This document outlines the agenda and learning objectives for a freshman seminar. The 4-hour seminar will include interactive group discussions, a virtual campus tour, and creating Facebook and LinkedIn accounts to connect with classmates and the campus. Students will send an email to their program director, use Facebook for class participation, and work in groups to problem-solve common obstacles career college students face. The seminar aims to help students demonstrate fun-through-learning, connect with campus resources, and develop solutions to challenges that could interfere with their goal of graduation.
Crowdfunding workshop voor fondsenwervers, zoals regelmatig gegeven door Ronald Kleverlaan en Frits Klaver.
Zie voor actuele data: http://crowdfundingworkshop.nl/
Crowdfunding presentatie tijdens Communitymanangers Nederland bijeenkomst over de sociale dynamiek op crowdfunding platformen.
Wat kunnen crowdfunding platformen leren van ervaren communitymanagers?
Crowdfunding workshop voor fondsenwervers, zoals regelmatig gegeven door Ronald Kleverlaan en Frits Klaver.
Zie voor actuele data: http://crowdfundingworkshop.nl/
Crowdfunding presentatie tijdens Communitymanangers Nederland bijeenkomst over de sociale dynamiek op crowdfunding platformen.
Wat kunnen crowdfunding platformen leren van ervaren communitymanagers?
Unit V Homework Apprenticeship Proposal Use the Department.docxmarilucorr
Unit V Homework
Apprenticeship Proposal
Use the Department of Labor’s Employment and Training Administration website and find the area on Registered Apprenticeship. Explore the Employers section. Based on the information found here, create an apprenticeship proposal for a position in the company you work for or wish to work for. In your apprenticeship, make sure to include specific skills the apprentice will be learning, the modeling and practice techniques that will be used, and the feedback process that will be incorporated (both informal and formal). Explain how many hours per week the apprentice will work, and how long the entire apprenticeship should take. Discuss the advantages and disadvantages of your apprenticeship program.
Use Microsoft Word to create your proposal. The proposal should be between two to three pages in length, and all sources used need to be cited according to APA format.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
2. Compare and contrast the training implications of behavioral and cognitive learning in the training
environment.
2.1 Discus how training is influenced by new technologies.
2.2 Discuss the advantages and disadvantages of e-learning, mobile technology, and simulations.
2.3 Explain the pros and cons of multimedia training.
6. Describe classroom-based training programs.
6.1 Discuss the pros and cons of traditional training methods.
6.2 Explain how group building methods improve team/group effectiveness.
6.3 Discuss the steps necessary to develop effective self-directed learning.
Reading Assignment
Chapter 7:
Traditional Training Methods
Chapter 8:
Technology-Based Training Methods
Unit Lesson
Company A
Company A’s training sessions are always the same—hour-long lectures. Employees file into a room
composed of rowed seating. A lectern is in front of the room and the training manager, John, stands behind it.
He greets the employees and begins a lecture. This particular session is on how to use Microsoft Excel. He is
reading from a book, but occasionally looks up to glance at his audience. When an employee raises their
hand, John asks that all questions be saved for the end of the session. Most of the group tries to follow what
he says, but have blank expressions on their faces since they are not sure what John is even talking about.
One employee in the back row has nodded off, and a few others are having a hard time keeping their eyes
open. At the end of the session, the manager asks for questions. No one raises their hand. Could it be that
the manager has conveyed the material so well that everyone now understands how to use a spreadsheet?
Or could it be that the audience is so bored with the material that they are in a hurry to leave the session?
Company B
Company B is also offering a training session on how to use formulas in an Excel spreadsheet. ...
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Do you feel overwhelmed with technology?
Do you wonder how to conduct research in an online library?
In this workshop you will be introduced to the most important/”best” parts of the ESC website, learning resources, the online library, the Angel Learning Environment and more.
Final Reflection for SOM 301Due DatesDuring your lab the week .docxAKHIL969626
Final Reflection for SOM 301
Due Dates:During your lab the week of April 25-29, 2016 (Week 15)
Points:50 points maximum
Objective:To reflect on your learning process and experience
Format: Provide numbered responses that correspond to the questions below. Each response (for each question) should be between one to four paragraphs long. Add your name, lab section, and date along the top of your submission. Use Microsoft Word.
Audience: Self (and instructor)
Blackboard: Submit a digital copy to Blackboard by the start of lab on the due date
Grading:See page 2 of this document
Honor Code:All instances of plagiarism–intentional or unintentional–will result in a report sent to the University Honor Committee and a recommendation of a zero for the assignment, and possibly the course.
Reflections are for students to think about their learning process (metacognition), and help students “own” their learning through considering the assignment or experience in an academic and/or personal context. Students should take this assignment seriously.
NOTE: The reflection process is not a place for students to evaluate their courses or their instructors; student evaluations of instructors and courses that are provided in the final weeks of class are a much better venue for students to express those impressions. Instead, reflections are a place for students to critically think about their individual learning and to focus on self-investigation.
You are expected to reflect on each of the following seven (7) questions.
Process Reflection on the Final Persuasive Memo
1. What challenges did you face in completing the final persuasive memo? How did you address/troubleshoot them?
2. Describe the strategies that led to the completion of the final persuasive memo. How did your thinking about it evolve over time (point to specific experiences while working on the assignment)? How did your assignment evolve (or not evolve) along with your thinking (again, point to specific experiences) about it? What went according to plan, and what surprises did you encounter? What still needs work?
Summative Reflection
3. In what ways have you improved as a communicator throughout this course? What brought about those improvements? Cite specific experiences, readings, assignments, or discussions from this course that support your reflection.
