EducationSEDA
King's College London has undertaken several initiatives to promote inclusive education in response to various challenges. A survey of over 300 staff found barriers to inclusion included a lack of knowledge, resources, and time. Students reported feeling a lack of acknowledgement, encouragement, and flexibility. KCL is taking a collaborative approach across departments to develop resources on an inclusive teaching portal, provide training, and support faculty inclusion strategies. The goal is to better support diverse students and gain staff buy-in for inclusive practices through reflection, guidance, and sharing experiences.
Carroll University undertook a three-year process to reform its general education curriculum from 2007-2010. They used an inclusive process involving faculty retreats, design teams, and feedback from stakeholders to create a new curriculum. The new curriculum includes a coordinated core, distribution areas, and a cross-cultural component. They drew upon best practices from organizations like AAC&U and held numerous campus-wide discussions to engage faculty throughout the process.
Content Landscape for UK Community Colleges Joe Wilson
The document discusses the changing landscape of further education and the demand for more flexible, on-demand, personalized, and mobile learning opportunities. It notes that while distance learning has long existed, new entrants are expanding options. The document also addresses the need for content partnerships and repositories as open educational resources grow. Finally, it emphasizes the importance of developing staff skills in blended learning design and delivery to meet learner expectations.
Session 3 Adrian Warhurst Newman University CollegeMike Blamires
This document outlines a project aimed at improving science subject knowledge training for trainees by enhancing the role of subject mentors. It seeks to: [1] create resources for subject mentors through a virtual learning environment; [2] standardize mentor meetings and documentation; and [3] develop mentor practice through collaboration and lesson observations. Outcomes included new support materials and a standardized mentoring approach focused on subject-specific teaching. Challenges included personnel changes and technical issues, but the project ultimately achieved its goals of improving communication and training quality between higher education and schools.
Better preparing teacher educators for a rural workforce (1)rachelsaffer
The document summarizes a project that aimed to better prepare teacher educators and graduate teachers for teaching in rural areas. It did this through:
1) Improving an existing website with rural teaching resources.
2) Developing professional experience placements focused on rural teaching.
3) Creating professional learning tools for teacher educators on using rural teaching resources.
The project found that rural schools struggle to retain teachers and that teachers need preparation for the diverse roles and communities they will encounter in rural positions. It developed social media and resources to continue sharing knowledge on rural teacher preparation.
Andrew Kohane has over 25 years of experience in education, including roles as Assistant Principal and Head of Senior School where he developed strategic plans, oversaw curriculum, professional learning, and facilities management. His experience spans government and independent schools, and he has expertise in areas such as developing learning communities, implementing the IB program, and using data to improve student outcomes. He holds postgraduate qualifications and references are available from senior education leaders.
Developing Sustainable Leadership: Changing MBA Curriculums to Breed Responsi...Cleaner Greener China
The presentation was just given as part of a Pre-COP15 conference on developing sustainable leaders through traditional management schools.
This presentation is very much focused on our model, and while only half way through the current year's program, we are already seeing great things as:
1) the course actively engages student concerns, and supports them as they develop a business case for change
2) The course is not an elective, but is part of the core curriculum (i.e. required for graduation), and integrates with other core topics (finance, operations, marketing, etc)
3) The course is tangible. Lessons learned through the first semester are put into place through the second semester partnership.
Creating Bold Change Together: The Olin College Model for CollaborationKEEN
Presenters: Jessica Townsend and Vin Manno (Olin)
Olin is both a laboratory for engineering education innovation and a “Collaboratory” dedicated to co-designing transformational
educational experiences with like-minded institutions. In this session you will learn, through stories and examples, Olin’s evolving philosophy of curriculum innovation and how co-designing with partners can create long-lasting value. The session will highlight how the sustainability of curriculum innovation is increased when institutional context is one of the design inputs to the co-design process.
The session will feature small group activities to engage participants in conceiving how co-design and collaboration could help advance the bold goals for their own programs and KEEN itself.
Join our Mob: Developing the Career Potential of Aboriginal StudentsMATSITI
Indigenous people are under-represented in many professions including education. This presentation includes proven strategies and resources to develop the career potential of young Aboriginal and Torres Strait Islander People.
