This presentation was given in Fall 2014 by Emily McClaine as a part of our College Student Development course.
Check out Emily's website here: http://empoweredwithemily.weebly.com/
I find Generation Theory fascinating & prepared this presentation for my colleagues. I used many sources, some of which I reference under recommended reading, all images were sources from the Internet.
Theory of Work Adjustment discussion, to give light for guidance counselors, human resource management and other concerned personnel with regards to students career path, employers and workers' adjustment in work.
This is a lecture slide on "Career Development Theories" of Career Management course. This course was taught by Prof. Dr. Nazrul Islam in Bangladesh University of Professionals in Spring 2020.
This is sometimes referred to as the Person–Environment Correspondence
Theory. It was originally developed by René Dawis, George England and Lloyd
Lofquist from the University of Minnesota in 1964.
The more closely a person’s abilities (skills, knowledge, experience, attitude,
behaviours, etc.) correspond with the requirements of the role or the
organisation, the more likely it is that they will perform the job well and be
perceived as satisfactory by the employer.
socio cultural perspective in psychologyAQSA SHAHID
What is the Social-Cultural Perspective? The social-cultural perspective considers the way that different individuals interact with their social groups and how these social groups influence different individuals and how they develop throughout their lives.
From Super to Savickas: A Review of Career Theory & its Application (Dr. JoAn...Kuder, Inc.
This presentation was conducted by Dr. JoAnn Harris-Bowlsbey on May 21, 2014, at the 2014 Asia Pacific Career Development Association (APCDA) conference in Honolulu, HI.
I find Generation Theory fascinating & prepared this presentation for my colleagues. I used many sources, some of which I reference under recommended reading, all images were sources from the Internet.
Theory of Work Adjustment discussion, to give light for guidance counselors, human resource management and other concerned personnel with regards to students career path, employers and workers' adjustment in work.
This is a lecture slide on "Career Development Theories" of Career Management course. This course was taught by Prof. Dr. Nazrul Islam in Bangladesh University of Professionals in Spring 2020.
This is sometimes referred to as the Person–Environment Correspondence
Theory. It was originally developed by René Dawis, George England and Lloyd
Lofquist from the University of Minnesota in 1964.
The more closely a person’s abilities (skills, knowledge, experience, attitude,
behaviours, etc.) correspond with the requirements of the role or the
organisation, the more likely it is that they will perform the job well and be
perceived as satisfactory by the employer.
socio cultural perspective in psychologyAQSA SHAHID
What is the Social-Cultural Perspective? The social-cultural perspective considers the way that different individuals interact with their social groups and how these social groups influence different individuals and how they develop throughout their lives.
From Super to Savickas: A Review of Career Theory & its Application (Dr. JoAn...Kuder, Inc.
This presentation was conducted by Dr. JoAnn Harris-Bowlsbey on May 21, 2014, at the 2014 Asia Pacific Career Development Association (APCDA) conference in Honolulu, HI.
This is my updated lecture on leadership in Public Health, given to postgraduate students in public health and pharmacy at the University of Hertfordshire.
Building Models of Social Processes from the Ground Up: Two Case StudiesJane Gilgun
Social workers tilt at windmills. We want to create a just and caring society. All we have to do is read headlines of local, national, and international news to see the difficulties of the tasks we have chosen for ourselves. When we reflect upon the work we do, we have more evidence that our work may be never-ending. The bright spots, hope, and the vision of a caring world impel us onward. In this think tank, I will show how I have developed models of social processes that I hope others can use in their quests for a more just and caring society. In each of these models, I drew upon the four cornerstones of evidence-based practice: research and theory, practice wisdom, service user wants, preferences, and values, and my own personal and professional values, experiences, and reflections. The two case studies are 1) factors associated with good outcomes when children have experienced complex trauma and 2) a model of intervention with perpetrators of interpersonal violence.
Nature of Guidance, Need for Guidance, Principles of Guidance, Types of Guidance, Guidance Services in Schools, Vocational Guidance, Principles of Counselling, Types of Counselling, Professional Ethics of a Counsellor, Guidance Vs Counselling
Before the Surveys, Spreadsheets, and numbers: Laying a Solid Assessment Foun...Shane Young
Assessment and evaluation of the work that we do is a vital portion of students affairs practice but is also often feared and ignored (at least until accreditation time). Professionals will often become lost in the “trees” of assessment (spreadsheets, numbers, survey questions, etc) and never see the forest (a robust and evolving story of the department, division, or office). This session will focus on the “bigger picture” of assessment answering questions such as: What is assessment? Why should we do assessment? Who does assessment? What are some barriers to doing good assessment? If you are wondering “where do I begin?” or how to overhaul your assessment process this is the session for you.
