Faculty Advisor Program
•
0 likes•93 views
The document outlines the responsibilities of a faculty advisor for a student chapter. It aims to create a link between faculty and the chapter to emphasize scholarship among members and increase faculty awareness of the chapter's academic commitment. The possible responsibilities of the faculty advisor include meeting monthly with the executive board and scholarship committee to discuss concerns, goals, and academic issues. The advisor would also attend meetings about scholarship problems, present topics to new members, and be involved in officer training to emphasize scholastic achievement.
Report
Share
Report
Share
Download to read offline
Recommended
2017 Bonner Vision and Approach
The document summarizes the Bonner Program, which provides college students opportunities for community service and leadership development. The program aims to (1) engage students in weekly community service, (2) develop students as agents of change through service and reflection, and (3) address community-defined needs through impactful service. Key aspects include common commitments to diversity, civic engagement, community building, social justice, and international perspective. The program works to transform communities, campuses, organizations, programs, and individuals through student service, and has proven impact on student skill development, social justice values, and producing civic-minded professionals.
2015 New Director Orientation - Community Partnerships
- Regular volunteer
- One-time projects
- Shadowing
Leader:
- Program coordination
- New program development
- Improving existing services
Expert:
- Vision/strategy
- Fundraising
- Research/writing
- Outreach/PR
2017 Bonner Campus-Wide Engagement
This document discusses strategies for building infrastructure to support a culture of civic engagement on college campuses. It covers establishing campus infrastructure, collaborating across departments, engaging students and faculty, and gaining institutional commitment. For campus infrastructure, it recommends considering visibility, access to leadership, and building culture. It also suggests collaborating between departments like student affairs, admissions, career services, and academics to mobilize students, promote success, build inclusion, and foster global perspectives. Challenges to student-led engagement include alignment, resources, and overcommitted students. Engaging faculty could include connecting them to service opportunities, spreading community-engaged learning, and addressing strategic goals. Signs of institutional support include visibility, access to leadership, financial resources
2017 Bonner Scholar Funding Guidelines
Recruitment & Selection
Financial Aid Package
Summer Service Funding
Loan Reduction
Other Program Funding
Requesting Funds
Introduction To Bonner
The document provides an overview of the Bonner Foundation and its flagship Bonner Scholar Program. It discusses that the Bonner Foundation was established in 1989 with a focus on anti-poverty initiatives and has committed $200 million to higher education programs. The Bonner Scholar Program aims to provide access to education through service and integrates service into campus culture at partner institutions, involving over 2,500 scholars and alumni annually. The program utilizes a student development model to guide scholars through experiences, exploration, example-setting, and expectation-building during their undergraduate career.
Bonner Leader Program: Start-Up Check List
The document provides guidance for starting a new Bonner Leaders program. It outlines steps to staff the program, secure funding, recruit the first class of Bonner Leaders, set up a training and service calendar, develop community partnerships for placements, and connect to the Bonner Network for support. Key aspects include deciding on a coordinator, recruiting student interns, securing work-study stipends, developing marketing materials, planning recruitment and selecting a first class of 5-20 students, and identifying initial community partners and service placements.
Community Partnerships: 2016 Bonner New Directors Meeting
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.
Bonner Community Partnerships - Part 1
This document outlines the process for managing community partnerships and student placements in a community engagement program. It discusses expectations for student service hours, placement criteria, and a developmental framework for student growth. It then describes the multi-step partnership and placement process, including identifying lead partners, developing position descriptions, orienting partners, matching students to sites, and managing student service hours. It emphasizes developing long-term, reciprocal partnerships and providing developmental opportunities for students and community partners.
Recommended
2017 Bonner Vision and Approach
The document summarizes the Bonner Program, which provides college students opportunities for community service and leadership development. The program aims to (1) engage students in weekly community service, (2) develop students as agents of change through service and reflection, and (3) address community-defined needs through impactful service. Key aspects include common commitments to diversity, civic engagement, community building, social justice, and international perspective. The program works to transform communities, campuses, organizations, programs, and individuals through student service, and has proven impact on student skill development, social justice values, and producing civic-minded professionals.
2015 New Director Orientation - Community Partnerships
- Regular volunteer
- One-time projects
- Shadowing
Leader:
- Program coordination
- New program development
- Improving existing services
Expert:
- Vision/strategy
- Fundraising
- Research/writing
- Outreach/PR
2017 Bonner Campus-Wide Engagement
This document discusses strategies for building infrastructure to support a culture of civic engagement on college campuses. It covers establishing campus infrastructure, collaborating across departments, engaging students and faculty, and gaining institutional commitment. For campus infrastructure, it recommends considering visibility, access to leadership, and building culture. It also suggests collaborating between departments like student affairs, admissions, career services, and academics to mobilize students, promote success, build inclusion, and foster global perspectives. Challenges to student-led engagement include alignment, resources, and overcommitted students. Engaging faculty could include connecting them to service opportunities, spreading community-engaged learning, and addressing strategic goals. Signs of institutional support include visibility, access to leadership, financial resources
2017 Bonner Scholar Funding Guidelines
Recruitment & Selection
Financial Aid Package
Summer Service Funding
Loan Reduction
Other Program Funding
Requesting Funds
Introduction To Bonner
The document provides an overview of the Bonner Foundation and its flagship Bonner Scholar Program. It discusses that the Bonner Foundation was established in 1989 with a focus on anti-poverty initiatives and has committed $200 million to higher education programs. The Bonner Scholar Program aims to provide access to education through service and integrates service into campus culture at partner institutions, involving over 2,500 scholars and alumni annually. The program utilizes a student development model to guide scholars through experiences, exploration, example-setting, and expectation-building during their undergraduate career.
Bonner Leader Program: Start-Up Check List
The document provides guidance for starting a new Bonner Leaders program. It outlines steps to staff the program, secure funding, recruit the first class of Bonner Leaders, set up a training and service calendar, develop community partnerships for placements, and connect to the Bonner Network for support. Key aspects include deciding on a coordinator, recruiting student interns, securing work-study stipends, developing marketing materials, planning recruitment and selecting a first class of 5-20 students, and identifying initial community partners and service placements.
Community Partnerships: 2016 Bonner New Directors Meeting
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.