This document analyzes the strengths and areas for improvement of the 2nd Gymnasium of Kavala, a public secondary school in Greece with 190 students. It discusses topics like innovation, digitalization, supporting students, and developing teachers. Key strengths are stable funding, respectful students, and experienced teachers. Areas for growth include improving ICT skills, increasing training opportunities for teachers, and strengthening home-school cooperation and project-based learning.
There are so many great presentations and so little time at the Open Education Conference so our November webinar is an opportunity to hear highlights from a variety of community college OER projects presented. Each college will share their unique story of promoting the adoption of open educational resources and the benefits and challenges for students and faculty. The Community College Consortium for OER (CCCOER) is a community of practice focused on promoting OER adoption to expand access to education while enhancing teaching practices and learning outcomes. Through members sharing successful practices and policies in online and open forums such as our monthly webinars and at conferences across the country, best practices can easily be understood and adopted by newcomers. Hear from our member colleges who have designed effective open educational practices and policies and who walk the talk by sharing them with other colleges.
When: Nov 9, 10amPST/1pmEST
Featured Speakers:
Regina Gong, OER Project Manager and Librarian, Lansing Community College
Jody Carson & Sue Tashjian, Co-chairs of the Massachusetts Community College Go-Open, Northern Essex Community College
Alisa Cooper, Director of Center for Teaching and Learning, Glendale Community College, AZ
OTC 2017: Improving Student Success with the California Zero Textbook Cost ...Una Daly
Improving Student Success with California Zero-Textbook-Cost Degree Grant Program
In early 2017, the California Community College Chancellor’s Office (CCCCO) awarded 23 college districts funding to plan or create zero-textbook-cost (ZTC) degrees in the continuing effort to improve student access, success, and completion. ZTC degrees consist of an entire pathway of courses culminating in a degree or certificate that have been redesigned by faculty to use open educational resources or zero-cost materials.
Join us to hear from the Chancellor’s office on the vision behind the program and how to apply for the 2nd round of funding to develop additional ZTC degrees. We will also hear from the lead colleges providing statewide technical assistance to ZTC grantees and the work of the statewide Academic Senate OER Task Force to maximize the impact throughout all 113 California community colleges.
Panelists:
LeBaron Woodyard, Dean of Academic Affairs, California Community College Chancellor’s Office
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources & Distance Learning,
College of the Canyons
Ron Oxford, Librarian, West Hills College, Lemoore
Dave Dillon, Counselor/Professor Grossmont College;
Chair, OER Task Force of Academic Senate for California Community Colleges
Moderator: Una Daly, Director CCCOER
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
Challenges & opportunities for academic developers working with international...SEDA
This document summarizes several international collaborative partnerships involving academic developers at the University of Roehampton. It discusses challenges such as understanding budgets, language barriers, and cultural differences. It provides examples of partnerships including research projects in various European countries, initiatives in India and Lebanon to develop teaching standards, and student exchange programs. The document emphasizes reflecting on one's own practices when working internationally and gaining insights into other educational contexts and student experiences.
Respect Relationships Reconciliation: How to be an effective educator:a unit of study for beginning teachers inAboriginal and Torres Strait Islander education
This document discusses a new approach to academic support called "learning literacies" taken at Edge Hill University. It combines information literacy and academic skills into a collaborative program between academic and support staff. The program, called FAST, offers 5 drop-in workshops covering different aspects of the learning process like planning assignments, research skills, writing and referencing. Over 200 students attended and feedback was positive, though some academics had reservations. Next steps include further collaboration with departments and promoting an "extended induction" to integrate learning literacies into subject teaching.
I've been invited on a couple of occasions to talk through my use of technology and disruption that is here already . This aimed at a broad Scottish College audience many of whom are not yet using blended learning with their learners and have some real fears around social learning
The PDS Cluster Project from 2006-2007 involved 4 infant schools and 2 higher education institutions working together to promote effective practice for trainees placed in pairs. The project aimed to produce guidance materials like a training DVD and handbook to support mentors and encourage schools to host paired placements. Each participating school used the project to address its own development goals related to mentoring trainees or curriculum areas. The project's expectations were that schools and universities would find paired placements more easily and that mentors, trainees, and pupils would benefit from the collaborative experience.