Presented at GLACUHO Annual Conference on October 22nd.
Presented on 3/19/2016 at the Notre Dame College Student Leadership Conference
This presentation offers a brief overview of leadership theories for an audience that are developing leaders.
All Eyes on You: Social Media as a Student LeaderShane Young
Presented at the Kent State University Student Leadership Conference in January 2016
Student leaders live in a fishbowl. By nature of position, other students will look up to you as a role model, but more importantly they will look AT you and what you post on social media. In this session we will look through some notable examples of social media usage (the good and the bad) and discuss strategies for being an engaged student leader on social media.
Presented by Kedron Taylor and Shane Young at the 2016 OCPA Annual Conference.
In this presentation, we talk about a few of the technologies that we have used in our coursework and jobs to make us more efficient and better able to serve our stakeholders. We also discuss technology's affect on student development.
Student Engagement and Residence Life (We're BFFs)Shane Young
Presented in January 2016 to Notre Dame College Resident Assistants.
This presentation was focused on using the RAs as a focus group to help us discover the fluctuations in student attendance at our events as well to gain their ideas for future programs.
Fun fact: Many of the programs that the RAs suggested were programs we have already done or are planning for Spring 2016 semester.
Experience to Paper: A Resume Recipe for the Student LeaderShane Young
I gave this presentation in Spring 2015 at the Kent State University Student Leadership Conference.
This presentation was rated a 4/5 by the students who attended the session!
Students with Differences & NDC Residence LifeShane Young
This presentation was given in Fall 2015 as a part of Resident Assistant Training. It provides some information on students with differences and offers advice on how to keep them engaged when programming.
This is a Peer Mentor Training program I created in Fall 2015. It's foundation is in Schlossberg's 4S Model. This presentation has been edited to allow it for public use.
Feel free to use it, share it, or further develop it!
www.studentaffairsshane.com
This presentation was created in summer 2015 for my course Everything eLearning for the Higher Education Administrator.
An accessible transcript is available here: https://drive.google.com/file/d/0B2OzAAixTv01V3pxNDRWSXF2STA/view?usp=sharing
D'augelli's Theory of Lesbian, Gay and Bisexual DevelopmentShane Young
This is a presentation given by Adam Wood in Fall of 2014 in our College Student Development course on D'Augelli's Theory of Lesbian, Gay, and Bisexual Development.
Check out what else Adam is doing here: https://www.linkedin.com/in/woodad07
Model of Latino Identity Development and Model of Hispanic Identity DevelopmentShane Young
This is a presentation given by Krittika Chatterjee in Fall 2013 for our College Student Development course on the Model of Latino Identity Development and Model of Hispanic Identity Development.
Check out what else Krittika is up to here: https://www.linkedin.com/in/krittikachatterjee
eStudent Services at Notre Dame CollegeShane Young
This learning object was made as a part of my course Guide to Everything eLearning for the Higher Education Administrator.
I chose Notre Dame College, a small, private, Catholic, liberal arts college located in South Euclid, OH.
Follow this link for a text based version of this presentation: https://drive.google.com/file/d/0B2OzAAixTv01U3RKekRWVmJ6QUk/view?usp=sharing
As a part of my College Student Development class we were to pick a topic and come up with a theory guided program or policy. I decided to challenge myself with a topic I did not know much about: Education Abroad.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter 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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. OUTLINE
• Biographical Information
• First Edition of the Transition Theory
• Foundational Views
• Definitions of Terms
• Model of Transition
• Revised Editions of the Transition Theory
• The Transition Model
• The Transition Process
• The 4S Model
• Supportive Articles & Research
• A Critique: Strengths & Weaknesses
3. “
”
Nancy K. Schlossberg is an expert in the areas of
adult transitions, retirement, career development,
adults as learners, and intergenerational
relationships.
(Schlossberg, 2014)
4. WHO IS SCHLOSSBERG?
• Earned a Doctor of Education degree in Counseling at the Teachers College
of Columbia University.
• Served as a faculty member at Wayne State University, Howard University,
Pratt Institute, and most recently the University of Maryland.
• Named Professor Emerita at the University of Maryland in the Department of
Counseling and Personal Services, College of Education and Director of the
Center of Human Services Development.