Bonner Community Partnerships - Part 1
This document outlines the process for managing community partnerships and student placements in a community engagement program. It discusses expectations for student service hours, placement criteria, and a developmental framework for student growth. It then describes the multi-step partnership and placement process, including identifying lead partners, developing position descriptions, orienting partners, matching students to sites, and managing student service hours. It emphasizes developing long-term, reciprocal partnerships and providing developmental opportunities for students and community partners.
Bonner Foundation Racial Justice Community Fund AACU DESS March 2021
This presentation about the Bonner Foundation's Racial Justice Community Fund discusses how campus community engagement projects, led especially by student leaders, can address racial and social justice, equity, and issues. This presentation was shared at the March 2021 AAC&U Conference on Diversity, Equity, and Student Success by Ariane Hoy, Antonia Izuogu, Rachayita Shah, and Arthur Tartee Jr. It discusses ten campus projects, including one led by Antonia Izuogu, Bonner Scholar and Graduate of Spelman College.
2017 Bonner Program - The Road Ahead
The Bonner Program provides intensive community service opportunities for students with financial need who are committed to social justice. Bonner students serve 8-10 hours per week and have meaningful summer internships. They receive training and reflection to develop as citizens and leaders. Bonner staff develop partnerships, teach and coach students, empower their development, and manage the program, including student placements, meetings, retreats, recruitment and summer planning. The year at a glance outlines the sequencing of activities, trainings, and events throughout the academic year and summer.
2017 Bonner Diversity and Inclusion
This document outlines a 4-year developmental approach to diversity and inclusion training for Bonner Leaders programs. It includes:
1) An overview of the context for diversity in Bonner programs and a review of student reports calling for more training.
2) A description of the 4-stage training model moving from exposure to diversity concepts in year 1 to adaptation of lessons in year 4.
3) Details of sample trainings for each stage, covering topics like intersectionality, privilege, and advocacy.
4) Plans for rolling out the new model by delegating trainings to staff, senior interns, and student leaders over the 4 years.
2015 New Director Orientation - Vision & History
This document provides information about the Bonner Vision and program. It discusses the goals of providing college students opportunities to engage in community service through developmental and financial support. The Bonner program aims to promote access, diversity, civic engagement, community building, social justice, international perspective, and spiritual exploration. It also outlines common commitments for Bonner scholars, including engaging in weekly service, developing as agents of change, serving legitimate community needs, connecting service to studies, and accomplishing inspiring projects. The document summarizes the impact of the four-year Bonner program on student development and skills. It outlines community impact goals around cooperation between campus and community, strengthening a culture of service, and forming a higher education consortium committed to service.
7 Reasons Why You Should Start a Bonner Program
Explanation of how the Bonner Program can help students have "an access to education, and an opportunity to serve" while catalyzing change on your campus.
Goals objectives
The document outlines goals and objectives for a student conduct office. The goals are to:
1) Assist students in seeking resources to enhance well-being and think critically through programs for life skills.
2) Help students develop career skills and work constructively with others through conflict resolution training and mediation opportunities.
3) Be a resource for faculty and staff on conflict resolution, particularly regarding students, through awareness campaigns, training administrators for a mediation board, and collaborative efforts.
2018 Bonner Program Vision and History
The document provides an overview of the Bonner Program, which aims to provide college students opportunities for community service while also receiving developmental and financial support. The main goals of the program are for students to engage in weekly community service, develop as agents of change, serve community-defined needs, connect service to their studies, and stay involved after graduating. Students participate in placements, training, reflection, and capacity-building/social action projects. The program follows a developmental model over four years and has proven effective outcomes such as skill development, commitment to social justice, and civic-minded professionals. It also benefits campuses by supporting diversity, sustained partnerships, and campus-wide engagement in service.
'21 New Directors & Coordinators Orientation - Opening Session
The document provides an overview of the Bonner Program, which aims to provide college students opportunities for community service and leadership development. It discusses the program's history and commitments to social justice, civic engagement, and diversity. The Bonner model involves students committing to 4 years of weekly service work, summer service internships, leadership training, and community partnership projects. It emphasizes how the long-term program structure helps promote student, campus, and community impact through skills-building, meaningful service, and social change work.
'21 New Directors & Coordinators Meeting - Program Management
Bonner Program Staffing Levels
Roles & Responsibilities (Program Management)
Student Leadership (BLT, Interns, Congress Reps)
Campus-Wide Centers for Civic Engagement
Engaging Faculty (Community-Engaged Learning)
Strategically Integrating Civic Engagement into Student Life
2017 SLI Strategy Session
Student Led Campus Wide Engagement Part 2: Strategically Integrating Civic Engagement into Student Life
Bonner 101: An Introduction to the Bonner Program Model
The document provides an overview of the Bonner Program and Network, which aims to provide college students opportunities for community service while also receiving developmental and financial support. Key points include:
- The Bonner model involves a 4-year commitment to service with expectations of weekly engagement and leadership development. Students receive a work-study stipend for their service.
- The program goals are to promote access to education through service, develop students' skills and commitment to social justice over 4 years, and create campus-wide infrastructure for community engagement.
- Resources for Bonner programs include training modules, reporting tools, and opportunities for summer internships and networking through the Bonner network.
2019 Bonner Program Starting Strong
This document provides an overview of Bonner program orientation, resources, and advising. It discusses the goals and typical agenda of orientation, which includes building community, exploring the program expectations and goals, and learning about the college and local community. It also summarizes the Bonner student handbook, which outlines expectations, policies, and profiles. Finally, it reviews the process of 1-on-1 advising between students and staff to support student development and success.
'21 NDM Student Education and Training
This document discusses tools and frameworks for student development in the Bonner Student Development program. It covers the goals of developing students' knowledge, skills, and experiences through education and service. It outlines the Bonner common commitments and introduces an 8 theme curriculum. It emphasizes the importance of Bonner meetings for building community, reflection, and learning outcomes. It also discusses measuring learning outcomes and implementing community-engaged learning through curricular and co-curricular means.
'21 NDM Cornerstones and Capstones
This document outlines the key components of Bonner Cornerstones, a program for community service and civic engagement. It discusses the following elements:
1. Orientation helps students build community, learn program expectations, and get to know the college and local community through activities.
