Faculty Presentation
•Download as PPT, PDF•
1 like•223 views
This presentation provides an overview of what students can expect when transitioning from high school to university. It highlights key differences such as attendance being more closely tied to grades, and courses typically including lectures, tutorials, and sometimes laboratories. Faculty have high expectations and courses will challenge students constantly. The keys to success are avoiding procrastination, time management, asking for help, and taking advantage of experiential learning opportunities through study abroad, community service, clubs, and more.
Report
Share
Report
Share
![Summer Orientation Faculty Presentation John Logan/Psychology and Cognitive Science Faculty of Arts and Social Science [email_address]](https://image.slidesharecdn.com/facultypresentationjl-090728123029-phpapp01/85/Faculty-Presentation-1-320.jpg)
![Welcome to Carleton ,[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Cdl conference orientation
This document summarizes research conducted on faculty experiences with a new instructor training program called "Teaching at CDL". The research involved 30 phone interviews and 42 online surveys of instructors. The results showed that most instructors had taught 1-3 courses, had previous face-to-face teaching experience, and were aware of the new instructor training program. Half of interviewees and the majority of survey respondents felt prepared for their first term after completing all or most of the training program. The research also gathered feedback from instructors on techniques for encouraging student participation and critical reflection, as well as likes and dislikes of online teaching.
A Guide to Completing the National Student Survey 2014
The document provides guidance for completing the National Student Survey (NSS) which asks final year undergraduate students in the UK to provide feedback on their course. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management of the course, learning resources, and personal development. It instructs students to consider their overall experience across their three years of study when answering questions and to use the full scale in their responses rather than just agreeing or disagreeing.
Nss 2013 launch
The National Student Survey asks final year undergraduate students to provide feedback on their course experience. It covers teaching quality, assessment and feedback, academic support, course organization, learning resources, and personal development. The survey results help the university identify strengths and issues to improve students' experiences. The document provides guidance for students on completing the survey, including considering their overall experience over three years rather than specific modules or lecturers. It also explains the different types of feedback and support covered in the questions.
Five Ways to Use the ‘Not’ Release Conditions to Impact Teaching & Learning
This document summarizes a webinar about using the new "Not" release conditions in Brightspace to impact teaching and learning. It provides 7 examples of how the "Not" conditions can be used, such as releasing a news item or additional help content for students who have not completed certain first-week activities or competencies. The webinar discusses how these new conditions give instructors more flexibility to direct students' access to content based on what they have and have not completed.
Supported experiments dissemination conference 2014: Pembrokeshire College pr...
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Prototypes
The document proposes two prototypes for giving college students real world teaching experience before graduation:
1. A college tutoring program where students tutor other students in various subjects. A tutoring office would pair tutors and students, provide training and resources, and collect feedback.
2. A student teaching program where students are paired with a cooperating teacher for at least one semester. Students would help plan lessons, grade assignments, and practice teaching in front of the class, receiving feedback and mentoring from the teacher.
Both prototypes aim to address the problem of how to provide practical teaching experience to students before graduation. The tutoring program emphasizes resources and assessment, while the student teaching program focuses on direct classroom experience and ment
Gss guidance presentation
The document provides guidance for students on completing the Gloucestershire Student Survey (GSS). It explains that the GSS is an internal student satisfaction survey for undergraduates in their penultimate year used to gather feedback similar to the National Student Survey. It encourages students to complete the simple online survey to help the university improve by developing action plans to address issues. The survey covers topics like teaching, assessment, academic support, course organization, learning resources, and personal development. It provides details on how to respond to different question types and reminds students that all responses will be anonymous.
Tamu module 3 policies new
This document outlines policies and procedures for faculty at Texas A&M School of Law. It includes information about UIN numbers, activating NetIDs, accessing resources like Howdy portal, eCampus, and HR systems. It details syllabus requirements like the ABA credit hour policy and notifying students of grading policies. Exam and grading policies are specified, including maximum allowed class averages, grade submission deadlines, and the process for grade changes or appeals. Faculty evaluations and access to legal databases are also summarized.
Recommended
Cdl conference orientation
This document summarizes research conducted on faculty experiences with a new instructor training program called "Teaching at CDL". The research involved 30 phone interviews and 42 online surveys of instructors. The results showed that most instructors had taught 1-3 courses, had previous face-to-face teaching experience, and were aware of the new instructor training program. Half of interviewees and the majority of survey respondents felt prepared for their first term after completing all or most of the training program. The research also gathered feedback from instructors on techniques for encouraging student participation and critical reflection, as well as likes and dislikes of online teaching.