The document outlines the strategic approach and priorities of the College Development Network (CDN) in Scotland for 2015-2018. CDN aims to support and develop the college sector through professional development, resources, and approaches to learning. Its strategic approach involves leading the sector by identifying new ideas and practices, creating new learning materials and programs, and sharing best practices. Over the strategic period, CDN will focus on governance and leadership, curriculum and learning, development networks, employer engagement, and digital development. It will provide training, events, and online resources to support colleges in these key areas.
CDN Institute of Directors Conference presentation working with collegesJoe Wilson
Colleges in Scotland provide education and training to over 238,000 students annually. They offer a variety of programs from vocational training to higher education. Colleges help develop the local workforce and economy. 63% of college students have no prior qualifications, and college programs can boost earnings by up to 80% for those who complete higher national diplomas. Colleges also deliver the majority of modern apprenticeship programs. In 2014-15, colleges contributed over £1 billion to the Scottish economy.
The document discusses school conferences held at Glasgow Caledonian University to strengthen the relationship between school officers and leadership and receive student input on key issues. The conferences were piloted in three schools and provided an opportunity for students to shape discussion themes and provide feedback, though attendance was limited. Lessons learned included the need for improved communication and advance planning to boost participation and formalize the working groups involved.
Visalia Unified School District - Celebrating Partnerships 6-16-15 PresentationTulareKingsLinkedLearning
The document outlines the Visalia Unified School District's efforts to implement a linked learning model through multiple career academies across the district. It provides details on the district design team, enrollment numbers, existing and planned academies in various career fields, professional development for teachers, curriculum used, work-based learning activities, advisory boards, challenges faced, and next steps.
Initialisation and Sustainability in Practices of Inclusive EducationSEDA
King's College London has undertaken several initiatives to promote inclusive education in response to various challenges. A survey of over 300 staff found barriers to inclusion included a lack of knowledge, resources, and time. Students reported feeling a lack of acknowledgement, encouragement, and flexibility. KCL is taking a collaborative approach across departments to develop resources on an inclusive teaching portal, provide training, and support faculty inclusion strategies. The goal is to better support diverse students and gain staff buy-in for inclusive practices through reflection, guidance, and sharing experiences.
Carroll University undertook a three-year process to reform its general education curriculum from 2007-2010. They used an inclusive process involving faculty retreats, design teams, and feedback from stakeholders to create a new curriculum. The new curriculum includes a coordinated core, distribution areas, and a cross-cultural component. They drew upon best practices from organizations like AAC&U and held numerous campus-wide discussions to engage faculty throughout the process.
Content Landscape for UK Community Colleges Joe Wilson
The document discusses the changing landscape of further education and the demand for more flexible, on-demand, personalized, and mobile learning opportunities. It notes that while distance learning has long existed, new entrants are expanding options. The document also addresses the need for content partnerships and repositories as open educational resources grow. Finally, it emphasizes the importance of developing staff skills in blended learning design and delivery to meet learner expectations.
Session 3 Adrian Warhurst Newman University CollegeMike Blamires
This document outlines a project aimed at improving science subject knowledge training for trainees by enhancing the role of subject mentors. It seeks to: [1] create resources for subject mentors through a virtual learning environment; [2] standardize mentor meetings and documentation; and [3] develop mentor practice through collaboration and lesson observations. Outcomes included new support materials and a standardized mentoring approach focused on subject-specific teaching. Challenges included personnel changes and technical issues, but the project ultimately achieved its goals of improving communication and training quality between higher education and schools.
Better preparing teacher educators for a rural workforce (1)rachelsaffer
The document summarizes a project that aimed to better prepare teacher educators and graduate teachers for teaching in rural areas. It did this through:
1) Improving an existing website with rural teaching resources.
2) Developing professional experience placements focused on rural teaching.
3) Creating professional learning tools for teacher educators on using rural teaching resources.
The project found that rural schools struggle to retain teachers and that teachers need preparation for the diverse roles and communities they will encounter in rural positions. It developed social media and resources to continue sharing knowledge on rural teacher preparation.
Andrew Kohane has over 25 years of experience in education, including roles as Assistant Principal and Head of Senior School where he developed strategic plans, oversaw curriculum, professional learning, and facilities management. His experience spans government and independent schools, and he has expertise in areas such as developing learning communities, implementing the IB program, and using data to improve student outcomes. He holds postgraduate qualifications and references are available from senior education leaders.