2. A first year trip provides cohort experiences for freshmen to delve into issues like poverty through service, education, and reflection.
3. Summer service internships of at least 280 hours each summer immerse students in developmental placements.
4. A second year exchange exposes sophomores to the national Bonner network through conferences focused on issues and activism.
5. Capstone projects in the junior and senior years engage students in
2019 Bonner Program - The Road Ahead
The Bonner Program is a four-year commitment for college students demonstrating financial need who engage in community service and social justice work. Students serve 8-10 hours per week and participate in summer internships. They progress from direct service roles to those building community capacity. Students receive education, training, and reflection to integrate their experiences. The year follows a cycle of orientations, placements, meetings, retreats, and summer programming. Bonner staff empower student leadership, manage partnerships and service positions, provide advising and mentoring, and ensure the program's implementation and expansion.
'21 New Directors & Coordinators Orientation - Community Partnerships
This document outlines the key components of developing meaningful community partnerships for student service-learning and social action projects. It discusses expectations for student service hours, types of partner organizations, and roles for students. It provides details on managing local partnerships, including identifying issues, selecting lead partners, developing position descriptions, and orienting partners and students. It also covers managing student service hours, placements, and accomplishments. Finally, it discusses capstone project workshops and resources to support social action and policy orientation. The overall document provides a framework for establishing and maintaining impactful community partnerships centered around student development.
Bonner Fall Directors 2016 - Community Partnerships
This document discusses frameworks for developing meaningful partnerships between higher education institutions and community organizations. It provides guidance on finding community partners, defining different types and levels of partnerships, and structuring student roles within partnerships. The key aspects covered include developing partnerships based on mutual benefit and capacity building, placing students in roles that promote community change or organizational development, and taking a developmental approach where student roles and responsibilities increase over time.
'21 New Directors & Coordinators Orientation - Tracking, Visibility, Network,...
Recruitment & Selection
Bonner Program: Setting Expectations
Tracking
Bonner Program Visibility
Staying Connected & Foundation Support
2021 DEI Roadmap (draft)
Manhattanville College outlines a roadmap with 5 priorities to achieve racial equity and inclusion: 1) Achieve a balanced representation in the community, 2) Identify and address achievement gaps for marginalized students, 3) Create equitable engagement opportunities for all, 4) Build cultural competence around diversity and inclusion, 5) Increase collaboration around diversity efforts. Recent actions include hiring a diverse staff, training on bias, and establishing diversity groups.
UAAC Mission Sub Group - Final - Values Statement
The document presents the advising mission and values statement for undergraduate academic advising at the University of Washington. It defines advising as a core part of the university's focus on student learning. Advisers partner with faculty and students to provide a transformative educational experience and help students become informed citizens. The statement outlines goals and values in areas such as advisors as educators, leaders, collaborative learning, empowering students, and diversity. It aims to define advising, disseminate the mission statement, and regularly review and update advising policies and practices.
How to effectively integrate guest/visiting lecturers into HEI provision.
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Mentors Facilitating The Success Of Disadvantaged Students
This document describes the development and implementation of a student mentoring program at a university nursing department. It discusses preparing faculty for the mentor role, developing the program over stages, and methods for evaluating its success. Key aspects included cultural competence training for faculty, assigning mentors and mentees, developing contracts to define their roles, monitoring student progress, and measuring outcomes like exam scores. The goal was to support diverse nursing students through relationship-building between faculty and individual students.
More Related Content
What's hot
Bonner Foundation Racial Justice Community Fund AACU DESS March 2021
This presentation about the Bonner Foundation's Racial Justice Community Fund discusses how campus community engagement projects, led especially by student leaders, can address racial and social justice, equity, and issues. This presentation was shared at the March 2021 AAC&U Conference on Diversity, Equity, and Student Success by Ariane Hoy, Antonia Izuogu, Rachayita Shah, and Arthur Tartee Jr. It discusses ten campus projects, including one led by Antonia Izuogu, Bonner Scholar and Graduate of Spelman College.
2017 Bonner Program - The Road Ahead
The Bonner Program provides intensive community service opportunities for students with financial need who are committed to social justice. Bonner students serve 8-10 hours per week and have meaningful summer internships. They receive training and reflection to develop as citizens and leaders. Bonner staff develop partnerships, teach and coach students, empower their development, and manage the program, including student placements, meetings, retreats, recruitment and summer planning. The year at a glance outlines the sequencing of activities, trainings, and events throughout the academic year and summer.
2017 Bonner Diversity and Inclusion
This document outlines a 4-year developmental approach to diversity and inclusion training for Bonner Leaders programs. It includes:
1) An overview of the context for diversity in Bonner programs and a review of student reports calling for more training.
2) A description of the 4-stage training model moving from exposure to diversity concepts in year 1 to adaptation of lessons in year 4.
3) Details of sample trainings for each stage, covering topics like intersectionality, privilege, and advocacy.
4) Plans for rolling out the new model by delegating trainings to staff, senior interns, and student leaders over the 4 years.
2015 New Director Orientation - Vision & History
This document provides information about the Bonner Vision and program. It discusses the goals of providing college students opportunities to engage in community service through developmental and financial support. The Bonner program aims to promote access, diversity, civic engagement, community building, social justice, international perspective, and spiritual exploration. It also outlines common commitments for Bonner scholars, including engaging in weekly service, developing as agents of change, serving legitimate community needs, connecting service to studies, and accomplishing inspiring projects. The document summarizes the impact of the four-year Bonner program on student development and skills. It outlines community impact goals around cooperation between campus and community, strengthening a culture of service, and forming a higher education consortium committed to service.
7 Reasons Why You Should Start a Bonner Program
Explanation of how the Bonner Program can help students have "an access to education, and an opportunity to serve" while catalyzing change on your campus.
Goals objectives
The document outlines goals and objectives for a student conduct office. The goals are to:
1) Assist students in seeking resources to enhance well-being and think critically through programs for life skills.
2) Help students develop career skills and work constructively with others through conflict resolution training and mediation opportunities.
3) Be a resource for faculty and staff on conflict resolution, particularly regarding students, through awareness campaigns, training administrators for a mediation board, and collaborative efforts.