A Guide to Completing the National Student Survey 2014
The document provides guidance for completing the National Student Survey (NSS) which asks final year undergraduate students in the UK to provide feedback on their course. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management of the course, learning resources, and personal development. It instructs students to consider their overall experience across their three years of study when answering questions and to use the full scale in their responses rather than just agreeing or disagreeing.
Nss 2013 launch
The National Student Survey asks final year undergraduate students to provide feedback on their course experience. It covers teaching quality, assessment and feedback, academic support, course organization, learning resources, and personal development. The survey results help the university identify strengths and issues to improve students' experiences. The document provides guidance for students on completing the survey, including considering their overall experience over three years rather than specific modules or lecturers. It also explains the different types of feedback and support covered in the questions.
Five Ways to Use the ‘Not’ Release Conditions to Impact Teaching & Learning
This document summarizes a webinar about using the new "Not" release conditions in Brightspace to impact teaching and learning. It provides 7 examples of how the "Not" conditions can be used, such as releasing a news item or additional help content for students who have not completed certain first-week activities or competencies. The webinar discusses how these new conditions give instructors more flexibility to direct students' access to content based on what they have and have not completed.
Supported experiments dissemination conference 2014: Pembrokeshire College pr...
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Prototypes
The document proposes two prototypes for giving college students real world teaching experience before graduation:
1. A college tutoring program where students tutor other students in various subjects. A tutoring office would pair tutors and students, provide training and resources, and collect feedback.
2. A student teaching program where students are paired with a cooperating teacher for at least one semester. Students would help plan lessons, grade assignments, and practice teaching in front of the class, receiving feedback and mentoring from the teacher.
Both prototypes aim to address the problem of how to provide practical teaching experience to students before graduation. The tutoring program emphasizes resources and assessment, while the student teaching program focuses on direct classroom experience and ment
Gss guidance presentation
The document provides guidance for students on completing the Gloucestershire Student Survey (GSS). It explains that the GSS is an internal student satisfaction survey for undergraduates in their penultimate year used to gather feedback similar to the National Student Survey. It encourages students to complete the simple online survey to help the university improve by developing action plans to address issues. The survey covers topics like teaching, assessment, academic support, course organization, learning resources, and personal development. It provides details on how to respond to different question types and reminds students that all responses will be anonymous.
Tamu module 3 policies new
This document outlines policies and procedures for faculty at Texas A&M School of Law. It includes information about UIN numbers, activating NetIDs, accessing resources like Howdy portal, eCampus, and HR systems. It details syllabus requirements like the ABA credit hour policy and notifying students of grading policies. Exam and grading policies are specified, including maximum allowed class averages, grade submission deadlines, and the process for grade changes or appeals. Faculty evaluations and access to legal databases are also summarized.
2013 parent pbs overview. family.community involvement 2012
Lake Brantley High School is implementing Positive Behavior Support (PBS) to create a safer learning environment for all students, staff, and family members. PBS focuses on preventing problem behaviors through explicitly teaching and acknowledging appropriate behaviors. The school uses a multi-tiered system to monitor student outcomes and support varying levels of student needs, with around 80% of students receiving universal supports, 15% receiving additional targeted supports, and 5% intensive individualized services. Lake Brantley families and community members are encouraged to engage with and support PBS through reinforcing expectations, providing feedback, and accessing resources.
MAT1033 Support Plan MDC
This document outlines a support action plan to help students succeed in MAT1033. It involves providing additional learning assistants to sections, initial assessments of students, additional online support like monitored assignments and review sessions, and academic support in tutoring labs. It defines key terms, outlines communication of support resources to students through various means, and provides a timeline for implementation with milestones from May 2014 through the start of sections. The goal is to give students more assistance and control over their learning to better prepare them for the course.
Module 4
This document provides guidance on conducting self-assessments and student evaluations for online courses. It discusses crafting mid-semester and end of semester surveys with sample questions to gather feedback on student understanding, satisfaction, and instructor performance. The document also recommends developing a frequently asked questions section to direct student inquiries. Finally, it outlines key areas like course content, assessments, technology, design, and accessibility to review when revising a course after its completion.
