Net(work) yourself a job? CETL student engagement and employabilitycilass.slideshare
Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
A presentation for faculty, staff, and friends at Rutgers University New Brunswick from Ariane Hoy, Vice President at the Bonner Foundation, as part of its RU-NB Cares.
Net(work) yourself a job? CETL student engagement and employabilitycilass.slideshare
Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
A presentation for faculty, staff, and friends at Rutgers University New Brunswick from Ariane Hoy, Vice President at the Bonner Foundation, as part of its RU-NB Cares.
The Role of Sustainability in Career and Workforce DevelopmentMieko Ozeki
Presented at AASHE 2014 in Portland, OR in October 2014. Sustainability offices are in a unique position on campus. With the ability to work across departmental boundaries of campus on sustainability initiatives, our offices can provide professional development opportunities for students to work on while meeting project and program objectives. Internship programs give students the chance to develop their hard and soft skills, gain work experience, and cultivate a body of work for their portfolio; all within the relatively protected setting of an academic environment. This session focuses on how we can serve as workforce trainers and career development facilitators, suggesting best practices for designing and implementing an internship program within your office.
Bonner Integrative Capstones: Creating Pathways Across Curriculum and Co-Curr...Bonner Foundation
This presentation is part of the 2019 Bonner New Directors and Coordinators Orientation, held in Princeton, NJ, for faculty and staff in the Bonner Network.
Community Partnerships: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the Bonner Foundation's 2016 New Directors Meeting delves into the strategy for building community partnerships and positions for students. It addresses how students can engage in deep, sustained roles that build the capacity of the nonprofit, government, and school partners. It addresses planning and management roles of staff as well.
Avoiding Extinction: Re-Skilling the 21st Century Academic LibrarianClaire Sewell
Presentation given at Dawson Day 2018 looking at the background of those working in scholarly communication and how academic librarians can ensure that they and their skills remain relevant in the future.
Teacher-Parent Relationship: Why is parent-teacher relationship insufficient in Turkey?
SLOGAN: I made a living oil lamp furnishing them with much oil to maket 16hem enlighten them ba17tter (J.W.Snellman)
The Bonner Program - The Road Ahead: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the 2016 Bonner Foundation's New Directors Meeting provides an overview of the Bonner Program and a typical year at a glance. It includes some key frameworks and roles of the staff.
Winning the LOTTO: The Ticket to Success in Online Faculty Course DevelopmentMariann Hawken
As the oldest Historically Black College (HBC) in Maryland, Bowie State University (BSU) found nearly 90% of students were interested in taking an online or hybrid course. Although 74% of faculty expressed interest in teaching online, their overwhelming challenge was finding time to attend all-inclusive training and to develop comprehensive materials. In response to the urgent need, BSU began the Learning Online, Teaching with Technology Online (LOTTO) Institute, a week-long faculty development experience featuring a collegial environment for exploring both Blackboard(R) technologies and the pedagogy of online teaching and learning. During this presentation, we will describe the process of conducting a needs analysis to assess the knowledge gaps among the faculty related to the design, development, implementation and evaluation online courses; explain how those results are then applied to the process of designing the content of a faculty development program; and explain the process of planning and implementing the program. Presented at Bb World 14 on July 16, 2014.
Bonner Program Staffing Standards
Staff Roles
Bonner Director
Bonner Coordinator
Bonner Senior Intern
Bonner Leadership Team (BLT)
Bonner Congress
Campus-Wide Center for Civic Engagement
Organizational Charts for Centers in the Bonner Network
Bonner Student Success & Leadership: A Developmental ApproachBonner Foundation
This presentation is part of the 2019 Bonner New Directors and Coordinators Orientation, held in Princeton, NJ, for staff and faculty in the Bonner Network.
Motivating Learners using Gamification - Hermy Cortez Llacuna and Michael GarnerBlackboard APAC
Interested in using gamified learning in your Blackboard site, but unsure where to start? Join us to explore building Game-Inspired activities using Blackboard Learn tools and understand the theory behind it.