2018 Bonner Program Vision and History
The document provides an overview of the Bonner Program, which aims to provide college students opportunities for community service while also receiving developmental and financial support. The main goals of the program are for students to engage in weekly community service, develop as agents of change, serve community-defined needs, connect service to their studies, and stay involved after graduating. Students participate in placements, training, reflection, and capacity-building/social action projects. The program follows a developmental model over four years and has proven effective outcomes such as skill development, commitment to social justice, and civic-minded professionals. It also benefits campuses by supporting diversity, sustained partnerships, and campus-wide engagement in service.
'21 New Directors & Coordinators Orientation - Opening Session
The document provides an overview of the Bonner Program, which aims to provide college students opportunities for community service and leadership development. It discusses the program's history and commitments to social justice, civic engagement, and diversity. The Bonner model involves students committing to 4 years of weekly service work, summer service internships, leadership training, and community partnership projects. It emphasizes how the long-term program structure helps promote student, campus, and community impact through skills-building, meaningful service, and social change work.
'21 New Directors & Coordinators Meeting - Program Management
Bonner Program Staffing Levels
Roles & Responsibilities (Program Management)
Student Leadership (BLT, Interns, Congress Reps)
Campus-Wide Centers for Civic Engagement
Engaging Faculty (Community-Engaged Learning)
Strategically Integrating Civic Engagement into Student Life
2017 SLI Strategy Session
Student Led Campus Wide Engagement Part 2: Strategically Integrating Civic Engagement into Student Life
Bonner 101: An Introduction to the Bonner Program Model
The document provides an overview of the Bonner Program and Network, which aims to provide college students opportunities for community service while also receiving developmental and financial support. Key points include:
- The Bonner model involves a 4-year commitment to service with expectations of weekly engagement and leadership development. Students receive a work-study stipend for their service.
- The program goals are to promote access to education through service, develop students' skills and commitment to social justice over 4 years, and create campus-wide infrastructure for community engagement.
- Resources for Bonner programs include training modules, reporting tools, and opportunities for summer internships and networking through the Bonner network.
2019 Bonner Program Starting Strong
This document provides an overview of Bonner program orientation, resources, and advising. It discusses the goals and typical agenda of orientation, which includes building community, exploring the program expectations and goals, and learning about the college and local community. It also summarizes the Bonner student handbook, which outlines expectations, policies, and profiles. Finally, it reviews the process of 1-on-1 advising between students and staff to support student development and success.
'21 NDM Student Education and Training
This document discusses tools and frameworks for student development in the Bonner Student Development program. It covers the goals of developing students' knowledge, skills, and experiences through education and service. It outlines the Bonner common commitments and introduces an 8 theme curriculum. It emphasizes the importance of Bonner meetings for building community, reflection, and learning outcomes. It also discusses measuring learning outcomes and implementing community-engaged learning through curricular and co-curricular means.
'21 NDM Cornerstones and Capstones
This document outlines the key components of Bonner Cornerstones, a program for community service and civic engagement. It discusses the following elements:
1. Orientation helps students build community, learn program expectations, and get to know the college and local community through activities.
2. A first year trip provides cohort experiences for freshmen to delve into issues like poverty through service, education, and reflection.
3. Summer service internships of at least 280 hours each summer immerse students in developmental placements.
4. A second year exchange exposes sophomores to the national Bonner network through conferences focused on issues and activism.
5. Capstone projects in the junior and senior years engage students in
2019 Bonner Program - The Road Ahead
The Bonner Program is a four-year commitment for college students demonstrating financial need who engage in community service and social justice work. Students serve 8-10 hours per week and participate in summer internships. They progress from direct service roles to those building community capacity. Students receive education, training, and reflection to integrate their experiences. The year follows a cycle of orientations, placements, meetings, retreats, and summer programming. Bonner staff empower student leadership, manage partnerships and service positions, provide advising and mentoring, and ensure the program's implementation and expansion.
'21 New Directors & Coordinators Orientation - Community Partnerships
This document outlines the key components of developing meaningful community partnerships for student service-learning and social action projects. It discusses expectations for student service hours, types of partner organizations, and roles for students. It provides details on managing local partnerships, including identifying issues, selecting lead partners, developing position descriptions, and orienting partners and students. It also covers managing student service hours, placements, and accomplishments. Finally, it discusses capstone project workshops and resources to support social action and policy orientation. The overall document provides a framework for establishing and maintaining impactful community partnerships centered around student development.
Bonner Fall Directors 2016 - Community Partnerships
This document discusses frameworks for developing meaningful partnerships between higher education institutions and community organizations. It provides guidance on finding community partners, defining different types and levels of partnerships, and structuring student roles within partnerships. The key aspects covered include developing partnerships based on mutual benefit and capacity building, placing students in roles that promote community change or organizational development, and taking a developmental approach where student roles and responsibilities increase over time.
'21 New Directors & Coordinators Orientation - Tracking, Visibility, Network,...
Recruitment & Selection
Bonner Program: Setting Expectations
Tracking
Bonner Program Visibility
Staying Connected & Foundation Support
What's hot (18)
Bonner Foundation Racial Justice Community Fund AACU DESS March 2021
Bonner Foundation Racial Justice Community Fund AACU DESS March 2021
'21 New Directors & Coordinators Orientation - Opening Session
'21 New Directors & Coordinators Orientation - Opening Session
'21 New Directors & Coordinators Meeting - Program Management
'21 New Directors & Coordinators Meeting - Program Management
Strategically Integrating Civic Engagement into Student Life
Strategically Integrating Civic Engagement into Student Life
Bonner 101: An Introduction to the Bonner Program Model
Bonner 101: An Introduction to the Bonner Program Model
'21 New Directors & Coordinators Orientation - Community Partnerships
'21 New Directors & Coordinators Orientation - Community Partnerships
Bonner Fall Directors 2016 - Community Partnerships
Bonner Fall Directors 2016 - Community Partnerships
'21 New Directors & Coordinators Orientation - Tracking, Visibility, Network,...
'21 New Directors & Coordinators Orientation - Tracking, Visibility, Network,...
