NCLCA is a professional organization that addresses the development and concerns of learning centers and learning center
professionals. The Learning Center Leadership Certification program was implemented as a way to promote excellence in learning
center leadership. The most recent NCLCA program to support learning centers and promote excellence is the Center of
Excellence program. This session will describe the development of the program, including the role of Learning Center Best
Practices (Frank Christ), Council on Advancement of Standards(CAS) in Higher Education, and John Gardner's Institution of
Excellence in the First College Year in the process. The discussion will also include an overview of the program components and
why your center should strive for this designation
NCLCA is a professional organization that addresses the development and concerns of learning centers and learning center
professionals. The Learning Center Leadership Certification program was implemented as a way to promote excellence in learning
center leadership. The most recent NCLCA program to support learning centers and promote excellence is the Center of
Excellence program. This session will describe the development of the program, including the role of Learning Center Best
Practices (Frank Christ), Council on Advancement of Standards(CAS) in Higher Education, and John Gardner's Institution of
Excellence in the First College Year in the process. The discussion will also include an overview of the program components and
why your center should strive for this designation
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Lisa D'Adamo-Weinstein
Director of Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson
Director, Academic Success Center, Retired
Clemson University
Laura Sanders
Assistant Dean, Student Success
College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to: ••• honor the history of established and unique learning centers; and • celebrate the outstanding achievements of centers that meet and exceed these standards. This post-conference institute will walk participants through the rationale for the creation of the designation program; review the criteria for evaluation and the steps for application. We will address relevant theories and best practices in learning center management, encouraging participants to reflect on their own centers and what they they can do to measure up to excellence in the field of learning assistance and academic support.
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
Dan Blake
Career Development Specialist
Sonoma County Office of Education
Santa Rosa, CA
This presentation will provide multiple examples of ways to infuse career awareness and exploration into existing middle school structures. The Sonoma County Career Development Specialist will share program goals and standards, program planning and implementation procedures, program structure, and effective activities and curricular materials. Useful handouts will be provided.
This presentation was used during the 2014 Directors and Coordinators meeting. It offers and overview on all things related to student development: training, reflection, management and development.
Bonner Student Success & Leadership: A Developmental ApproachBonner Foundation
This presentation is part of the 2019 Bonner New Directors and Coordinators Orientation, held in Princeton, NJ, for staff and faculty in the Bonner Network.
Dan Blake
Career Development Specialist
Sonoma County Office of Education
Santa Rosa, CA
This presentation will provide multiple examples of ways to infuse career awareness and exploration into existing middle school structures. The Sonoma County Career Development Specialist will share program goals and standards, program planning and implementation procedures, program structure, and effective activities and curricular materials. Useful handouts will be provided.
Training specialist, training coordination, education, I'm passionate about all of them. If there's any way I can help your organization and teams grow and become the best they can be, I'm happy and ready to help.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Lisa D'Adamo-Weinstein
Director of Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson
Director, Academic Success Center, Retired
Clemson University
Laura Sanders
Assistant Dean, Student Success
College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to: ••• honor the history of established and unique learning centers; and • celebrate the outstanding achievements of centers that meet and exceed these standards. This post-conference institute will walk participants through the rationale for the creation of the designation program; review the criteria for evaluation and the steps for application. We will address relevant theories and best practices in learning center management, encouraging participants to reflect on their own centers and what they they can do to measure up to excellence in the field of learning assistance and academic support.
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
Dan Blake
Career Development Specialist
Sonoma County Office of Education
Santa Rosa, CA
This presentation will provide multiple examples of ways to infuse career awareness and exploration into existing middle school structures. The Sonoma County Career Development Specialist will share program goals and standards, program planning and implementation procedures, program structure, and effective activities and curricular materials. Useful handouts will be provided.
This presentation was used during the 2014 Directors and Coordinators meeting. It offers and overview on all things related to student development: training, reflection, management and development.
Bonner Student Success & Leadership: A Developmental ApproachBonner Foundation
This presentation is part of the 2019 Bonner New Directors and Coordinators Orientation, held in Princeton, NJ, for staff and faculty in the Bonner Network.