Developing Sustainable Leadership: Changing MBA Curriculums to Breed Responsi...Cleaner Greener China
The presentation was just given as part of a Pre-COP15 conference on developing sustainable leaders through traditional management schools.
This presentation is very much focused on our model, and while only half way through the current year's program, we are already seeing great things as:
1) the course actively engages student concerns, and supports them as they develop a business case for change
2) The course is not an elective, but is part of the core curriculum (i.e. required for graduation), and integrates with other core topics (finance, operations, marketing, etc)
3) The course is tangible. Lessons learned through the first semester are put into place through the second semester partnership.
Creating Bold Change Together: The Olin College Model for CollaborationKEEN
Presenters: Jessica Townsend and Vin Manno (Olin)
Olin is both a laboratory for engineering education innovation and a “Collaboratory” dedicated to co-designing transformational
educational experiences with like-minded institutions. In this session you will learn, through stories and examples, Olin’s evolving philosophy of curriculum innovation and how co-designing with partners can create long-lasting value. The session will highlight how the sustainability of curriculum innovation is increased when institutional context is one of the design inputs to the co-design process.
The session will feature small group activities to engage participants in conceiving how co-design and collaboration could help advance the bold goals for their own programs and KEEN itself.
Join our Mob: Developing the Career Potential of Aboriginal StudentsMATSITI
Indigenous people are under-represented in many professions including education. This presentation includes proven strategies and resources to develop the career potential of young Aboriginal and Torres Strait Islander People.
This document analyzes the strengths and areas for improvement of the 2nd Gymnasium of Kavala, a public secondary school in Greece with 190 students. It discusses topics like innovation, digitalization, supporting students, and developing teachers. Key strengths are stable funding, respectful students, and experienced teachers. Areas for growth include improving ICT skills, increasing training opportunities for teachers, and strengthening home-school cooperation and project-based learning.
There are so many great presentations and so little time at the Open Education Conference so our November webinar is an opportunity to hear highlights from a variety of community college OER projects presented. Each college will share their unique story of promoting the adoption of open educational resources and the benefits and challenges for students and faculty. The Community College Consortium for OER (CCCOER) is a community of practice focused on promoting OER adoption to expand access to education while enhancing teaching practices and learning outcomes. Through members sharing successful practices and policies in online and open forums such as our monthly webinars and at conferences across the country, best practices can easily be understood and adopted by newcomers. Hear from our member colleges who have designed effective open educational practices and policies and who walk the talk by sharing them with other colleges.
When: Nov 9, 10amPST/1pmEST
Featured Speakers:
Regina Gong, OER Project Manager and Librarian, Lansing Community College
Jody Carson & Sue Tashjian, Co-chairs of the Massachusetts Community College Go-Open, Northern Essex Community College
Alisa Cooper, Director of Center for Teaching and Learning, Glendale Community College, AZ
OTC 2017: Improving Student Success with the California Zero Textbook Cost ...Una Daly
Improving Student Success with California Zero-Textbook-Cost Degree Grant Program
In early 2017, the California Community College Chancellor’s Office (CCCCO) awarded 23 college districts funding to plan or create zero-textbook-cost (ZTC) degrees in the continuing effort to improve student access, success, and completion. ZTC degrees consist of an entire pathway of courses culminating in a degree or certificate that have been redesigned by faculty to use open educational resources or zero-cost materials.
Join us to hear from the Chancellor’s office on the vision behind the program and how to apply for the 2nd round of funding to develop additional ZTC degrees. We will also hear from the lead colleges providing statewide technical assistance to ZTC grantees and the work of the statewide Academic Senate OER Task Force to maximize the impact throughout all 113 California community colleges.
Panelists:
LeBaron Woodyard, Dean of Academic Affairs, California Community College Chancellor’s Office
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources & Distance Learning,
College of the Canyons
Ron Oxford, Librarian, West Hills College, Lemoore
Dave Dillon, Counselor/Professor Grossmont College;
Chair, OER Task Force of Academic Senate for California Community Colleges
Moderator: Una Daly, Director CCCOER
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
Challenges & opportunities for academic developers working with international...SEDA
This document summarizes several international collaborative partnerships involving academic developers at the University of Roehampton. It discusses challenges such as understanding budgets, language barriers, and cultural differences. It provides examples of partnerships including research projects in various European countries, initiatives in India and Lebanon to develop teaching standards, and student exchange programs. The document emphasizes reflecting on one's own practices when working internationally and gaining insights into other educational contexts and student experiences.
