The document discusses student affairs as a profession focused on experiential learning outside and sometimes inside the classroom. It notes that student affairs practitioners hold various positions like career counselors and academic advisors and facilitate programs with learning outcomes. The graduate assistant learning contract template then outlines various competencies like administration, communication, theoretical foundations, and technology that the assistant will develop goals and receive evaluation in over the semester from their supervisor.
The learning outcome-based curriculum (LOCF) approach establishes a framework for the learning outcomes and academic standards that students are expected to meet.
https://www.iitms.co.in/blog/guide-to-learning-outcome-based-curriculum-framework-locf-part-1.html
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
Bloom’s Taxonomy is a framework for classifying educational goals, it was designed to define and differentiate between different levels of human cognition.
The learning outcome-based curriculum (LOCF) approach establishes a framework for the learning outcomes and academic standards that students are expected to meet.
https://www.iitms.co.in/blog/guide-to-learning-outcome-based-curriculum-framework-locf-part-1.html
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
Bloom’s Taxonomy is a framework for classifying educational goals, it was designed to define and differentiate between different levels of human cognition.
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
Careers guidance should be at the heart of school education, not an afterthought. Career management is not just something that those in danger of slipping into unemployment need to be good at - all young people are presented with a host of difficult decisions. What subjects to choose? College, industrial training or work? Which university will be best? Stay at home or live away? All of these choices have huge implications and young people are likely to need help to navigate them.
The aim of this presentation was to provide college staff and faculty with a framework for developing a a competency-based curriculum. The workshop was presented during the national conference of the Vietnam Association of Community Colleges on September 19, 2013.
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
Perception, Awareness, Acceptance and understanding of NEUST-sic Community to...IJAEMSJORNAL
This study focused in determining the Perception, Awareness, Acceptance and Understanding of Nueva Ecija University of Science and Technology San Isidro Campus Community towards the its Vision, Mission, Goals and Objectives of programs offered (VMGO). The survey instrument used in this study was a modified survey questionnaire from previous studies conducted by Castillo (2016). The items regarding the perception, awareness, acceptance and understanding on VMGO included in the survey instrument were based on the 2010 AACCUP Revised Instruments. The respondents of the survey were the NEUST-SIC (1325) internal stakeholders and (565) external stakeholders respectively. Findings show that External Stakeholders generally were least aware, least accept and understand the Vision, Mission, Golas and Objectives of NEUST. It is also revealed that the external stakeholders believed that the vision, mission, goals and objectives are not clearly stated and consistent with each other. However, they all agreed that the program objectives are clearly stated in terms of aesthetic and cultural values. Thus, it is recommended that widest dissemination of the VMGO through various forms of communication media, conduct campaigns or other related activities should be done by the NEUST-SIC community to further raise awareness among external stakeholders and thereby strengthen support.
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.
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
Careers guidance should be at the heart of school education, not an afterthought. Career management is not just something that those in danger of slipping into unemployment need to be good at - all young people are presented with a host of difficult decisions. What subjects to choose? College, industrial training or work? Which university will be best? Stay at home or live away? All of these choices have huge implications and young people are likely to need help to navigate them.
The aim of this presentation was to provide college staff and faculty with a framework for developing a a competency-based curriculum. The workshop was presented during the national conference of the Vietnam Association of Community Colleges on September 19, 2013.
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
Perception, Awareness, Acceptance and understanding of NEUST-sic Community to...IJAEMSJORNAL
This study focused in determining the Perception, Awareness, Acceptance and Understanding of Nueva Ecija University of Science and Technology San Isidro Campus Community towards the its Vision, Mission, Goals and Objectives of programs offered (VMGO). The survey instrument used in this study was a modified survey questionnaire from previous studies conducted by Castillo (2016). The items regarding the perception, awareness, acceptance and understanding on VMGO included in the survey instrument were based on the 2010 AACCUP Revised Instruments. The respondents of the survey were the NEUST-SIC (1325) internal stakeholders and (565) external stakeholders respectively. Findings show that External Stakeholders generally were least aware, least accept and understand the Vision, Mission, Golas and Objectives of NEUST. It is also revealed that the external stakeholders believed that the vision, mission, goals and objectives are not clearly stated and consistent with each other. However, they all agreed that the program objectives are clearly stated in terms of aesthetic and cultural values. Thus, it is recommended that widest dissemination of the VMGO through various forms of communication media, conduct campaigns or other related activities should be done by the NEUST-SIC community to further raise awareness among external stakeholders and thereby strengthen support.
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.
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
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Employee Goal Setting ToolkitWhat it doesThe Employee Goa.docxchristinemaritza
Employee Goal Setting Toolkit
What it does:
The Employee Goal Setting Toolkit contains step-by-step guidance and supporting resources to empower employees to set effective goals.