Cohort Learning Communities: 2016 Bonner New Directors MeetingBonner Foundation
This presentation, from the Bonner Foundation's 2016 New Directors Meeting, provides an overview of the current cohort learning communities. These are special initiatives open to campus teams in the network, which will provide opportunities for sharing and learning across campuses on topics like faculty engagement, campus-wide student engagement, signature work, college access, food security, and more.
The Role of Sustainability in Career and Workforce DevelopmentMieko Ozeki
Presented at AASHE 2014 in Portland, OR in October 2014. Sustainability offices are in a unique position on campus. With the ability to work across departmental boundaries of campus on sustainability initiatives, our offices can provide professional development opportunities for students to work on while meeting project and program objectives. Internship programs give students the chance to develop their hard and soft skills, gain work experience, and cultivate a body of work for their portfolio; all within the relatively protected setting of an academic environment. This session focuses on how we can serve as workforce trainers and career development facilitators, suggesting best practices for designing and implementing an internship program within your office.
Bonner Integrative Capstones: Creating Pathways Across Curriculum and Co-Curr...Bonner Foundation
This presentation is part of the 2019 Bonner New Directors and Coordinators Orientation, held in Princeton, NJ, for faculty and staff in the Bonner Network.
Community Partnerships: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the Bonner Foundation's 2016 New Directors Meeting delves into the strategy for building community partnerships and positions for students. It addresses how students can engage in deep, sustained roles that build the capacity of the nonprofit, government, and school partners. It addresses planning and management roles of staff as well.
Avoiding Extinction: Re-Skilling the 21st Century Academic LibrarianClaire Sewell
Presentation given at Dawson Day 2018 looking at the background of those working in scholarly communication and how academic librarians can ensure that they and their skills remain relevant in the future.
Teacher-Parent Relationship: Why is parent-teacher relationship insufficient in Turkey?
SLOGAN: I made a living oil lamp furnishing them with much oil to maket 16hem enlighten them ba17tter (J.W.Snellman)
The Bonner Program - The Road Ahead: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the 2016 Bonner Foundation's New Directors Meeting provides an overview of the Bonner Program and a typical year at a glance. It includes some key frameworks and roles of the staff.
Winning the LOTTO: The Ticket to Success in Online Faculty Course DevelopmentMariann Hawken
As the oldest Historically Black College (HBC) in Maryland, Bowie State University (BSU) found nearly 90% of students were interested in taking an online or hybrid course. Although 74% of faculty expressed interest in teaching online, their overwhelming challenge was finding time to attend all-inclusive training and to develop comprehensive materials. In response to the urgent need, BSU began the Learning Online, Teaching with Technology Online (LOTTO) Institute, a week-long faculty development experience featuring a collegial environment for exploring both Blackboard(R) technologies and the pedagogy of online teaching and learning. During this presentation, we will describe the process of conducting a needs analysis to assess the knowledge gaps among the faculty related to the design, development, implementation and evaluation online courses; explain how those results are then applied to the process of designing the content of a faculty development program; and explain the process of planning and implementing the program. Presented at Bb World 14 on July 16, 2014.
Bonner Program Staffing Standards
Staff Roles
Bonner Director
Bonner Coordinator
Bonner Senior Intern
Bonner Leadership Team (BLT)
Bonner Congress
Campus-Wide Center for Civic Engagement
Organizational Charts for Centers in the Bonner Network
Bonner Student Success & Leadership: A Developmental ApproachBonner Foundation
This presentation is part of the 2019 Bonner New Directors and Coordinators Orientation, held in Princeton, NJ, for staff and faculty in the Bonner Network.
Motivating Learners using Gamification - Hermy Cortez Llacuna and Michael GarnerBlackboard APAC
Interested in using gamified learning in your Blackboard site, but unsure where to start? Join us to explore building Game-Inspired activities using Blackboard Learn tools and understand the theory behind it.