Visioning Integrative Pathways with DePauw University November 29, 2018Bonner Foundation
This document discusses models for developing integrative pathways to connect student learning experiences across curricula and co-curricula. It provides examples of pathways from different universities that integrate academic courses with high-impact practices like research, internships, and capstone projects. The document suggests mapping potential pathways at DePauw University around issues like sustainability, poverty, and community-based research. Attendees participate in activities to brainstorm how courses and experiences could interconnect in an integrated pathway and to map potential curricular and co-curricular connections over four years. The document emphasizes developing pathways to prepare students for civic engagement and post-graduate success.
Diversity and Community Engagement Strategic Plan 2014-15 Annual Progress ReportSherri Sanders
This document provides a strategic plan and progress report for the Division of Diversity and Community Engagement at the University of Texas at Austin from 2011-2016. It outlines the division's vision, mission, and values. It then summarizes accomplishments and priorities for 2013-2014 and planned priorities for 2014-2015. The priorities focus on creating an inclusive campus culture, cultivating community partnerships, and supporting educational pipelines and student success from pre-college to post-graduation. Key accomplishments include trainings for over 1,000 students and staff, developing diversity plans and toolkits, hosting community events, and supporting pipeline programs that enrolled 100% of participating students at UT.
Siam University aims to be a model for sustainable development through its practices and education. It conducted research involving students, staff, and surrounding communities to identify competencies needed for sustainability. Based on this, it redesigned its general education curriculum to include courses on sufficiency economy philosophy and sustainable development. Some new courses focus on green technology, community service learning, and using the campus and its neighborhoods as a "living lab" for sustainable practices. The university's efforts contribute to sustainable development of both the university and its neighboring districts.
General Education Revision at Webster University: Process and Lessonsbumbaugh
Presentation for the Harris-Stowe State University Faculty Symposium, Retooling the General Education Curriculum for the Twenty-First Century, May 6, 2011
Collaborating in the development of learning literaciesSEDA
The document discusses collaborating across professional groups to integrate learning literacies for staff, students, and policies. It begins with learning outcomes and introduces three case studies on staff development at City University, student development through the University of Manchester's "My Learning Essentials" program, and policy development at Queen Mary University of London. Participants then engage in a world cafe discussion on the topics before reflecting. The goal is for developers across fields to work together to facilitate integrated development of various literacies and embed them within curricula. Challenges include differing perceptions of literacies and ensuring approaches are sustainable and reach all students.
AHDS Conference November 2014 - Workshop; Dundee UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Furture: What you need to know and do.' Workshop by Teresa Moran, Neil Taylor and Derek Robertson from Dundee University on partnership working.
Oecd edu policy implementation nor uni workshop slides (003)Beatriz Pont
This document summarizes a workshop on implementing Norway's new competence development model for schools. The workshop included presentations and discussions on:
- The goals of Norway's education reforms and the new model, which aims to empower schools through local competence development networks.
- Key factors for successful policy implementation, including smart policy design, stakeholder engagement, context, and strategy.
- An assessment of Norway's model, noting expectations but also unclear roles, resources, and capacity issues that could hinder implementation.
- Recommendations to clarify expectations, roles, and resources, strengthen strategic planning, and increase transparency and inclusion of stakeholders like teachers.
- Table discussions focused on defining quality, identifying indicators to monitor
Implementing the new competence development model for schools: University Ne...EduSkills OECD
Norway has started to implement a new competence development model that sets out to develop teacher professionalism with in-service
professional development. With this new policy, the Government of Norway aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement at the local level. This decentralised approach would respond to local context and the diversity of needs between Norwegian schools.
The OECD supports countries in bridging the gap between policy design and effective implementation. The university network workshop aims to further discuss and refine the implementation strategy of the new competence development model for schools. To this end, the OECD team is presenting the conclusions of the initial OECD policy assessment (“Improving school quality in Norway”), and organising discussions on the concept of quality for professional development within the new model, and the associated indicators to monitor both the implementation process and the anchoring in local practices of the new model.