Tamu module 2 faculty new
This document provides best practices for online teaching at Texas A&M School of Law. It outlines expectations for students, such as communicating response times and netiquette guidelines. It emphasizes the importance of writing learning objectives that are measurable. It also discusses ways to engage students asynchronously, such as through regular feedback and discussions. The document reviews assessment options in Blackboard and stresses providing balanced feedback to students. It provides tips for crafting effective discussion board questions and outlines key areas to address in a course syllabus and benefits of using rubrics.
NIU Alumni Survey Results 2001-2005
This document summarizes the results of a survey of Northern Illinois University (NIU) alumni who graduated between 2001-2005. It provides the percentages of alumni who responded positively to questions about their employment, the time it took to complete their degree, how closely their job relates to their major, and their overall attitude toward NIU. Additional questions addressed how well their degree prepared them for their current job or further education and whether they would recommend NIU. The document closes by thanking the reader for viewing the alumni survey results and providing a contact email.
Wipo Key Role Of Tutors
Keynote address at the WIPO Academy Workshop on Distance Learning on the key role of tutors in a distance learning context
Proposed Schedule Options
The document summarizes two potential class scheduling options for the 2014-15 school year: a 6 out of 8 schedule and a 5 out of 7 schedule.
The 6 out of 8 schedule has teachers teach 6 out of 8 periods while students take 8 classes, each being 45 minutes. Benefits include time for interventions, variety of course options, and flexibility for special programs. Disadvantages are students and teachers feeling overwhelmed and too many credits limiting senior year options.
The 5 out of 7 schedule has teachers teach 5 out of 7 periods while students take 7 classes, each being 52 minutes. Benefits are less homework and more instruction time. Disadvantages include larger average class sizes of 33 students due to fewer periods
Online course rep training
This document provides information and guidance for course representatives (reps) on their role and responsibilities. It outlines that reps should gather feedback from students, raise issues at Student Staff Committee meetings, and close the feedback loop by informing students of outcomes. Reps are encouraged to utilize various methods to communicate with students and receive training to strengthen their representation skills.
OTIS1
The document provides an introduction to online tutoring and instructional support. It discusses the goals of tutoring, which are to provide additional intervention and enrichment support to students, target individual learning needs, build student confidence, and inspire enjoyment of math. It explains that Reasoning Mind Tutors undergo a rigorous selection process, including passing a math proficiency exam, background check, and training in the tutoring program. Finally, it introduces one of the tutors, Michelle A., and provides details about her background and qualifications.
Blake Institute Spring 2014
The Singapore math workshop consisted of 5 sessions focused on problem solving:
Session 1 introduced problem solving and visualization lessons; Session 2 taught problem solving heuristics; Session 3 covered lesson planning with anchor tasks for problem solving; Session 4 demonstrated differentiated questioning strategies during a Grade 2 problem solving lesson; Session 5 discussed formative and summative assessment strategies.
Flexible Delivery Of Pst 1
This document outlines plans for delivering a flexible sport psychology course. It discusses moving to a more autonomous model that considers student feedback on content, assessment, and delivery. Options being considered include online lectures, podcasts, video, tutorials, and flexible assessment types. The goal is a blended model providing access anywhere through electronic and hard copy materials, with cultural sensitivity and sustainability in mind.
High School Maths
Zadok Olinga will present a High School Maths Clinic to help fill the gap between math concepts taught and their application. The clinic will be held every Saturday for 3 hours, costing R400 per month, starting in February 2015. Tutors will connect the dots in students' knowledge, help them understand examples from tests, and provide practice opportunities to improve understanding of core math and physics subjects. Registering students will receive study materials.
presentation.ppt
The document summarizes research on using a student-centered approach to teaching literature in Bangla medium schools. It describes conducting surveys of teachers and observing students to determine if using authentic materials, student performances, and recordings improved engagement and understanding compared to traditional lectures. The findings showed most students and teachers felt these active methods were effective, but challenges included a lack of resources, classroom noise, and time management. The recommendations were to provide training to help teachers implement student-centered activities and create lesson plans to address the challenges.
Day 2_Session I_Critical Reading Powerpoint #1
The document provides an overview of a training session on increasing rigor and preparing high school students for college-level reading. The session objectives are to learn and apply direct reading instruction strategies to increase comprehension and create lesson plans using research-based strategies. The teaching strategies section outlines steps for instruction, shows an effective reading comprehension strategies video, and discusses strategy application, text selection, and resistance to development.
Exceeding the Limits: Teaching and Assessing Information Literacy within Bla...