Similar to Faculty Advisor Program
2021 DEI Roadmap (draft)
Manhattanville College outlines a roadmap with 5 priorities to achieve racial equity and inclusion: 1) Achieve a balanced representation in the community, 2) Identify and address achievement gaps for marginalized students, 3) Create equitable engagement opportunities for all, 4) Build cultural competence around diversity and inclusion, 5) Increase collaboration around diversity efforts. Recent actions include hiring a diverse staff, training on bias, and establishing diversity groups.
UAAC Mission Sub Group - Final - Values Statement
The document presents the advising mission and values statement for undergraduate academic advising at the University of Washington. It defines advising as a core part of the university's focus on student learning. Advisers partner with faculty and students to provide a transformative educational experience and help students become informed citizens. The statement outlines goals and values in areas such as advisors as educators, leaders, collaborative learning, empowering students, and diversity. It aims to define advising, disseminate the mission statement, and regularly review and update advising policies and practices.
How to effectively integrate guest/visiting lecturers into HEI provision.
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Mentors Facilitating The Success Of Disadvantaged Students
This document describes the development and implementation of a student mentoring program at a university nursing department. It discusses preparing faculty for the mentor role, developing the program over stages, and methods for evaluating its success. Key aspects included cultural competence training for faculty, assigning mentors and mentees, developing contracts to define their roles, monitoring student progress, and measuring outcomes like exam scores. The goal was to support diverse nursing students through relationship-building between faculty and individual students.
Activating the Okanagan Charter: Engaging Faculty to Support and Enhance Stud...
This document summarizes a workshop on engaging faculty to support student wellbeing by implementing the Okanagan Charter. It discusses the benefits of faculty engagement, provides an example of asset mapping done at UBC to identify campus resources, and outlines initiatives like a Wellbeing Liaisons Program and symposium to discuss wellbeing in teaching. The goal is to start a campus conversation on wellbeing in learning environments and leverage faculty champions, student leaders, and administrative support to further the Charter's goals.
Trainee teachers' manual
This manual provides guidance for trainee teachers. It discusses key aspects of teaching like lesson planning, teaching techniques, student profiles, and addressing diverse learning styles. It emphasizes the importance of clear communication, student engagement, feedback, and respecting individual learners. The goal is to help new teachers develop effective practices and support their first steps in the profession.
english_department_strategic_plan_final.pdf
The English Department strategic plan outlines seven goals: 1) sustain the core mission of research, teaching, and service; 2) promote inclusion, diversity, and equity; 3) create an intellectual community and encourage collaboration; 4) increase transparency and workload equity; 5) communicate the mission and accomplishments; 6) enable public research, engagement, and outreach; 7) reinvent graduate programs in light of changes to higher education. Each goal contains multiple action items to work towards over the next several years through assessment, discussion, and program development. The department will periodically revisit the strategic plan to ensure it remains relevant.
StudentsNS-AP1516
The StudentNS board approved a 2015-2016 annual plan focused on six key areas:
1) Government relations and advocacy, including meetings with elected officials and advocacy events.
2) Diverse representation in student leadership, such as promoting gender diversity and understanding diversity among student executives.
3) Inclusion of colleges in all StudentsNS activities and considering college schedules.
4) Developing an approach to outcome measures with universities and recommending priorities.
5) Improving engagement with member campuses and students through assemblies and campaigns.
6) Internal priorities like strategic planning and ensuring StudentsNS' long-term financial sustainability.
IGNIS Webinar 2017 - Becoming a More Culturally Responsive Campus 040617
This document discusses Highline College's efforts to become a more culturally responsive campus. It began in 2011 with a taskforce that developed a framework focusing on knowing yourself, your students, and your practice. Over 30 faculty and staff then used this framework to create online modules on cultural responsiveness assisted by a grant. The modules aim to develop a shared understanding of key concepts and practical tools. The project was later institutionalized on campus through various workshops, courses, and individual support. The document ends by offering tips for other campuses to develop similar cultural responsiveness projects.
Learning College conference (1).pptx
The document describes a model for onboarding new full-time faculty called the Learning College. It includes key components such as building connections, integrating faculty into the college community, and building skills as an educator. The onboarding program spans the first year and includes three initial days covering campus resources, policies, and teaching best practices, followed by monthly meetings covering topics like diversity, assessment, and instructional strategies. It also includes a mentor program to support new faculty. Participant feedback praised the learning activities, support through the first year, and reliance on the onboarding group.
2 part task APA FormatPart 1The role of the nurse educator requ.docx
2 part task: APA Format
Part 1
The role of the nurse educator requires specialized knowledge and skills. One of the essential competencies necessary for the role is the ability to develop relevant curricula for the preparation of future nurses. It is therefore important that nurse educators comprehend and stay well-informed of trends and issues which may impact nursing education.
This task is intended to facilitate your ability to develop competency statements and related learning objectives; select relevant learning assessment and evaluation tools; create learning activities that promote critical thinking and reflective skills; and actively engage and support students with diverse learning needs. As an educator, you are also required to demonstrate effective analytical skills in the evaluation of methods used to determine the achievement of program outcomes. In addition, in this task you write an element of an exam. This will help you comprehend different item types and the process involved when you develop items for course exams. These learning activities assist in building an educational foundation between the classroom setting and the clinical setting.
Scenario:
The nursing faculty at Hartford University have developed a new BSN curriculum and begun the work of designing and developing individual courses. You are a full-time, tenure-track faculty member assigned to develop courses in level one—the first year of the nursing program. Students at this level have completed all prerequisites for the BSN program.
You are asked to develop the Nursing Fundamentals course, the first clinical course students engage in once admitted to the BSN nursing program. According to the results of the nursing program entrance exam, the students who will be taking the Nursing Fundamentals course were found to have an equal distribution of visual, auditory, and kinesthetic learning styles. The Nursing Fundamentals course will introduce students to nursing care across the lifespan. It will also provide students with the tools necessary to perform basic nursing care in clinical settings and will provide the framework for future clinical courses (e.g., medical/surgical, pediatric, obstetrics/gynecology, mental health, and community nursing specialties).
Requirements:
A. Develop
four
competency statements specific to the Nursing Fundamentals course that are based on contemporary professional nursing standards and guidelines.