Redefining Assessment in Teacher Education for the 21st Century by Ee Ling Low of NIE at the Global Cities Education Network meeting in Singapore in October 2013.
The document discusses Massey University's approach to teaching online and supporting staff. It outlines the history of Massey's learning management system called Stream, from its initial rollout in 2008. It describes the Stream Experience online course, which allows staff to experience Stream from a student's perspective over two weeks. Feedback shows the course helped staff think about using new Stream features in their own courses. Going forward, the document discusses further developing Stream and exploring options like timing, format and resources for the Stream Experience course.
The document summarizes discussions from Working Group 3 of the ISCN 2015 conference. Key points discussed include:
1. Using university campuses as "living laboratories" to strategically align research, teaching, operations, and community outreach around sustainability themes and projects.
2. The need for universities to collaborate more with external stakeholders and consider longer time frames, as sustainable change and relationship-building takes years.
3. Fostering integration between academics and facility operations through tools like environmental management systems and job descriptions, and regular events to identify shared themes.
4. Engaging hearts, minds and hands to drive behavioral change through coherence with organizational culture and campus environment.
Junior Secondary Parent Information Night was held on August 13, 2014. The event introduced parents to the Junior Secondary leadership team and provided an overview of the Junior Secondary curriculum, programs, and facilities at Meridan State College. Key aspects included the community structure for pastoral care, core and elective subjects, academically talented programs, camps, the proposed BYOx trial for Year 7 in 2015, college sport opportunities, and ways for parents to stay connected digitally.
This six-page infographic was developed as part of the Supporting Inclusive School Leadership (SISL) project. Adapted from the Agency’s ecosystem model of inclusive education systems, it focuses on the four ecosystem levels and represents the elements of the model that are relevant for school leadership.
For more information, see the SISL project synthesis report.
Download this infographic and share it using the Agency’s hashtag: #EASNIE
Developing sustainable staff development for online teachers: What works and ...RichardM_Walker
This document discusses developing sustainable staff development for online teachers. It begins by outlining the transition from emergency remote teaching during the pandemic to redesigning teaching for blended/hybrid models. It then examines some challenges of this transition, such as adapting pedagogy for online contexts.
The document proposes a spectrum of continuous professional learning and development (CPLD) needs for online teachers from new to experienced. It presents an ecological CPLD support model including personal, middle-out/program, institutional, and inter-institutional levels. Examples of CPLD strategies are given for each level, such as open educational initiatives, professional frameworks, and peer observation.
In conclusion, the document states that common successful C
This curriculum vita summarizes the professional experience and qualifications of Eileen C. Sullivan. She received her Ed.D from Boston University in 1981 and has over 30 years of experience in education, including positions as Assistant Dean of Partnerships and Placements at Rhode Island College from 2009 to 2014. Her experience includes curriculum development, clinical supervision, and developing partnerships between the college and K-12 schools.
Andrew Kohane has over 25 years of experience in education, including roles as Assistant Principal and Head of Senior School where he developed strategic plans, oversaw curriculum and professional development, managed facilities, and strengthened student engagement and wellbeing. He holds a Masters in Education and has extensive experience facilitating organizational change through projects focused on learning communities, partnerships, and holistic educational models. His referees include education leaders who can speak to his work developing strategic plans and building high performing teams.