Exceeding the Limits: Teaching and Assessing Information Literacy within Bla...Nebraska Library Association
Jon Ritterbush (University of Nebraska Kearney) Exceeding the Limits: Teaching and Assessing Information Literacy within Blackboard from 2015 C&U/CULS (Joint NE & KS) Spring MeetingFrom strategy to reality - Perera, Hartiss & Sinclair
This document discusses embedding an academic skills framework within a university's curriculum. It describes how the academic support team created a skills menu and worked with faculty to slot skills into courses. Benefits included greater engagement between students, staff and support teams. Challenges included the resource intensity, but initial assessment results and surveys showed student and staff perceived skills support helped progression. Next steps involve evaluating impact, improving delivery methods and developing teaching resources.
Open Educational Resources
Tips for introducing active learning activities using OER and sharing your own content, shared by Jason Rhode @jrhode during Northern Illinois University's Teaching Effectiveness Institute, January 10, 2014
Assistive Technology Presentation
This document discusses resources and instructional practices that can help meet the needs of students with disabilities. It outlines common challenges for students with ADHD, auditory disabilities, and mild learning disabilities. For each group, it provides examples of assistive technologies and instructional strategies teachers can use, such as providing outlines, breaking down assignments, seating students closer to the front, and using tools like text-to-speech, clickers, and low- and high-tech devices. The goal is to enhance the educational experience for all students through individualized support.
Re Final
A group of students from Yan Xiao Dong School collaborated with Chao Yang School, a school for intellectually challenged students, to create learning resources. They developed PowerPoint presentations, jigsaw puzzles, worksheets, and flash animations focused on key concepts. These resources were tested with the Chao Yang students. Feedback indicated the resources made learning easier and more enjoyable, though some were too advanced for certain students or teachers. The group hopes to build on this experience to create additional lesson packages on new topics.
IMPROVING READING IN TENTH GRADE STUDENTS AT DESAMPARADOS NIGHT HIGH SCHOOL
IMPROVING READING IN TENTH GRADE STUDENTS AT DESAMPARADOS NIGHT HIGH SCHOOL UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
CC COLUMBIA 101 - Summer 2014
COLUMBIA 101 is a program offered each year for incoming Columbia College and Columbia Engineering first-year and transfer students and their families. This is the slideshow from the CC presentation. Please feel free to look through it.
Preparing for College and Career
For high school junior girls to prepare them on what to expect when entering college and how to explore careers
More Related Content
What's hot
2013 parent pbs overview. family.community involvement 2012
Lake Brantley High School is implementing Positive Behavior Support (PBS) to create a safer learning environment for all students, staff, and family members. PBS focuses on preventing problem behaviors through explicitly teaching and acknowledging appropriate behaviors. The school uses a multi-tiered system to monitor student outcomes and support varying levels of student needs, with around 80% of students receiving universal supports, 15% receiving additional targeted supports, and 5% intensive individualized services. Lake Brantley families and community members are encouraged to engage with and support PBS through reinforcing expectations, providing feedback, and accessing resources.
MAT1033 Support Plan MDC
This document outlines a support action plan to help students succeed in MAT1033. It involves providing additional learning assistants to sections, initial assessments of students, additional online support like monitored assignments and review sessions, and academic support in tutoring labs. It defines key terms, outlines communication of support resources to students through various means, and provides a timeline for implementation with milestones from May 2014 through the start of sections. The goal is to give students more assistance and control over their learning to better prepare them for the course.
Module 4
This document provides guidance on conducting self-assessments and student evaluations for online courses. It discusses crafting mid-semester and end of semester surveys with sample questions to gather feedback on student understanding, satisfaction, and instructor performance. The document also recommends developing a frequently asked questions section to direct student inquiries. Finally, it outlines key areas like course content, assessments, technology, design, and accessibility to review when revising a course after its completion.
Tamu module 2 faculty new
This document provides best practices for online teaching at Texas A&M School of Law. It outlines expectations for students, such as communicating response times and netiquette guidelines. It emphasizes the importance of writing learning objectives that are measurable. It also discusses ways to engage students asynchronously, such as through regular feedback and discussions. The document reviews assessment options in Blackboard and stresses providing balanced feedback to students. It provides tips for crafting effective discussion board questions and outlines key areas to address in a course syllabus and benefits of using rubrics.