Cohort Learning Communities: 2016 Bonner New Directors MeetingBonner Foundation
This presentation, from the Bonner Foundation's 2016 New Directors Meeting, provides an overview of the current cohort learning communities. These are special initiatives open to campus teams in the network, which will provide opportunities for sharing and learning across campuses on topics like faculty engagement, campus-wide student engagement, signature work, college access, food security, and more.
School Counselors – Become a Change Agent for College and Career ReadinessNAFCareerAcads
Does your school struggle to define the role of school counselors within your academy? This session provides details on what counselors need to know about
the NAF model and how it relates to their daily work. Learn about developmental guidance with a focus on how to connect career counseling with work-based learning. Hear from fellow counselors across the country on how to support students in college and career readiness. This session is crucial for all counselors and school leaders!
Presenter:
Maria Alutto,
Paxton/Patterson
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
Cristi Ford- The Backwards Classroom – Using Peer Instruction to Increase Act...Alexandra M. Pickett
Cristi Ford, Assistant Vice Provost for Learning Innovation Initiatives in the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland University College presented "The Backwards Classroom – Using Peer Instruction to Increase Active Learning"
Open SUNY COTE Summit
Conference Dates: February 24-26, 2016.
Location: SUNY Global Center, New York, New York
http://opensunycotesummit2016.edublogs.org/
Presentation Recording: http://sysadm.mediasite.suny.edu/Mediasite/Play/4919d217bfa94bd6bd0c63bf6aa5acaf1d
Horses for Courses: A whole college approach to the adoption of Mahara e-port...Mahara Hui
Presentation by Louise Carr (Hadlow College) at Mahara Hui UK in Southampton, UK, on 10 November 2015.
Recording: https://www.youtube.com/watch?v=Nbai989KP8A
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
"Where Are You Going, Where Have You Been?" Strategies for Making the Transit...Kaitlin Walsh
This presentation will highlight some of the strategies that Charter Oak State College has adopted for translating traditional on-ground teaching methods to an online environment. In on-ground courses, faculty already know how to engage their students by way of “traditional” face-to-face methods. But when a course moves online, adapting “traditional” methods simply requires using those methods as a compass. Online education may be the future, but entering the future does not mean forgetting the past.
Carol McQuiggan and Larry Ragan's Faculty Development: Learning and Growing!Alexandra M. Pickett
SLN SOLsummit 2009 presentation - by Carol McQuiggan and Larry Ragan
http://slnsolsummit2009.edublogs.org
This session will highlight the faculty development design and approach in order to serve the needs of the faculty participating in course delivery via the Penn State World Campus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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1. Sacramento/Central Valley Network Inaugural Regional Meeting
May 18, 2009
Small groups selected one of the following topics and then generated ideas and/or strategies
revolving around that topic :
1.Ideas for getting faculty actively involved in basic skills work on our campuses.
2. Ideas for achieving buy-in to an institutional student success initiative on our campuses.
3. Ideas for getting students to participate in basic skills activities.
4. Examples of professional development activities that have worked on other campuses or ideas for
professional development activities.
5. Creative ideas for actively promoting and updating staff about basic skills activities occurring on our
campuses (newsletters, websites, etc.).
6. Ideas for gathering research data about our basic skills programs (what types? How often? What to look
for in the data? etc.)
1. Ideas for getting faculty actively involved in basic skills work on our campuses:
• BSI faculty attend department meetings to help content faculty troubleshoot with unprepared students.
• Offer BSI grants for faculty and staff to create programs/projects for BSI.
• Offer sequence of workshops for faculty to learn about BSI.
• Faculty recommendations from counselors to students.
• One-on-one contact with content faculty/buy-in.
• BSI presentation at convocation/orientation.
• Offer stipends for researching and implementing effective BSI practices.
• Encourage teaching best practices at department meetings.