This document outlines a session on teaching excellence in middle and northern Europe. The session aims to increase understanding of educational development practices across the region and approaches to defining teaching excellence beyond the UK context. The presenters conducted a project reviewing literature and interviewing staff to explore notions of teaching excellence. They discuss findings on how excellence is described by practitioners and recognized institutionally in different countries. While some regions are striving to define and promote excellence, it remains challenging to clearly define and measure. The session encourages discussion on learning from examples and balancing support for good practice with recognition of excellence.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Similar to College Learning for Sustainability Champions Programme (20)
FACTORIA 4.7 - Ibero-American Platform On Education For Sustainable Development ESD UNU-IAS
FACTORIA 4.7 - Ibero-American Platform On Education For Sustainable Development
Samuel Fernández Diekert (RCE Basque Country - Navarre)
Europe Regional Meeting 2023
12-14 September 2023
Proyecto Boost - Promoting Environmental Education For Sustainability in the ...ESD UNU-IAS
Proyecto Boost - Promoting Environmental Education For Sustainability in the Basque Country
Mikel Ballesteros Garcia (Basque Department of Economic Development, Sustainability and Environment)
Europe Regional Meeting 2023
12-14 September 2023
RCE South PL is a regional partnership in Southern Poland consisting of 66 partners from 17 NGOs, 13 schools, 12 public administration offices, 11 companies, and 9 universities. The partnership aims to support education for sustainable development in the region by translating global sustainability goals into local actions while considering national strategies. It serves as a practical model that brings together universities, industry, government, civil society, and the natural environment to find feasible, anticipatory, and resilient solutions on multi-stakeholder, multi-sectoral, and multi-task platforms.
The Role of the Human Dimension in Promoting Education for Sustainable Develo...ESD UNU-IAS
The Role of the Human Dimension in Promoting Education for Sustainable Development at the Regional Level
Jana Dlouha (RCE Czechia)
Europe Regional Meeting 2023
12-14 September 2023
This document discusses a professorship on "Pedagogy for democratic and sustainable societies" established by NHL Stenden University of Applied Sciences. The professorship is led by Jose Middendorp and works with various stakeholder groups on common themes. Pedagogy is seen as key to managing transitions toward sustainability. The professorship intends to participate in an upcoming education conference on "Education in an age of uncertainty" and is seeking interested Regional Centres of Expertise to collaborate.
How Can We Support Education Professionals in (Re)Designing Education for Sus...ESD UNU-IAS
Educators can support education professionals in redesigning education for sustainable development by designing transformative learning environments that focus on sustainable development goals, celebrate current successes, and define additional goals to develop the region. They can also focus on goals for personal and professional development of students and teachers and stimulate a continuous dialogue across departments to discuss innovative ideas, objectives, difficulties and provide inspiration and support.
Monitoring and Evaluating Education for Sustainable DevelopmentESD UNU-IAS
Monitoring and Evaluating Education for Sustainable Development
Rehema White & Betsy King (RCE Scotland)
Europe Regional Meeting 2023
12-14 September 2023
Role of Youth in Climate Action: Creating a Multistakeholdership in JapanESD UNU-IAS
Role of Youth in Climate Action: Creating a Multistakeholdership in Japan
Mana Saza (Director, SWiTCH)
RCE Youth Webinar: Igniting Changes for a Sustainable World - Embracing Intersectionality in Sustainability and Local Community Actions
10 August 2023
Intersectional Approach to Uplift the VulnerableESD UNU-IAS
Intersectional Approach to Uplift the Vulnerable
Angel Marie Ysik (Philippines Campaigner, Environmental Justice Foundation)
RCE Youth Webinar: Igniting Changes for a Sustainable World - Embracing Intersectionality in Sustainability and Local Community Actions
10 August 2023
Stakeholder Identification in Net Zero InitiativesESD UNU-IAS
"Stakeholder Identification in Net Zero Initiatives", presented by Dr. Shengru Li and Mr. Jerome Silla (UNU-IAS) at the 2022 ProSPER.Net Leadership Programme, 5 December, 2022.
This document provides an overview of Result Based Project Design and Management (RBM). RBM is a project management strategy used by the UN to ensure activities contribute to desired results. It measures actual changes rather than just outputs, and includes all stakeholders. The RBM cycle includes setting a vision based on data, defining a results framework with inputs, activities, outputs and outcomes, and planning monitoring with indicators, targets and verification. The document provides examples of an RBM results framework and steps for applying RBM to project design, including identifying issues, developing the framework, and monitoring planning.