NIU Alumni Survey Results 2001-2005
This document summarizes the results of a survey of Northern Illinois University (NIU) alumni who graduated between 2001-2005. It provides the percentages of alumni who responded positively to questions about their employment, the time it took to complete their degree, how closely their job relates to their major, and their overall attitude toward NIU. Additional questions addressed how well their degree prepared them for their current job or further education and whether they would recommend NIU. The document closes by thanking the reader for viewing the alumni survey results and providing a contact email.
Wipo Key Role Of Tutors
Keynote address at the WIPO Academy Workshop on Distance Learning on the key role of tutors in a distance learning context
Proposed Schedule Options
The document summarizes two potential class scheduling options for the 2014-15 school year: a 6 out of 8 schedule and a 5 out of 7 schedule.
The 6 out of 8 schedule has teachers teach 6 out of 8 periods while students take 8 classes, each being 45 minutes. Benefits include time for interventions, variety of course options, and flexibility for special programs. Disadvantages are students and teachers feeling overwhelmed and too many credits limiting senior year options.
The 5 out of 7 schedule has teachers teach 5 out of 7 periods while students take 7 classes, each being 52 minutes. Benefits are less homework and more instruction time. Disadvantages include larger average class sizes of 33 students due to fewer periods
Online course rep training
This document provides information and guidance for course representatives (reps) on their role and responsibilities. It outlines that reps should gather feedback from students, raise issues at Student Staff Committee meetings, and close the feedback loop by informing students of outcomes. Reps are encouraged to utilize various methods to communicate with students and receive training to strengthen their representation skills.
OTIS1
The document provides an introduction to online tutoring and instructional support. It discusses the goals of tutoring, which are to provide additional intervention and enrichment support to students, target individual learning needs, build student confidence, and inspire enjoyment of math. It explains that Reasoning Mind Tutors undergo a rigorous selection process, including passing a math proficiency exam, background check, and training in the tutoring program. Finally, it introduces one of the tutors, Michelle A., and provides details about her background and qualifications.
Blake Institute Spring 2014
The Singapore math workshop consisted of 5 sessions focused on problem solving:
Session 1 introduced problem solving and visualization lessons; Session 2 taught problem solving heuristics; Session 3 covered lesson planning with anchor tasks for problem solving; Session 4 demonstrated differentiated questioning strategies during a Grade 2 problem solving lesson; Session 5 discussed formative and summative assessment strategies.
Flexible Delivery Of Pst 1
This document outlines plans for delivering a flexible sport psychology course. It discusses moving to a more autonomous model that considers student feedback on content, assessment, and delivery. Options being considered include online lectures, podcasts, video, tutorials, and flexible assessment types. The goal is a blended model providing access anywhere through electronic and hard copy materials, with cultural sensitivity and sustainability in mind.
High School Maths
Zadok Olinga will present a High School Maths Clinic to help fill the gap between math concepts taught and their application. The clinic will be held every Saturday for 3 hours, costing R400 per month, starting in February 2015. Tutors will connect the dots in students' knowledge, help them understand examples from tests, and provide practice opportunities to improve understanding of core math and physics subjects. Registering students will receive study materials.
presentation.ppt
The document summarizes research on using a student-centered approach to teaching literature in Bangla medium schools. It describes conducting surveys of teachers and observing students to determine if using authentic materials, student performances, and recordings improved engagement and understanding compared to traditional lectures. The findings showed most students and teachers felt these active methods were effective, but challenges included a lack of resources, classroom noise, and time management. The recommendations were to provide training to help teachers implement student-centered activities and create lesson plans to address the challenges.
Day 2_Session I_Critical Reading Powerpoint #1
The document provides an overview of a training session on increasing rigor and preparing high school students for college-level reading. The session objectives are to learn and apply direct reading instruction strategies to increase comprehension and create lesson plans using research-based strategies. The teaching strategies section outlines steps for instruction, shows an effective reading comprehension strategies video, and discusses strategy application, text selection, and resistance to development.
Exceeding the Limits: Teaching and Assessing Information Literacy within Bla...
Exceeding the Limits: Teaching and Assessing Information Literacy within Bla...Nebraska Library Association
Jon Ritterbush (University of Nebraska Kearney) Exceeding the Limits: Teaching and Assessing Information Literacy within Blackboard from 2015 C&U/CULS (Joint NE & KS) Spring MeetingFrom strategy to reality - Perera, Hartiss & Sinclair
This document discusses embedding an academic skills framework within a university's curriculum. It describes how the academic support team created a skills menu and worked with faculty to slot skills into courses. Benefits included greater engagement between students, staff and support teams. Challenges included the resource intensity, but initial assessment results and surveys showed student and staff perceived skills support helped progression. Next steps involve evaluating impact, improving delivery methods and developing teaching resources.