1. Explain how
each
of the
four
competencies you developed aligns with
one
of the following national nursing standards and guidelines:
• Commission on Collegiate Nursing Education (CCNE)
• National League for Nursing (NLN)
• Quality and Safety Education for Nurses (QSEN)
2. Create
three
learning objectives for
one
of the course competencies that you developed.
a. Discuss
one
criterion you will use to select appropriate learning resources to achieve the learning objectives you created.
3. Discuss
one
of the following a.
To prepareReview the Assignment Forum contributions made by you a.docx
To prepare:
Review the Assignment Forum contributions made by you and your colleagues, and think about how to synthesize the collaborative experience.
To complete
Write an approximately 3-page paper including 2 pages in which you summarize the Assignment Forums listed below and 1 page in which you reflect on your own leadership development and goals. Identify three main concepts that you feel are important to incorporate in your own leadership.
Include your answers to the following questions:
•What are your strengths as a higher-education leader?
•In what areas do you require further development?
•How has this course work affected my notion of the role of the leader in higher education?
•How do I see myself promoting positive social change through my leadership?
Assignment Forums
Week 1:
Role of Leadership in Higher Education
Whether it is a small, liberal arts college focused on undergraduate education or a huge, sprawling university, leading an institution of higher education can be a complex and challenging undertaking. Typically, leaders do not have complete authority over each of the departments and colleges on campus. However, they often bear responsibility for issues that may occur in those areas. Leaders grapple with budget shortfalls, surging or dwindling enrollments, retention and graduation rates, and competing priorities on campus and off. Fortunately, most institutions have a team of leaders to whom to distribute the challenges and who provide diversity in perspectives.
Week 2: Models in Higher Education
In the 12th century in Paris, scholars came from across Europe to attend the newly formed university known as the Sorbonne. Many of the characteristics of a modern university were already part of this early institution. You would recognize professors, students, libraries, lectures, and scholarly writing. This model has been the standard for higher education for centuries, but now it is changing. For leaders in higher education, navigating these changes can be challenging.
Week 3: Models and Context
Does a competency-based learning model change learning incentives for students? Does a blended learning program make sense for science courses with lab sections? This week, you consider different learning models and their benefits and drawbacks. In each case, consider the context of the program, the student population, the institution, and other factors that contribute to the rationale for adopting a model.
Week 4: Sociopolitical Trends
Attracting and serving a diverse student population and recruiting and retaining a diverse faculty are priorities for many institutions. Most have implemented programs to address any historical deficits and actively work to make their campuses attractive to all students and scholars. These goals may be captured in a diversity statement, which publicly signals the institution’s commitment to making the campus a welcoming and successful experience for all.
Week 5: Diversity Statements
Attracting an ...
Goals objectives
The document outlines three goals and associated objectives for an office:
1) Assist students in developing life skills through educational programs, collaboration with other departments, and ensuring a fair student conduct process.
2) Help students develop career skills and work with others through opportunities for those interested in human services careers, conflict resolution training, and a diverse student mediation board.
3) Be a resource for faculty and staff on conflict resolution, particularly involving students, by connecting with others on campus, training administrators for the mediation board, and collaborative efforts.
Community-Based Learning: Pedagogies, Partnerships, and Practices:
Slides for plenary session at Bonner 2014 SLI with Ariane Hoy, Ashley Cochrane, Consuelo Gutierrez-Crosby, Kristine Hart, Bryan Figura, and David Roncolato. For the faculty and administrator track at Berry College.
Department of Allied Health Sciences (DAHS) Faculty Mentoring
Department of Allied Health Sciences (DAHS) Faculty Mentoring and Development
Program
Mentoring Program Coordinator: Dani Burkhart [email protected] (919) 966-9040
Revised May 2018
The Faculty Mentoring and Development Program will help provide faculty with support, direction,
accountability and intentional academic guidance through collaboration with experienced faculty
mentors.
The program will:
Foster general support for faculty members to thrive in the academic health center
environment
Stimulate development of a successful career plan based on teaching, clinical practice,
professional service, and research
Review academic activities, ensuring that they meet established performance goals
Facilitate productive networking and collaborative partnerships, both inside and
outside the Department of Allied Health Sciences and the University of North Carolina
Help identify funding opportunities and provide support for improved productivity
Provide written feedback for the faculty member, Division Director, and Department Chair
Faculty members who are on the UNC main campus and at the rank of Assistant Professor will
participate. The faculty member’s Division Director, with input from the Department Chair,
will ensure that the individual is participating in the program. Other (non-Assistant) faculty
members are not required to participate but are encouraged to do so if they and/or their
Division Director feel that the program will help them achieve their academic goals.
The faculty member will have both a Primary Mentor and a Faculty Mentoring Committee
to help meet the goals of the program.
PURPOSE
Mentoring
Support
Development
Meet
Established
Goals
Facilitate
Networking
Identifying
Funding
Opportunities
Written
Feedback
ELIGIBLE FACULTY
Department of Allied Health Sciences (DAHS) Faculty Mentoring and Development
Program
Mentoring Program Coordinator: Dani Burkhart [email protected] (919) 966-9040
Revised May 2018
The creation of one’s Mentoring Committee is one of the early and important opportunities
to take charge of one’s career, as is the initiative with which one makes use of their
committee. The faculty member and the Division Director will propose committee members
by submitting to the Mentoring Program Coordinator minimum of 3 individuals from both the
Department of Allied Health Sciences and other appropriate departments inside and outside
of UNC. Faculty members will begin assembling their committee as they begin their
appointment in the Department, under the approval of the Department Chair. The
composition of committees may change over time, reflecting change and evolution in
scholarly interests.
Ideally, at least one individual from outside of Allied Health Sciences will be included on each
committee. Among identified committee candidates, the primary mentor will serve as chair
of the committee, but the position can ...
UA Annual Report 49th Session.pdf
The UA annual report summarizes the work and initiatives of the Undergraduate Assembly (UA) during the 2021-2022 academic year (49th session). Some key highlights include:
1. The UA advocated for increased access to class recordings for students who had to quarantine due to COVID-19 by working with the Center for Teaching and Learning to update guidance for professors.