How to Use it:
Provide employees with direct access to this resource to help them set their own goals.
Instructions:
1. Questions to Ask Your Direct Manager
Before you begin with the goal setting and alignment process, ask some of these questions to your direct manager to develop your individual goals that align with the overall organizational objectives.
2. Goal Alignment Template
Use this template to develop and map your individual goals and success measures based on the Manager Goal Communication Sheet you received from your manager and your initial conversation with your manager. Example of an objective is included below.
3. S.M.A.R.T. Goal Checklist
While filling the Goal Alignment Template, use this checklist to verify whether the goals you have set are Specific, Measurable, Attainable, Relevant, and Timely. S. M.A.R.T. goals ensure that managers and employees have mutual understandings of expectations.
Post creating and reviewing your goals, share the final version of the Goal Alignment Template with your manager.
QUESTIONS TO ASK YOUR DIRECT MANAGER
· How do you perceive the value-add of this function to the business?
· How well has the function delivered value in the past three years? Where has it succeeded and where has it struggled?
· Where we have struggled to deliver value why do you think that is? Where we have succeeded what are the drivers of our success?
· What are the short-term priorities of the business? Are any of these at risk?
· Where do you see the greatest potential for our function and my sub-function to support those priorities?
· What are the long-term strategic objectives for the business?
· What do you view as being the key organizational drivers of success in achieving those objectives (i.e. what does the organization need to get right in order to succeed)?
· Where do you see the greatest potential for our function and my sub-function to support those priorities?
· How well does my function partner with other functions to deliver business outcomes? Is there a greater need for us to collaborate more effectively with other parts of the business?
· Are there specific issues or needs that you would like me to focus on in my first 90 days?
· Are there process, structure, technology or people issues in the function that you would like me to pay particular attention to?
· What will success look like for me in the first year? What about in the first three years?
· What are the right success metrics for those goals?
· Are there specific internal clients or stakeholders you would recommend I meet with as I consider my goals and objectives?
· Are there external clients or other stakeholders I should meet with as I consider my goals and objectives?
GOAL ALIGNMENT TEMPLATE
2019 INDIVIDUAL GOAL-SETTING
Employee Name
Position .
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
Initial Identification
When you hear the word "college," you might picture students hanging out in their dorm rooms or packing into large lecture halls for their studies. However, when more and more learning methods are made possible by technology, that representation is dated more and more. Indeed, the popularity of online and distant learning among college students has consistently grown, but does that indicate it's a good fit for you? To help you respond to that question, spend some time contrasting traditional versus online schooling. Since both traditional and online learning have benefits and drawbacks, students should be prepared before entering the classroom (or logging in). This head-to-head comparison concentrated on three crucial components that affect a student's experience. We'll also examine the advantages of "mixed learning" in more detail.
The project encourages Macomb Community College to increase the number of classes it provides to students, both in the physical classrooms and online. College is a time for self-discovery, and there is no better way to figure out one's capabilities and areas of interest than by enrolling in a wide array of subjects during your time there. Macomb analyses data on student learning to pinpoint areas that could benefit from altered rules and procedures. In order to improve the college's Academic Mobility Policy, data on student success is used. This policy establishes a procedure for ensuring that students are enrolled in the proper classes. The set course prerequisites must be met by all students enrolling in English composition, mathematics, reading, and English for Academic Purposes (EAPP) courses. The college has a "mobility period" in place to make sure that students are adequately positioned for success in these foundational courses. Math and English are the subjects where mobility happens the most frequently. As a student, I have participated in a diverse range of classes, and I never stop being astonished by the extent to which the topics overlap.
The Center for Teaching and Learning used the assessment results to provide additional opportunities and resources to support faculty initiatives to integrate communication-based teaching methods into their lessons. On the Macomb Community College Portal, a page titled "Using Assessment Results" was made with resources highlighting communication strategies faculty members can use. Workshops highlighting methods for assisting students in becoming successful researchers, thinkers, and writers in the disciplines were available as professional development opportunities. A book discussion on John C. Bean's book Engaging Ideas - The Professor's Guide to Integrating Writing, Critical-Thinking, and Active Learning in the Classroom was also provided by the Center for Teaching and Learning (2011). The focus of the faculty discussion was developing stimulating writing and critical thinking exercises and approaches.
For instance, completing classes in hi ...
Doctor of Education in Educational LeadershipThe Doctor of EDustiBuckner14
Doctor of Education in Educational Leadership
The Doctor of Education in Educational Leadership program in the college of education
prepares graduates to become effective administrators and visionary leaders. Students
learn the skills required to lead organizations, manage change, and apply research and
theory to real-world problems.