Open Educational Resources
Tips for introducing active learning activities using OER and sharing your own content, shared by Jason Rhode @jrhode during Northern Illinois University's Teaching Effectiveness Institute, January 10, 2014
Assistive Technology Presentation
This document discusses resources and instructional practices that can help meet the needs of students with disabilities. It outlines common challenges for students with ADHD, auditory disabilities, and mild learning disabilities. For each group, it provides examples of assistive technologies and instructional strategies teachers can use, such as providing outlines, breaking down assignments, seating students closer to the front, and using tools like text-to-speech, clickers, and low- and high-tech devices. The goal is to enhance the educational experience for all students through individualized support.
Re Final
A group of students from Yan Xiao Dong School collaborated with Chao Yang School, a school for intellectually challenged students, to create learning resources. They developed PowerPoint presentations, jigsaw puzzles, worksheets, and flash animations focused on key concepts. These resources were tested with the Chao Yang students. Feedback indicated the resources made learning easier and more enjoyable, though some were too advanced for certain students or teachers. The group hopes to build on this experience to create additional lesson packages on new topics.
IMPROVING READING IN TENTH GRADE STUDENTS AT DESAMPARADOS NIGHT HIGH SCHOOL
IMPROVING READING IN TENTH GRADE STUDENTS AT DESAMPARADOS NIGHT HIGH SCHOOL UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
What's hot (20)
2013 parent pbs overview. family.community involvement 2012
2013 parent pbs overview. family.community involvement 2012
Exceeding the Limits: Teaching and Assessing Information Literacy within Bla...
Exceeding the Limits: Teaching and Assessing Information Literacy within Bla...
From strategy to reality - Perera, Hartiss & Sinclair
From strategy to reality - Perera, Hartiss & Sinclair
IMPROVING READING IN TENTH GRADE STUDENTS AT DESAMPARADOS NIGHT HIGH SCHOOL
IMPROVING READING IN TENTH GRADE STUDENTS AT DESAMPARADOS NIGHT HIGH SCHOOL
Similar to Faculty Presentation
CC COLUMBIA 101 - Summer 2014
COLUMBIA 101 is a program offered each year for incoming Columbia College and Columbia Engineering first-year and transfer students and their families. This is the slideshow from the CC presentation. Please feel free to look through it.
Preparing for College and Career
For high school junior girls to prepare them on what to expect when entering college and how to explore careers
Gloucestershire College Level 3 Construction and the Built Environment Handbo...
Gloucestershire College Level 3 Construction and the Built Environment Handbo...Craig Bloxsome MCIOB
This document is a course handbook for the BTEC Level 3 Construction and the Built Environment program at Gloucestershire College. It provides information about the college campus, contact information for program staff, an overview of the program structure and outcomes, assessment guidelines, and other policies and resources to support students in their studies. The handbook aims to introduce students to important course information and signpost resources to help them develop both practical and intellectual skills over the course of the program.English - How to prepare your kids for College
This presentation highlights what it takes to get into a top college. This is the English version and covers the following topics -
1. The types of colleges your kids can attend
2. What you need to know about High School
3. The college admissions process
4. Checklist for each year of high school
This presentation was given at Yuba City Gurdwara on October 18th, 2009.
The Road to your Future
This document provides information to help high school students transition successfully to college. It discusses that college graduates earn nearly $1 million more than high school graduates. Students will have more responsibilities in college and need to manage their own schedules, course loads, and studying. Class sizes are larger in college and students are expected to participate and take their own notes. College involves balancing academics and social life while avoiding weight gain and managing stressors like time management and homesickness. The document offers tips for staying organized and using campus resources for support.
Student success : common challenges at college
This presentation explores 14 of the most common challenges that college students face. This presentation offers a constructive solution for each challenge. This presentation is suitable for undergraduate and graduate study at all institutes such as as colleges, universities, technical schools and vocational schools.
Stevenson Sloan 2009
The document discusses strategies for promoting student community and collaboration in distance education programs. It describes offering student organizations, clubs, mentoring programs, and online academic support services. Student activities like organizations and online meetings help students feel connected to each other and the university despite being at a distance. The discussion focuses on building community through shared interests, leadership opportunities, and collaborative online spaces.