Dan Blake
Career Development Specialist
Sonoma County Office of Education
Santa Rosa, CA
This presentation will provide multiple examples of ways to infuse career awareness and exploration into existing middle school structures. The Sonoma County Career Development Specialist will share program goals and standards, program planning and implementation procedures, program structure, and effective activities and curricular materials. Useful handouts will be provided.
Training specialist, training coordination, education, I'm passionate about all of them. If there's any way I can help your organization and teams grow and become the best they can be, I'm happy and ready to help.
Le rapporteur général de la commission des finances du Sénat a publié, le 2 novembre 2016, un rapport d'information. Ce rapport s'attache à analyser le dispositif du prélèvement à la source prévu par l'article 38 du projet de loi de finances pour 2017.
Le rapporteur souligne les défauts du prélèvement à la source et propose une alternative.
Le prélèvement à la source: les inconvénients du dispositif
Le rapporteur considère que le projet du gouvernement est d'une grande complexité et aurait comme conséquence de réduire la lisibilité de notre système fiscal. En outre, le rapporteur souligne que le mécanisme du prélèvement à la source a une contemporanéité limitée car elle prend en compte des données fiscales anciennes, ne tenant pas compte des réductions et crédits d'impôts des contribuables.
Le rapporteur pointe également du doigt le fait que le prélèvement à la source créerait des charges et nouvelles responsabilités pour les tiers collecteurs. Enfin, le rapporteur estime également que le dispositif ferait peser un risque sur la situation fiscale des contribuables.
L'alternative proposée par le rapporteur: le prélèvement mensualisé et contemporain
Le rapporteur propose la mise en place d'une solution alternative: le prélèvement mensualisé et contemporain. Il s'agirait d'un prélèvement effectué par l'administration fiscale sous forme d'acomptes payés au titre des revenus de l'année en cours. Le rapporteur considère que le prélèvement mensualisé et contemporain répondrait mieux aux attentes des contribuables du fait de sa simplicité et de sa contemporanéité.
En esta presentacion observaremos y detallaremos los presentes riesgos a los cuales nos exponemos diariamente en nuestros trabajos,estos conceptos nos enseñan como prevenirlos y si es posible evitarlos.
Kitchen & Living, es una empresa formada en el 2008, especializada en el diseño, fabricación e instalación de muebles de cocina, baños, closets y muebles modulares para proyectos inmobiliarios, como también para casas individuales.
La empresa está conformada por profesionales altamente calificados, quienes ofrecen un servicio completo, desde el diseño de los muebles hasta la atención post-venta, brindando asesoría en todas las fases del proceso. Desarrollando y diseñando soluciones integrales teniendo en cuenta los requisitos particulares de cada cliente.
Alleviate Technologies Pvt Ltd is an Enterprise software development & outsourcing company. We provide consultancy on Enterprise Process Automation, Mobile Application Development and NetIQ Identity & Security Product Consultancy. We are Innovative, creative and optimized IT solution provider.
Developing Students: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the Bonner Foundation's 2016 New Directors Meeting introduces the student development model in more depth. It covers frameworks and how to create a developmental, sequential educational experience using meetings, training, and reflection. It talks about student learning outcomes as well.
Bonner Student Developmental Model and Staff Pipeline ProjectBonner Foundation
This is for the Bonner Foundation's 2018 Summer Leadership Institute. We will be discussing the Bonner Student Developmental Model and sharing work on the new Staff Developmental Pipeline Project.
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
Creating Engaging Student Communities in the Online Classroom, Karen Lyndenkarenlynden
This session will focus on instructor strategies that create extraordinary student learning experiences in the online class environment. Techniques that will be explored include best practices for creating dynamic group projects, service-learning projects connected to learning outcomes, and other project-based based assignments that help build the student learning community in the class and beyond. Implementation strategies and examples of effective assignments will be shared.