• Awareness
o Student panel at Flex day (duty day) or Institute night
• Approach “unprepared” faculty the same way we want them to teach “unprepared” students
• Change instructional attitudes
• Give faculty a handout/booklet with resources
• Present data and ask how we can improve
• While being “evaluated” as a teacher, the Dean asks for improvement in comp rates
• Campus goal to improve successful completion rates
• Get Deans involved
• Better orientation and training for faculty
• Build relationships
• Speed dating
• Café to go (slower version)
• Annual learning community faculty social/open house
• Foster discussions among division faculty regarding articulation
2. Ideas for achieving buy-in to an institutional student success initiative on our campuses:
• Release time
• Build in student equity into program review (hold departments responsible for addressing student equity
for basic skills students.)
2. • Allow any department or student service on campus to apply for basic skills funds
• Create a convenient forum for faculty engagement in involvement
• Create forum for conversations to exchange ideas
• Initiative is supported at the top and opportunities to be involved are built in and/or emphasized
• Taking a realistic look at data on basic skills courses at your campus
• Survey faculty about their opinions/knowledge of basic skills
• Approach faculty in the same way we would approach our basic skills students (by modeling how we want
them to learn)
• Retreat during Flex time to exchange/create better ways to achieve student success
• Faculty stipends
• Teach faculty how to integrate intellectually challenging material into basic skills courses
• Offer opportunity to take students on field trips
• Foster good relationship between faculty and administration (get rid of the “we/they” divide)
• Assign a faculty member to look at best practices at other colleges
3. Ideas for getting students to participate in basic skills activities:
• Assign your “best” teachers to teach basic skills classes.
• Build a reputation of success (based on research, success stories).
• Linked course assignments (in learning communities).
• Market student success stories—use students to recruit.
• Offer students both basic skills courses and transfer-level college success course.
• Peer mentors inform basic skills student what it takes to be successful.
• Use technology to hold students accountable (Twitter, email, text messages, MySpace, etc).
• Empower students to take an active roll in their education (self-esteem building, knowing student rights
and responsibilities).
• Teachers model the behavior they expect.
• Intrusive counseling/peer counseling.
• Connect with high schools to recruit.
• Create student ambassadors.
• Show sensitivity to diverse groups (everyone is not the same!).
• High expectations by classroom instructors.
• Finds ways to connect us with students (i.e., offer up your time).
• Have connections to health and social services .
• Post assessment-test “welcome “ invitation to basic skills classes.
• Host events with past students to share their experiences with current students.
• Mandatory student orientations.
• Encourage support programs (e.g., Puente, Trio) and student cultural groups to reach out to basic skills
students and give them information.
• Summer Institute for incoming basic skills students.
• Advertising films or posters created by students and with student opinions on support programs and
services (e.g., writing center) and/or classes.
• Monthly class newsletter.
• Assign students to attend campus events and write about them.
• Student accountability—student contracts.
3. 4. Examples of professional development activities that have worked on other campuses or
ideas for professional development activities:
• Teaching institute (in action plan) at American River
o Subcommittee of BSI Council developing workshops, initially targeting basic skills faculty
o Some topics:
Syllabi development
Group work
Classroom management
Materials (handouts, etc.) development
Assessment
Creating assignments
o Sessions will be offered for Flex credit
• All faculty can bring syllabi for review/feedback at Merced
o Teaching and Learning Academy—18 hours—part is BSI specific
o Book club around books related to teaching and learning
• CASSL (Center for Advancement of Student Success and Learning) Institutes, research grants, highly
centralized at Cosumnes River
• On Course as a foundation campus-wide at Butte
o 50% coordinator
o Stipends for implementation
o Stay tuned!
• Kirsten Corbin from American River will attend the Kellogg Institute during July 2009!
• Discussion groups at Reedley
o What has worked best, tutoring, specific articles, etc.
• Cross discipline study groups at Fresno City
o Read arounds—faculty are compensated—CTE focus
• Inquiry groups—possible to start 1 to 2 using BSI funds
o Could that lead to “regional” BSI inquiry groups?