Admissions pp final
This document provides information and advice about planning for and applying to college. It recommends that students start thinking about college early in high school by taking rigorous courses, preparing for standardized tests, developing well-rounded extracurricular activities, and researching different college options. The document outlines factors that colleges consider in admissions like GPA, test scores, essays, activities, and recommendations. It also explains differences between community colleges, state universities, and private schools, as well as various application processes and timelines.
Gloucestershire College BTEC Level 3 Construction and the Built Environment C...
Gloucestershire College BTEC Level 3 Construction and the Built Environment C...Craig Bloxsome MCIOB
This document is a course handbook for the BTEC Level 3 Construction and the Built Environment program at Gloucestershire College. It provides information about the college campus, contact information for program staff, an overview of the program structure and learning outcomes, assessment guidelines, and resources for students. It outlines students' responsibilities and explains how they can communicate with staff and access support services during their time in the program.Adjusting To Isu Workshop
This document summarizes services provided by the Julia N. Visor Academic Center to help students adjust to the academic challenges of college. It discusses how college classes differ from high school in workload, responsibility, and assessment. The Center offers workshops on study skills, time management, and other topics. It also provides free tutoring in specific courses and writing assistance to help students succeed. Students are encouraged to utilize these services early in the semester.
Setting Expectations for e-Education
Slides for webinar on setting expectations for faculty, students, and administrators regarding online learning at colleges and universities.
Assessment Strategies and Innovative Teaching Practices
The document discusses assessment strategies and innovative teaching practices at universities. It describes how universities have responded to calls for improving undergraduate education through numerous disciplinary and cross-disciplinary teaching innovations. The document presents case studies of four universities examining their approaches to assessment, innovations in teaching and learning, and how assessment and improvements are linked. It finds that flexibility in tenure processes, coordination of assessment activities, and linking assessment to improving teaching can encourage further innovations.
1st steps to success final1 slides
Pierce College provides college instruction through associate degrees and transfer programs, workforce preparation through career training programs, and transitional education like pre-college courses and basic skills programs. Support services include academic advising, counseling, tutoring, writing assistance, disability services, veterans services, and services for women and families. The document outlines the various programs, degrees, and support services available to students at Pierce College to help them succeed in their educational and career goals.
1st Steps To Success final1 slides
Pierce College provides college instruction through associate degrees and transfer programs, workforce preparation through career training programs, and transitional education like pre-college courses and basic skills programs. Support services include academic advising, counseling, tutoring, writing assistance, disability services, veterans services, and services for women and families. The document outlines the various programs, degrees, and support services available to students at Pierce College to help them succeed in their educational and career goals.
1st steps to success final1 slides
Pierce College provides college instruction through associate degrees and transfer programs, workforce preparation through career training programs, and transitional education like pre-college courses and basic skills programs. Support services include academic advising, counseling, tutoring, writing assistance, disability services, veterans services, and services for women and families. The document outlines the various programs, degrees, and support services available to students at Pierce College to help them succeed in their educational and career goals.
Course Outline for Communication
This document includes information for Horticulture and Arboriculture students who are studying communication techniques at Otago Polytechnic.
How to be a successful college student 2015
The document provides tips for students to succeed in college, including having a purpose and goals, managing their time through scheduling, finding a good study space, doing all assignments, attending classes, and maintaining a positive mindset. Success requires dedication, determination, and effectively balancing school with other responsibilities.
Education
The document provides information about the Education Double Degree program at Oregon State University. The program allows students to earn a primary degree in their field of interest along with a second degree in education, allowing them to become licensed teachers. Students can choose to be authorized to teach at the early childhood, elementary, middle, or high school levels. The double degree offers advantages like paying undergraduate tuition rates and being mentored by advisors for both degrees.
Nss 2014 uog launch presentation
The document provides guidance for completing the National Student Survey (NSS) for final year undergraduate students at the University of Gloucestershire. It explains that the NSS asks students to provide feedback on their course to help the university improve strengths and address issues. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management, and learning resources. It provides guidance on how to interpret and respond to questions within each section.
Wentworth Student Leader Selection Powerpoint
This document provides information about becoming a student leader at Wentworth. It discusses the benefits of leadership positions such as acquiring professional skills and personal development. The application process requires a 2.5 GPA, being in good standing, and completing an application by February 1st which includes essays and a resume. Applicants will participate in a group process and interview on February 6th. Selected students will attend training in March. A variety of leadership positions are described such as Resident Assistant, Admissions Representative, and Engagement Coordinator. The timeline and resources for applying are also outlined.