Zeroing MY Foodprint - Transitioning the Carbon Loop of Food Waste to Net ZeroESD UNU-IAS
Group Presentation - 2022 ProSPER.Net Leadership Programme
16 December, 2022
Zeroing MY Foodprint - Transitioning the Carbon Loop of Food Waste to Net Zero
Presented by:
Ajay Thapa
Truong Thao Sam
Rhadit Kurnia Asyuri
Alokita Jha
Arshia Fathima
Group Presentation - 2022 ProSPER.Net Leadership Programme
16 December, 2022
Towards Jakarta Net Zero by 2050
Presented by:
Arushi Verma
Emmy Rusadi
Janejira Limawiratchaphong
Lê Công Anh
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
3. Scottish Context for LfS
Embedded in schools’
Curriculum for Excellence (2010)
2013 LfS recommendations
report brought together:
• Education for Sustainable
Development
• Outdoor Learning
• Global Citizenship
Vision 2030+ and LfS Action Plan
4. Scottish Context for LfS
‘Learning for sustainability (LfS) is an approach to life and
learning which enables learners, educators, schools and
their wider communities to build a socially-just,
sustainable and equitable society. An effective whole
school and community approach to LfS weaves together
global citizenship, sustainable development education and
outdoor learning to create coherent, rewarding and
transformative learning experiences.’
Education Scotland 2019
5. Scottish Context for LfS
Leadership in Environmental and Social Sustainability
‘…provide a better learner experience for both
students and staff and ensure that students develop
the understanding of environmental and social
sustainability required for the workplaces of
tomorrow’.
Outcome Agreement Guidance
Scottish Funding Council, 2018
6. Scottish Context for LfS
Sustainability in learning and teaching
‘Themes of sustainability and the impacts of
course-relevant decisions on people and the
environment, should permeate teaching practice,
inform it, and be made explicit to learners.’
Professional Standards for Lecturers in Scotland’s Colleges
College Development Network, 2018
7. Sounds great! However…
Most teaching staff don’t understand the requirements
• At best, they see LfS as teaching certain topics
• They don’t see relevance to their courses or students
• They don’t know anything about effective LfS
teaching approaches
• They have too much else going on to seek support
→ LfSS and EAUC Project Idea
8. College LfS Champions Concept
• Train one representative in every department to be
their Learning for Sustainability Champion
– Develop their own understanding and practice
– Develop their skills to support others in their department
• Promote links between the formal curriculum, the
campus environment and local community
• Develop a whole institutional approach to LfS
• Equip students with the values, skills, and
knowledge to take action on sustainability
10. Course Programme - 10 Weeks
Time Delivery Theme
Week 1 (4 hours) In person Welcome and Introduction
Weeks 1-2 (2 hours) Online Introduction to Learning for Sustainability
Weeks 3-4 (2 hours) Online LfS: exploring values and perspectives
Weeks 5-6 (2 hours) Online LfS: teaching and learning in an
interdependent world
Weeks 7-8 (2 hours) Online LfS: opportunities for student engagement
Weeks 9-10 (2 hours) Online Developing strategies for support and action
Week 10 (3 hours) In person Sharing and Review
12. Introduction Session Activity
Where are there/could there be links between the
global/local sustainability themes addressed in the
SDGs and D&A College campus developments and
your subject areas?
15. Performing Arts – HND Dance: End of year show
(18 students, 180 people attended over 3 nights)
LfS Course Unit Activity Example
• Students developed the themes:
plastics, climate change,
responsibility
• Plastic props collected over 3 weeks
• Costumes all second hand
• Director of Estates brought to tears!
16. • Positive feedback from participants
• Engaged with the topic and understood their role
• Enjoyed the mix of face-to-face and online activities
• Busy time of year prevented full engagement
Results from the Pilot - Individual
17. • All but one department completed the programme
• Champions requested to continue to meet to
develop an LfS Policy at the College
• “The College LfS Champions programme gave us the
opportunity, structure and framework to embed the
importance of environmental and social sustainability
into the Learning & Teaching of all areas of the College
in a fun, practical and engaging way.”
Simon Hewitt, Vice Principal (Curriculum & Attainment)
Results from the Pilot - Institution
20. About to Launch…
• Call for two more colleges to develop LfS Champions
• Participants from both colleges will go through the
programme together
• Individual introduction and review sessions on
campus but simultaneously doing online activities
• Link up staff teaching same subject areas in
different colleges
• Ideally one face-to-face event bringing the LfS
Champions from all three colleges together
21. Conclusions
• Having the policy context is great, but skilling up the
teachers is just as important
• Course structure worked well for developing
knowledge and skills in teaching staff
• Champions seem keen and engaged so far
• Whether they can successfully embed it in all
teaching is still to be seen
• Definitely has made an improvement!