• Held other titles, such as: President of the National Career Development
Association, first woman executive at the American Council of Education
(ACE), and Senior Fellow at ACE’s Center on Adult Learning.
• Credited for establishing the Office of Women in Higher Education in 1973.
• Gave more than 100 keynote addresses to various associations and
audiences.
• Currently serves as Co-President at TransitionWorks, a consulting firm.
• Visit her blog, Transitions Through Life, at: www.transitionsthroughlife.com.
(Anderson et al., 2012; Schlossberg, 2008; Schlossberg, 2014)
Photo Credit: (Schlossberg, 2014)
5. AWARDS & PRESSAwards
• Recognized by American Psychological
Association and American Counseling
Association for numerous achievements.
• Named one of University of Maryland’s
Women of Distinction.
• Received Walter Storey Career Development
Professional Award of the American Society for
Training and Development.
• Named APA’s G. Stanley Hall Lecturer on
Adult Development.
• Named Distinguished Scholar at the University
of Maryland.
• Received awards from The National Career
Development Association, National
Association of Student Personnel
Administrators, and American College
Personnel Association.
Press
• Her work appeared in USA Today, New York
Times, St. Petersburg Times, Wall Street Journal,
Cleveland's Plain Dealer, Reader’s Digest,
Family Circle, Better Homes and Gardens, and
U.S. News and World Reports.
• She has appeared on PBS’s In the Prime, CBS
Evening News and CBS This Morning.
• Her book Retire Smart, Retire Happy was also
the focus of a 90-minute PBS Pledge Special in
June 2007.
(Anderson et al., 2012; Schlossberg, 2008; Schlossberg, 2014)
6. SCHLOSSBERG’S PUBLICATIONS
• Revitalizing Retirement: Reshaping Your Identity, Relationships, and Purpose
• Overwhelmed: Coping with Life’s Ups and Downs (Two editions)
• Retire Smart, Retire Happy: Finding Your True Path
• Getting the Most Out of College (with Arthur Chickering)
• Counseling Adults in Transition (Four editions with additional authors)
• Going to Plan B: How You Can Cope, Regroup, and Start Your Life on a New
Path (with Susan P. Robinson)
• Improving Higher Education Environments for Adults
• Perspectives on Counseling Adults
(Anderson et al., 2012; Schlossberg, 2008; Schlossberg, 2014)
7. “
”
But what exactly accounts for such differences
between individuals and within the same person at
different times in life? What determines whether a
person grows or deteriorates as the result of a
transition? Why do some people adapt with relative
ease while others suffer severe strain?
To address these questions, Schlossberg proposed a model to guide us in
understanding and helping adults as they face transitions.
(Schlossberg, 1981, p.3)
8. FOUNDATIONS
• While Schlossberg’s
theory lacks actual
research, she bases
her theory on
empirical evidences
and theory of others.
• Transitions as they
relate: the individual,
life span, stage and
age.
(Schlossberg, 1981)
Image Credit: Figure 1 – A continuum of views (Schlossberg, 1981, p.3)
9. DEFINITIONS OF ORIGINAL TERMS
• Transition: A transition can be said to occur if an event or nonevent results in
change in assumptions about oneself and the world and thus requires a
corresponding change in one’s behavior and relationships.
• Positive or negative.
• Emphasis on the individual’s perception of change.
• Adaptation to transition: A process during which an individual moves from
being totally preoccupied with the transition to integrating the transition into
his or her life.
(Schlossberg, 1981)
11. COUNSELING ADULTS IN TRANSITION
Revisions
• First Edition, 1984
• Second Edition, 1995
• Third Edition, 2006
• Fourth Edition, 2012
What Changed?
• Book-length publication with three
parts.
• A transition model is developed in
three parts.
• New definitions of terms.
• Integrative Model of the Transition
Process is provided.
• The 4S Model is created.
• Several chapters are composed to
offer extensive detail and examples.
(Anderson et al., 2012)
12. THE TRANSITION MODEL
Part I:
What Do We Need to Know?
Approaching Transitions
Taking Stock
Taking Charge
(Anderson et al., 2012)
Image Credit: Figure 2.1 – The individual in transition (Anderson et al., 2012, p.39)
13. APPROACHING TRANSITIONS
• Identification of the transition – what change is impending?
• “Reactions to any transition change over time, depending on whether one is
moving in, through or out of the transition” (Anderson et al., 2012, p. 38).