• Professional development?
o Teaching workshop (three day—30 hours)
o BSI 1 ½ hour workshops (syllabi, classroom management, worksheets, etc.)
o Observations component developed by sub-committee of BSI
• Share reporting sheets
• Tighten up on accountability
• BSI Retreat
o How to get departments on board?
o Attend department meetings
• How to get people interested
o Sales pitch—“Do you have problems with students using cell phone?”
o Personal connection—each person an email
• Department meeting—must have large percent of time on professional growth
o Only small amount on info
• Faculty Teach lessons and other faculty act as students and then they give feedback to how the lesson
was effective for their learning style
• Workshops – right now it is during flex day, working to
o Techniques, syllabus, effective observations of pairing up and looking at other faculty teach
o Sub committees – student success & professional development
4. • Go to different departments and talk about activities that are going on in BSI—get representatives to
talk about what is happening in BS.
o Give the representatives a report out from each meeting.
• Send out individual emails rather then mass emails
o Tuesday afternoon and Wednesdays are good days for emailing out
• Faculty or Department meetings should include faculty growth (techniques, clickers, how to)
• Regional Faculty Inquiry Best Practices sharing group
• Here is the link for the Faculty Inquiry Group (FIG) application. I believe this group applied for funding
from their Basic Skills Initiative
o http://www.slideshare.net/ncook/fig-application
• Link to Center for Teaching and Learning
o http://www.chabotcollege.edu/learningconnection/ctl/BasicSkillsFIG/
• Informal Discussion groups like a lead off of an Inquiry group
· Learning communities
· Embedded tutor program
· Best Practices for teaching techniques
· Ask for input on discussion groups
· Articles
• Things to do:
o Brandon Muranaka to share workshop ideas or agendas
o Brandon Muranaka to share accountability forms
o Lori Levine to share proposal forms
o Tamara Glover to send out Faculty Inquiry Team format from Chabot
o Tamara Glover to share proposal form
5. Creative ideas for actively promoting and updating staff about basic skills activities
occurring on our campuses (newsletters, websites, etc.):
• Can the email! Make a YouTube video!
• Use portal technology, campus-wide announcements, newsletters
• Get invited to department meetings
• Fun! Have a hook. Have an exciting name; fun ESL newsletter (SODUKO, crosswords, etc.)
• Establish personal (one on one) connections
• Develop series of faculty workshops with stipend or salary advancement. (Include scary basic skills
data)
• Provide forums for conversation cross-campus (brown bags)
• Model lessons in other classes—go to a close colleague’s class and do “First Aid”—pick High Attrition
classes
• We “have” buy-in. We need commitments
5. 6. Ideas for gathering research data about our basic skills programs (what types? How
often? What to look for in the data? etc.):
• We have the data—look at what works
o Student services students succeed!
o Take what works in those programs for all faculty members to use in their classrooms
o Embrace, welcome, love the student plus skills (time management, etc.)
o Know the student
• On Course, Supplemental Instruction
• Focus groups—qualitative
• Datatel portal (Butte)—quantitative years long post—exit
• Peer tutor observations—give peer tutors same authority along with responsibilities (qualitative)
• Up front assessments: Class Day One!
o Know student learning styles
o Commonalities among students
o Create student connections
o Assign groups/partners
o Establish casual learning communities
• Know your students
• Pilot programs can be used to flag students to track a target market of data collection
• Report format - Can the BSI region help to come up with a standard formatting for data reporting
o Can we go back to our campus to identify what models are we using for data reporting
o Define – What data report are we after
• How does faculty development impact student success? How do we study that?
• BSI – Shift happens – we need a 60 clip that explain who is the BSI student
• OUR HOMEWORK at our own Institutions
o Create a subcommittee of data collection, reporting and surveys
• Identify some formatting for reporting data
o Bring back to the next regional Meeting – Best practices
o Look at DSP&S and EOP&S reports or data collection
o Mario will be sharing out his assessment data for tutorial center outcomes
o Linda will share her KEI report
• Parking and Transportation Survey from Fresno City College
o http://www.zoomerang.com/Survey/?p=WEB22965L2ZQ7W
• Screen shot of Datatel page; Fresno City College is using this to collect extra data:
o http://www.slideshare.net/ncook/datatel-used-to-collect-data-fresno-city-college