Similar to Faculty Presentation (20)
Gloucestershire College Level 3 Construction and the Built Environment Handbo...
Gloucestershire College Level 3 Construction and the Built Environment Handbo...
Gloucestershire College BTEC Level 3 Construction and the Built Environment C...
Gloucestershire College BTEC Level 3 Construction and the Built Environment C...
Assessment Strategies and Innovative Teaching Practices
Assessment Strategies and Innovative Teaching Practices
More from Carleton University
CUSA Service Centres
The CUSA Service Centres summary is:
The Carleton University Students’ Association offers 9 service centres to meet the diverse needs of students. The centres provide resources, events, and volunteer opportunities for issues including Aboriginal support, mature and part-time students, disabilities, LGBTQ support, campus safety, food security, international students, race and culture, women's issues, and acting as safe spaces on campus.
Group Dynamics
This document discusses group dynamics and team development. It introduces Bruce Tuckman's model of team development, which includes the stages of forming, storming, norming, performing, and adjourning. It then provides descriptions of each stage and examples of situations that different teams may experience as they progress through the stages. The document also includes descriptions of various team member personalities that can impact group dynamics. It concludes with scenarios that could be used for role plays about managing dynamics within a student orientation team.
The First Year Experience
This document provides information for parents about supporting their student through the transition to university. It discusses student development theory, common transitions students face in their first year, and some myths and facts about university. The objectives are to help parents understand what their student's first year may be like, address concerns, and provide information to help students succeed. It also discusses the Parents Campaign fundraising initiative.
Fall Orientation
This document outlines various fall orientation events at Carleton University in 2009, including CUSA/RRRA Orientation, EngFrosh for engineering students, and SPROSH week for Sprott School of Business students. EngFrosh events include rafting, boat races, games, and scavenger hunts. SPROSH week features move-in, concerts, tours of Ottawa, and nightly hospitality suites. Registration for both EngFrosh and SPROSH was required in mid-July. Other orientation events on campus included Ravenspalooza and orientations for international and transfer students.
Parents as Partners
This document provides guidance for parents on how to be supportive partners during their student's university experience. It discusses setting realistic expectations for academic rigor and major selection, maintaining home connections, creating budgets, handling roommate situations, promoting health and safety, and communicating effectively with the student and university while respecting student privacy policies. Parents are encouraged to listen, encourage exploration of resources, trust the student's decision making, and provide an appropriate level of challenge and support.
Campus Services
The document provides an overview of various campus services available to students at Carleton University, including the Campus Card, Career Development and Co-operative Education, Parking Services, Campus Safety, and Dining Services. The Campus Card serves as a student ID card and can be used for dining, library access, athletics, residence door access, and as a debit card. Career Development helps students find jobs, offers workshops and advising, and manages the co-op program where students can obtain paid work experience. Parking Services manages the university parking lots and passes. Campus Safety programs include foot patrol, emergency phones and assistance, and student-run emergency response. Dining Services operates 11 on-campus locations for students to purchase
Financing a University Education
The document discusses financing a university education, including:
1) Typical annual costs of tuition, housing, books, and other expenses range from $16,585 for on-campus housing to $23,185 for off-campus living.
2) Common sources of funding include scholarships, bursaries, OSAP student loans, bank loans, and part-time work. Scholarships are based on merit while bursaries and loans are needs-based.
3) OSAP is Ontario's student loan program which provides repayable loans and non-repayable grants. The work-study program offers on-campus jobs to OSAP recipients for up to 15 hours per week.
Academic Support Services
The document summarizes various academic support services available to students at Carleton University, including:
1) Learning support services like the Student Academic Success Centre, Learning Support Services, and tutor referral services to help with academics, study skills, and connecting students with tutors.
2) Subject-specific support like the Math Tutorial Centre, Writing Tutorial Service, and Peer Assisted Study Sessions to provide tutoring and workshops for math, writing, and various courses.
3) The Learning Commons for research help, IT support, and study spaces.
4) The Paul Menton Centre which coordinates accommodations and support for students with disabilities.
5) New first-in-family peer mentoring program
More from Carleton University (8)
Faculty Presentation
- 1. Summer Orientation Faculty Presentation John Logan/Psychology and Cognitive Science Faculty of Arts and Social Science [email_address]