• Definitions
• Type
• Context
• Impact
(Anderson et al., 2012)
14. TYPES OF TRANSITIONS
• Anticipated Transitions: Expected and/or predicted events. Role rehearsal
may ease an anticipated transition.
• Unanticipated Transitions: Nonscheduled and/or unpredictable events. Lack
of time to prepare and rushed decision making can complicate these
transitions.
• Nonevent Transitions: Expected by the individual in transition, but do not
occur.
• Significance of Perspective: As in Schlossberg’s original definition, the type of
transitions are determined by the individual who is in transition.
(Anderson et al., 2012)
15. CONTEXT OF TRANSITIONS
• What factors influence individuals’ lives?
• Gender
• Socioeconomic Status
• Ethnicity
• Geographical Location
• Generational Influences
• How does the individual relate to the transition?
• Personal/ Interpersonal
• Private/ Public
• Role of the individual in transition
(Anderson et al., 2012)
16. IMPACT OF TRANSITIONS
• How does the transition change the individual’s daily life?
• How does the individual in transition perceive the context of the transition?
• Assess how the transition impacts…
• Relationships.
• Routines.
• Assumptions.
• Roles.
• Example: Naomi’s story (Anderson et al., 2012, p. 47).
(Anderson et al., 2012)
17. TAKING STOCK: THE 4S MODEL
• Taking Stock of Coping
Resources
• The 4S Model
• Understanding the
factors that influence
transition and how one
copes with change.
(Anderson et al., 2012)
Image Credit: Figure 3.1 – Coping resources – the 4S’s (Anderson et al., 2012, p.62)
18. APPLICATION
• Part II: What Are We Likely to Hear?
• Emphasizes types of transitions.
• Works through the 4S Model with
these categories of transitions.
• Suggests issues related to these
transitions.
• What are the transitions?
• Individual Transitions
• Relationship Transitions
• Work Transitions
What transitions
are we likely to
hear about as
student affairs
practitioners?
(Anderson et al., 2012)
19. TAKING CHARGE
• Strengthening resources – trying new strategies.
• Part III: What Can We Do With What We Know and Hear?
• Individual Counseling
• Helping Clients Deal with Nonevent Transitions
• Group Counseling
• Consultation, Program Development and Advocacy
(Anderson et al., 2012)
24. REFERENCES
• Anderson, M.L., Goodman, J., & Schlossberg, N.K. (2012). Counseling adults in transition: Linking Schlossberg’s
theory with practice in a diverse world (4th ed.). New York, NY: Springer Publishing Company, LLC.
• Bailey-Taylor, A. (2009). Advising adult students: Connecting Schlossberg’s transition theory to the appreciative
advising model. The Mentor. Retrieved from http://dus.psu.edu/mentor/old/articles/090708ab.htm
• Goodman, J., & Pappas, J.G. (2000). Applying the Schlossberg 4S transition model to retired university faculty:
Does it fit? Adultspan Journal, 2(1), 15–28. Retrieved from
http://connection.ebscohost.com/c/articles/5406077/applying-schlossberg-4s-transition-model-retired-university-
faculty-does-fit
• Leibowitz, Z.B. & Schlossberg, N.K. (1982). Critical career transitions: A model for designing career services.
Training and Development Journal, 36(2), 12–19. Retrieved from http://eric.ed.gov/?id=EJ257402
• Sargent, A.G. & Schlossberg, N.K. (1988). Managing adult transitions. Training and Development Journal, 41(12),
58–60. Retrieved from http://eric.ed.gov/?id=EJ381396
• Schlossberg, N.K. (1981). A model for analyzing human adaptation to transition. The Counseling Psychologist, 9(2),
2–18. doi:10.1177/001100008100900202
• Schlossberg, N.K. (2008). Overwhelmed: Coping with life’s ups and downs (2nd ed.). Lanham, MD: M. Evans.
• Schlossberg, N.K. (2011). The challenge of change: the transition model and its applications. Journal of
Employment Counseling, 48(4), 159–162. Retrieved from http://eric.ed.gov/?id=EJ948505
• Schlossberg, N.K. (2014). Transitions through life: How to survive according to Nancy K. Schlossberg. Retrieved
from http://www.transitionsthroughlife.com/
• Swain, D.A. (1991). Withdrawal from sport and Schlossberg’s model of transitions. Sociology of Sport Journal, 8(2),
152–160. Retrieved from http://journals.humankinetics.com/ssj-back-
issues/ssjvolume8issue2june/withdrawalfromsportandschlossbergsmodeloftransitions