Presenter(s): Karen Lynden (Rowan-Cabarrus CC)
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Diving Deep: Growing the Field of Civic Engagement Practitioner-ScholarsIowa Campus Compact
This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
The Global Achievment Gap: Schools that WorkBen Johnson
This is a summary of the content and perspectives for the implications of 21st century skills upon the needed change in education regarding structure, instruction, and assessment. In chapter 6 Tony Wagner highlights the ground-breaking work done at High Tech High.
1. A 21st Century Mindshift:
Cultivating a Culture of Career Readiness and Competency Devel
opment
A 21st Century Mind Shift:
Cultivating a Culture of Career Readiness and
Competency Development
14. Spar –tan Ready
1. Adjective:
Graduating students from The
University of Tampa who are prepared
to be successful individuals with an
advanced understanding of their field of
study, the interdisciplinary workplace,
how to be effective leaders, and
engaged citizens who contribute to
society.
Building a culture of career
preparedness and readiness.
17. Student Affairs at The University of Tampa will be
known for its dynamic Spartan Ready culture that
engages every student innovative learning
experiences resulting in student success and life
transformation.
Develop student programs and services utilizing
Spartan Ready as a framework for student
learning.
18.
19. Departmental
Goals/Objectives:
University Goals
Supported (Ref. #)
Assessment
Method(s)
Assessment
Results &
Actions
Taken/Planned
Funding
Implications Status
Continue to
Next AYE?
Communication
Partnerships
continuousimprovement
CampusCulture
Communication
InterpersonalAbilities
CriticalThinking
Organization
GlobalEngagement
Teamwork
Self-Awareness
Professionalism
LifeSkills
Implement year 3 of
the assessment
timeline.
2
Each department will
assess 2 different
projects than the
previous year.
N/A x x
Identify division
wide signature
programs and map
them to strategic
priorities and
Spartan Ready.
2,4
1) Define what is
considered a
signature program
2)Ask
directors/associate
deans to map the
program 3) Identify
ways to incorporate
greater division
support of the
signature programs.
N/A x x x x x x x x x x x
2016-2017 Strategic Priorities Spartan Ready Competencies
20. Department Name:
Assessment Project Name:
Semester(s) You Plan to Collect Data:
Overview of Assessment Project (e.g., rationale for selecting project; “why” assessing this program/service/training):
Student Learning Outcomes
Spartan
Ready
Competency
Intended Learners Who
Action
Word
1
Program/Service/
Activity/Course
Will be
able to
Action
Word 2
Intended Outcome
As
evidenced
by
Achievement
Target
(25%-100%)
Description of
sample
(include sample size)
Assessment Type
who
will be
able to
As
evidenced
by
who
will be
able to
As
evidenced
by
who
will be
able to
As
evidenced
by
Process Description (Provide detailed description of the project – timeline, sample size, who will be assessing/collecting results, etc.):
2016-2017 Assessment Project Template
Spartan Ready Competencies:
1. Communication
2. Interpersonal Abilities
3. Critical Thinking
4. Organization
5. Global Engagement
6. Teamwork
7. Self-Awareness
8. Professionalism
9. Life Skills
21. Examples of Competency Mapping
• Some academic classes
• Residence Life Learning Communities
• Debate Watch Party
• Alternative Breaks
• Leadership Exchange
• Leadership and Swimming with the
Mantees
• Student employment
• Resident Assistant training
27. COMMUNICATION
The ability to effectively and efficiently convey and receive information.
Skills examples include:
Resources:
Saunders Writing Studio Cover Letter Writing Guide
Center for Public Speaking Resume Writing Guide
Programs to obtain and enhance this competency:
Leadership Exchange
Presidents Leadership Fellows
Bonner Leaders
Student Employee Enrichment and Development
Elevator Speech Competition
VERBAL
Public Speaking
Elevator Speech
Phone Etiquette
Customer Service
Active Listening
NON-VERBAL
Understanding body language
Art of Storytelling
Understanding Communication
Styles of Communication
First Impressions
Technology for Public Speaking
WRITTEN
Social Media Presence
Professional Business Communication
Art of effective email
Follow up correspondence
Writing proposals and reports
Writing with brevity and effectiveness
Examples of skills. Not a
complete list
Campus Resources and
Web links.