2. A $150,000 Social Life and Inclusion Fund was created using excess SAC Reserve Funds to support events from underrepresented student groups and increase inclusivity in social life at Penn.
3. Executive officers met regularly with administrators to discuss issues like equity, mental health resources, academic policies, and ensuring
Sophomore Advisee Handbook
This document provides guidance and resources for sophomore students at Brown University. It outlines key timelines, goals for liberal learning, the process for declaring a concentration, various advising resources, support services, curricular options like independent study and research opportunities, and Brown's writing requirement. The guide is intended to help sophomores navigate their academic and personal development during this year.
William Allan Kritsonis, PhD, The Texas Council of Faculty Senates
William Allan Kritsonis, PhD, The Texas Council of Faculty Senates, October 24-25 2014 - Invited Guest Speaker, Austin, Texas. Keynote Speaker.
Faculty advising handbook_last_revision_august2011
This document provides an overview of faculty advising at Houston Community College. It includes sections on the mission, purpose, advising objectives, core values, student growth and development, the faculty advisor's role and functions, best practices, FERPA regulations, financial aid questions, and contact lists. The advising program aims to establish close advisor-student relationships to assist students with their educational and personal goals through developmental advising. Faculty advisors are expected to guide students on curriculum planning, career exploration, academic policies and support resources.
Similar to Faculty Advisor Program (20)
How to effectively integrate guest/visiting lecturers into HEI provision.
How to effectively integrate guest/visiting lecturers into HEI provision.
Mentors Facilitating The Success Of Disadvantaged Students
Mentors Facilitating The Success Of Disadvantaged Students
Activating the Okanagan Charter: Engaging Faculty to Support and Enhance Stud...
Activating the Okanagan Charter: Engaging Faculty to Support and Enhance Stud...
IGNIS Webinar 2017 - Becoming a More Culturally Responsive Campus 040617
IGNIS Webinar 2017 - Becoming a More Culturally Responsive Campus 040617
2 part task APA FormatPart 1The role of the nurse educator requ.docx
2 part task APA FormatPart 1The role of the nurse educator requ.docx
To prepareReview the Assignment Forum contributions made by you a.docx
To prepareReview the Assignment Forum contributions made by you a.docx
Community-Based Learning: Pedagogies, Partnerships, and Practices:
Community-Based Learning: Pedagogies, Partnerships, and Practices:
Department of Allied Health Sciences (DAHS) Faculty Mentoring
Department of Allied Health Sciences (DAHS) Faculty Mentoring
William Allan Kritsonis, PhD, The Texas Council of Faculty Senates
William Allan Kritsonis, PhD, The Texas Council of Faculty Senates
Faculty advising handbook_last_revision_august2011
Faculty advising handbook_last_revision_august2011
More from Association of Fraternal Leadership & Values
Hec resources hazing_framework 1-2
This document provides resources and publications from the Higher Education Center related to prevention. It lists the center's full publication list, online resources, and case studies organized by topic. It also describes the center's Prevention 101 series on fundamentals of prevention planning, implementation and evaluation. Additionally, it mentions the center's Catalyst newsletter covering emerging issues in higher education prevention. Finally, it provides links to several publications relevant to hazing prevention planning around topics like coalitions, environmental management, effective prevention approaches, and strategic planning.
Contributing factors aflv
The document outlines the types of contributing factors across the social ecological model. It identifies five levels of the social ecological model - intrapersonal, interpersonal, institutional, community, and public policy/societal influences. For each level, it lists the types of factors found at that level and provides some notes or examples of those factors. The levels range from individual traits and experiences at the intrapersonal level to broader cultural and policy factors at the public policy/societal level.
Community audit of the problem
This document outlines a community problem analysis and prevention planning process. It asks key questions to identify a community problem, understand contributing factors like individual, organizational, and community influences, determine what specific changes are needed to promote positive behaviors and discourage negative ones, suggest strategies to enact those changes and how the strategies would bring about the desired changes through increasing knowledge, skills, or commitment, and provides steps to implement tactics and activities as well as how to measure if the desired changes took place.
Aflv advisor 2
This document outlines a problem solving framework to help address challenges on campus. It presents a strategic model based on social science and public health models. The framework involves defining the problem, identifying contributing factors, envisioning how to intervene in the chain of events, and evaluating outcomes. Key aspects include taking a comprehensive, research-based approach using multiple strategies to create sustainable change. The goal is to prevent behaviors by addressing underlying factors through strategic, targeted initiatives.
Prevention violence & promoting safety overview of a comprehensive approach...
Prevention violence & promoting safety overview of a comprehensive approach...Association of Fraternal Leadership & Values
This document provides an overview of a comprehensive approach to preventing violence and promoting safety in higher education settings. It begins by outlining the scope of campus violence problems such as sexual assault, dating violence, fights, and hate crimes. It then describes the various individual, relationship, community, and societal factors that contribute to campus violence. The document emphasizes the need for prevention efforts in addition to responses to incidents. It recommends a strategic, collaborative, and multicomponent approach informed by a review of each campus's unique problems and resources. This involves coordinating policies, education programs, support services, and other initiatives to address the multiple causes of violence.Be a Recruitment Rockstar
This document provides information and advice for marketing and conducting sorority recruitment on a small campus. It discusses defining the target market for recruitment, learning about potential new members, and communicating the benefits of membership. Various recruitment structures and timelines are presented. Tips are given for budgeting, training recruitment counselors, keeping potential new members engaged over the summer, and assessing the results of recruitment. The overall aim is to help Greek organizations effectively recruit new members.
Budget Management
The document discusses effective financial management for student chapters and councils. It addresses defining income sources and prioritizing expenses, evaluating spending compared to budgets, allocating income to cover expenses, ensuring transparency, and setting goals for financial management. Sample tools like worksheets, forms, and templates are presented to help track finances, monitor budgets, and keep members informed.
Alumni Invovement Prezi Link
Alumni involvement is important for colleges and universities. Schools should build strong relationships with former students by keeping them engaged through events, communications, and opportunities to mentor current students or make donations. Appointing dedicated alumni advisors can help facilitate involvement by keeping alumni connected to their alma mater.