4. What was your biggest accomplishment in the course? How did an assignment and/or other course elements help you reach it? What was your biggest challenge in this course? How did an assignment and/or other course elements help you improve on it? Be specific.
5. What career skills did you improve on in this course? How were they reflected in one of your assignments? What will you take away from this course to help you as you build your career? Be specific.
Process Reflection on the Course
6. How did participation in the course assignments (peer reviews, individual and group presentations, individual and group activities, in-class writin ...
Comm 102 week 4 assignment social media policy newolivergeorg
comm 102 week 4 assignment social media policy,uop comm 102 week 4 dq 1,uop comm 102 week 4 dq 2,uop comm 102 week 4 dq 3,uop comm 102 week 4 learning team assignment effective group communication action plan,uop comm 102,comm 102,uop comm 102 week 4 tutorial,comm 102 week 4 assignment,uop comm 102 week 4 help
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Comm 102 week 4 assignment social media policy newnikig6806
comm 102,uop comm 102,uop comm 102 entire course,uop comm 102 week 1,uop comm 102 week 2,uop comm 102 week 3,uop comm 102 week 4,uop comm 102 week 5,comm 102 communication basics worksheet,comm 102 assignment interpersonal communication,comm 102 assignment interpersonal communication,comm 102 assignment employee morale proposal,comm 102 assignment social media policy,comm 102 assignment presentation skills,uop comm 102 tutorials,comm 102 assignments,comm 102 help
Freshman seminar presentation from Louis CabuhatLouisCabuhat
Louis Cabuhat, the Director of Education, assigns day-two of each new term to meet with students, answer questions about learning, and help others plan to be massively successful. This slide deck is only a small representation of what will be covered in the three hour session.
5 unit five teach the teacher_web 2.0 technologyLouisCabuhat
Digital media (technology) has very important implications for learning. Technology has, inarguably, become woven into everyday living. In fact, it is hard to imagine a world void of technology. The Internet (Worldwide Web) is a great example of just how access to information touches and shapes our lives. Social media is used for communication. Online video conferencing bridges gaps. And, Wi-Fi technology currently provides access to information like never seen before. The Unit Five weekly activity is intended to connect learning, personal motive and technology so that behaviors are shaped. The goal is to demonstrate just how digital media can be leveraged by an instructor in the classroom to reveal a connection between motivation and Slideshare.com for learning.
Teach the teacher achievement (unit four)LouisCabuhat
The literature on attrition suggests that learners who underestimate their ability to succeed in college-level courses become easily disillusioned once failure occurs. The key to avoiding this example of cognitive dissonance (Miller & Tanner, 2011) is to anchor achievement strategies to realistic goal-setting. The literature suggests that students who experience cognitive dissonance are more likely to dropout (Miller & Tanner, 2011). Furthermore, the unpleasurable experience of dropping out of school is manifested emotionally. However, studies show that students who are successful in managing their emotions and relationships and impulse control are more likely to persist to graduation (Allen & Lester, 2012).
So, how do you measure achievement?
Teacher the teacher engagement (week two)LouisCabuhat
In unit two, participants will create the framework for a rating scale on motivation with the idea that, ultimately, a workable Early Warning System that alerts faculty and staff of impending student issues is published for use by the college.
Welcome to Freshman Seminar: Louis CabuhatLouisCabuhat
Making the decision to start college is a huge decision. This slide deck will guide new students in creating a digital link, problem solving and creating connections to Bryman College.
Louis Cabuhat, RN: Advising for ResultsLouisCabuhat
Managing behaviors in and out of the classroom is one of the more important tasks of a post-secondary instructor. This slide deck is a teacher's resource for supporting student success by mapping advising strategies that work and that don't work.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Freshman Seminar Learning Objectives: (at
the end of this lesson, you will be able to:)
Demonstrate fun–through
learning
Type an E-mail message to your
program director/teacher
List two methods of using
Facebook for learning
Explain how the Career Services
Department works to help
connect you to your dream job
List four solutions to your
assigned ‘challenge’
3. 4-hour Agenda:
Freshman seminar is interactive
Online
Group discussions
Critical thinking
We will tour the campus:
Career Services Department
Faculty Office, Financial Aid Office
Student Lounge
We will create a Facebook account (if you don’t have one) and
connect you to your classmates and teacher
We will create a LinkedIn account (if you don’t have one) and
connect you with the campus and organization(s) you’d like to
hire you
We will work together to problem-solve some common
(academic and non-academic) obstacles seen by career college
students
5. Creating a Digital Connection
Please take a moment to send your program director a
message.
What is your program of study?
Where did you go to school prior to _______ College?
Why did you choose to attend ________ College?
These are just some suggestions. You may choose to
tell them anything you like. There is only one rule:
Please be sure to end your E mail with your full name
and telephone number.
6. Using Facebook® For Class
Participation
Search for your instructor
using their ______ E mail
address
Class conversations take
place on Facebook. Find
my message (posted
today) and respond.
Keep it professional
7. Problem-solving Exercise
Working in your groups, now it’s time to discuss how
your assigned challenge might get in the way of your
goal to graduate.
Read the challenge aloud and then discuss solutions
that initially come to mind.
Draft your responses on your display page
13. Learning Objectives Checklist
Did you:
Demonstrate fun–through-learning
Type an E-mail message to your program
director/teacher
List two methods of using Facebook for
learning
Explain how the Career Services Department
works to help connect you to your dream job
List four solutions to the your assigned
‘challenge’