Programs, classes, events,
workshops, etc.
TD Foundation Videos
28. Integration and Assessment
• Co-curricular advising
• Residence Life Curriculum
• Software to assess, badge and track
competency development
• Imbedding competencies into selection
processes. For example:
• Co-curricular transcript alighment
• Leadership Awards
• Resident Assistant positions
• Student Employment positions
• Student leadership positions
• Expand competency assessment and mapping
more broadly campus wide
• Develop additional T-shaped opportunities
29. Advantages
• Earlier engagement with students
• Transcends majors and year in school
• University-wide conversation
• Common language
• Aligns with Liberal Arts outcomes
• Builds intentionality with partners
• Students have earlier awareness soft
skills and context to tell their story
30. Challenges
• Partnership development takes time
• Strategic infusion into culture – language,
missions, etc.
• Bringing along faculty/academic side is
slow process
• Assessment of student competency
development (progressive)
• Explaining the concept
Editor's Notes
We are on a journey. This is not a discussion of an initiative that is concluded but a discussion of the journey.
But there are some fundamental truths that we are going to consider.
The main point of our discussion today is really about re-thinking the way in which we do career services.
A lot is being written and shared about a new career services model. So much of what is see is simply re-branding of the same old thing. Yes, it’s good to freshen the essentials and give them a new face. BUT, if that is deemed to be a re-invention of career services, the results are going to be sadly disappointing.
Restructuring and new titles – but if they are done to just keep up with the Joneses and without strategic outcomes in mind, the outcomes will not meet expectations.
This is a time for change and innovation. And, it is hard work. There is not a silver bullet; nor is there a single one size fits all answer. What I do know is that we cannot do career development within higher education in a vacuum by ourselves, without an integrated cross departmental approach, and without student development as the foundation.
Transactional services must become less of our focus (technology replacing) and transformational interactions that are developmental must increase.
Wall, Fence v. Field mentality – Article
Wall: keep all knowledge inside and people have to come to us to get it. We do it, and we are the only ones to do it.
Fence: some information is available to others and recognize that there is some career work going on outside, but we are still ultimately responsible. Those people should be referring them to us! (Collaborate)
Field: we are actively developing meaningful partnerships to extend our reach with a goal of enlisting and empowering others to join us in our work. (Partnerships)
https://youtu.be/OORnMYoWX9c
Journey to re-invent career services started about six years ago. New Dean of Students
New structure designed to bring more intentionality to the relationship that we already knew existed between Leadership Engagement, Community Engagement, and Career Services.
We knew that students co-curricular experience helped prepare them for careers, but our approach was more one of helping student simply recognize and market that experience as it relates to their job search. That’s not a bad thing and needed to continue.
But that wasn’t enough!!!
Tim:
Employers are expressing a growing demand for college graduates to possess deep disciplinary knowledge while at the same time possessing an ability to communicate across social, cultural and economic boundaries. This is what is called the T-shaped Professional.
Co-curricular engagement affords the opportunity for students to apply their I-shaped disciple/major broadly and in concert with others in a T-shaped interdisciplinary environment, which is more characteristic of today’s workplace.
Currently many college and university graduates have been trained to be productive in one field, but employers are placing increasing importance on skills that reach beyond a single discipline or focus. Upon graduation, students should be able to handle information from multiple sources, advance professional relationships across different organizations, contribute innovatively to organizational practices, and communicate with understanding across social, cultural, economic and scientific disciplines. Tomorrow’s workers will build their careers in a globally interconnected and constantly changing world with smarter technologies in an effort to effect positive global change.
These “T-shaped professionals” are in high demand for their ability to innovate, build relationships, advance research and strengthen their organizations.
--- Source tsummit.org
Inter-related nature of the work that we do.
It is a joint responsibility; not an individual’s or a department’s responsibility. Collaboration is the key. Work hard to break down the walls and turf thoughts that we might have and look at interdisciplinary team approaches to accomplishing our work.
Tim:
Many areas already focusing on competency development.
We are doing the work in pockets without a consistent and university wide approach.