The Case for Fraternity Rights
Fraternities advocate for their rights on college campuses. They argue that fraternities provide valuable experiences for students and promote brotherhood and leadership. However, some believe fraternities enable harmful behaviors and school policies aim to curb excesses and promote safety for all students.
Facing Trans: Inclusion, Advocacy and Empowerment
A person who helps or supports another.
Ally: A person who is not transgender but shows support for transgender people and promotes
transgender equality.
Binding: The process of flattening one's breasts to give a more masculine chest appearance. This is
done with either a special undergarment or by wrapping the chest tightly with bandages.
Cisgender: A term used to describe a person whose gender identity matches the sex they were
assigned at birth.
Coming Out: The process in which a person first acknowledges, accepts and appreciates their own
sexual orientation or gender identity and begins to share that with others.
Crossdresser: Someone who wears clothes of another gender/sex
Building our Community
This document outlines discussion questions and activities from a values-based leadership workshop for student organizations. It includes prompts for participants to reflect on what they learned, ideas to implement on their own campus, why they shared weaknesses easily with strangers, and their personal and organizational values rankings. The goal is to help student groups build community through exploring shared values and having open discussions.
Beyond Learning the Lingo
This document summarizes a presentation given to Greek life coordinators on supporting multicultural Greek organizations on their campuses. It includes an overview of the presenters' institutions and backgrounds. The presentation covered topics such as the basics of National Pan-Hellenic Council organizations, campus and social culture within these groups, and models of racial identity development. It also provided guidance on resources for students, programming inclusively, confronting problematic behaviors, and addressing issues specific to each campus. The document concludes with contact information for the presenters for any follow up questions.
Creating Engaging Service and Philanthropy Experiences for Members
Creating Engaging Service and Philanthropy Experiences for MembersAssociation of Fraternal Leadership & Values
The document discusses post-service reflection activities that can be used to help students process their service experiences. It describes several reflection techniques including note card discussions, concentric circles, imagining a day in the life of a service recipient, and a web of impact activity. The goal of these reflection activities is to help students think more deeply about what they learned from the service, any stereotypes or assumptions that were challenged, how the experience connects to their own values, and whether they want to continue serving.Council Recruitment Evaluation
The document evaluates a council's recruitment efforts across five areas: education, creating opportunities for Greeks to interact with non-Greeks, basic rules, expansion, and evaluation. For each area, the document lists questions to consider and prompts the rater to assign a score from 1 to 5, with the total score across all five areas calculated at the end.
Caring for Our Struggling Community
The document discusses strategies for strengthening a struggling Greek community on a midwestern campus. It outlines creating partnerships and alliances, developing standards of excellence based on values, creating a strategic plan through community input and data analysis, and implementing initiatives to increase recruitment, retention, and alumni support. Goals include chartering new chapters, increasing membership by 45%, and developing a new mission and vision.
Creating Change in Your Council or Community
This document outlines steps for creating and implementing change within a fraternity/sorority council or community based on John Kotter's model for leading change. It discusses establishing a guiding coalition, assessing the current state, developing a vision and goals, communicating the vision, overcoming obstacles, and institutionalizing changes. The document provides worksheets and discussion prompts to help leaders strategize how to create a sense of urgency, form a vision, engage stakeholders, address challenges, and sustain improvements over time.
Transitioning into Leadership
The document provides guidance on transitioning leadership roles through thorough documentation and training of successors. It recommends including organization information, position specifics, meeting minutes, resources, and contact details in officer manuals. Transition materials should include responsibilities, goals, event summaries, timelines, budgets, and commonly used resources. Successful transition meetings discuss responsibilities, accomplishments, budgets, materials, and allow the successor to discuss ideas. Sample agendas are provided for leadership retreats focusing on goals, roles and responsibilities.
More from Association of Fraternal Leadership & Values (20)
Prevention violence & promoting safety overview of a comprehensive approach...
Prevention violence & promoting safety overview of a comprehensive approach...
Creating Engaging Service and Philanthropy Experiences for Members
Creating Engaging Service and Philanthropy Experiences for Members
Recently uploaded
Information and Communication Technology in Education
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpTHE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfمصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
How to Setup Default Value for a Field in Odoo 17
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
220711130082 Srabanti Bag Internet Resources For Natural Science
Internet resources for natural science
Recently uploaded (20)
Information and Communication Technology in Education
Information and Communication Technology in Education
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
220711130082 Srabanti Bag Internet Resources For Natural Science
220711130082 Srabanti Bag Internet Resources For Natural Science
220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx
Faculty Advisor Program
- 1. Faculty Advisor Program Goal: To create an outline of responsibilities to be fulfilled by a faculty member in association with the chapter, and to locate willing individuals to assume the role of a chapter Faculty Advisor Purpose: To establish a link between faculty and the chapter to emphasize the importance of scholarship among members, to increase awareness among faculty of the academic commitment of the chapter and to strengthen that commitment. Possible Responsibilities: 1. Meet with the Exec. Board once a month. A. To discuss concerns and ideas. B. To increase the faculty advisors' understanding of the chapters' unique personalities, goals, strengths, and weaknesses. 2. Meet with the scholarship Committee once a month. A. To assist Scholarship Chair and Committee in the development of scholastic programs. B. To advise the committee on academic issues. C. To alert the committee to changes, problems, and opportunities within the university academic community. 3. Be present at personnel meetings for scholarship problems/deficiencies. A. To suggest possible sources of academic assistance. B. To enforce adherence to individual chapter policies concerning such problems. C. To advise the committee as well as the individual on a wise course of action. 4. Maintain contact with the chapter advisor. A. To maintain keen awareness of other important issues confronting the chapter B. To increase chapter concern for academic achievement C. To discuss personnel issues and proper recourse. 5. Occasionally (1/month) present timely topics to the new member class concerning scholarship issues, campus issues involving faculty, etc. A. To increase general academic awareness among chapter members. B. To increase contact with chapter members. C. To enhance advisor/member relations - to give the faculty advisor a chance to serve as a teacher, counselor, mentor, and friend. 6. Be involved with new officer training A. Emphasize scholastic achievement as a central issue for goal-setting, programming, and event-planning. B. Establish working relationships with chapter officers. 1 AFLV Central/NBGLC 2010 Scholarship Pathway