Executive Educational Leadership EdD program courses are taught by faculty with both
academic credentials and experience as practitioners. Coursework combines the
theoretical and methodological foundations of academic research with an applied
focus, allowing students to develop the professional and interpersonal wisdom needed
to successfully manage change in complex organizations. Graduates are well prepared
to lead schools, school districts and organizations and possess the skills required to
conduct, interpret and evaluate research and data, diagnose and resolve organizational
challenges, and create programs and policies that affect learning success.
This cohort-based executive graduate program consists of a fixed set of courses
offered in a specific sequence, and all students in each cohort take the same courses in
the same sequence. Courses are offered one weekend per month to accommodate the
schedules of working professionals.
All courses within the Executive Educational Leadership EdD program are offered at
Temple University Center City. The program is designed to be completed on a part-time
basis; students may complete the program in three years.
Related Graduate Degrees
ion and Human Development.
Supporting Materials
1. Transcripts: Submit official undergraduate and graduate transcripts from all
accredited institutions you have attended and/or from which you earned credit. Official
http://education.temple.edu/admissions/documents
transcripts can be emailed to or sent to the Office of Enrollment Management address
listed above.
2. Goals Statement: Include an autobiographical personal statement that explains your
reasons for pursuing a doctoral degree in education. The statement should address
these questions.
How have your personal, academic, and professional experiences shaped your
research interests, and how might a doctoral program in Education help you
explore those interests?
What academic/professional goals would the program help you to achieve
following graduation?
How does the doctoral program at Temple fit your individual interests, needs, and
future goals (including the faculty member whose research best matches your
own interests)?
3. Academic Writing Sample: This should be a paper written for a course within the past
five years. If applicants do not have a recent paper written for a course, they should
compose an op-ed piece on the educational issue of their choosing. The op-ed should
be between 400 and 1,200 words and should be the kind of piece that might appear in
The New York Times
4. Recommendations: Submit two letters of reference that provide insight into your
academi ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
GA learning contract pdf
1. S t u d e n t A f f a i r s :
Student Affairs: Is a profession of educators who work outside of classrooms and sometimes in-
side the classroom at colleges and universities; often experiential learning is a focus of student affairs
professionals. Experiential learning is “hands-on” based education that gives students the opportunity
to have real world and community knowledge. There are many positions that student affairs practition-
ers can hold such as career counselor, student life specialist, and academic advisor. A variety of pro-
grams with learning outcomes are facilitated and created by student affairs staff on college and univer-
sity campuses. There is a wide array of theorists and research that practitioners utilize (Kuh, 1993).
Graduate Assistant
Learning Contract
2. Graduate Assistant
Learning Contract
Name of Student: ________________________________________
Name of Supervisor: ________________________________________
R e v i e w D a t e s :
Fa l l D a t e _ _ _ _ _ _ _ _ _ _ _ _ _ W i n t e r D a t e _ _ _ _ _ _ _ _ _ _ _ _ _ _
No matter what major the graduate assistant is, developing transferable skills sets in student affairs will
open up career opportunities. This is the why the graduate assistant is responsible for creating learning
outcomes with their supervisor. Student development and professional development for the graduate
assistant is an essential aspect of this position. At the Leadership and Volunteer Center, the graduate as-
sistant will create learning goals with their supervisor (Emily DeLano). Not every skill below needs to be
addressed. The graduate assistant should pick 1-2 goals per semester. The supervisor will pick 2 goals
per semester. At the end of the semester, the G.A. and supervisor will review goals. The supervisor will
evaluate the graduate assistant’s growth. The supervisor will ask, “How can I support you more to reach
your goals?” and “What can I do better as a supervisor?”
Objectives Related to Areas of Competency – designed to assist the GA in planning structured strat-
egies which will result in building these essential student affairs competencies.
Graduate Student
Competencies:
Administration
Assessment/Outcomes
Ethics
Create your own learning outcome
Transition/Wellness
Technology
Communication/Marketing Skills
Diversity/Inclusion
Leadership
Sustainability
Research
Theoretical Frameworks
Sustainability
Graduate Assistant
Learning Contract
Competency: Transitions/Wellness
Objective: To encourage the GA’s ability to make the successful transition to graduate student, while maintaining a balance be-
tween work and personal life through the practice of healthy behaviors and lifestyles.
___The GA will gain an understanding of successful strategies and techniques for dealing with stress.
___The GA will make it a priority to balance coursework, assistantship responsibilities, and a personal
life in a way that is healthy for him or her.
___Other___________________________________________________________________
Methodology:
Supervisor’s Comments:
Fall Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Winter Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
3. Graduate Assistant
Learning Contract
Competency: Make Your Own Learning Outcome
Objective: To encourage the GA to create their own learning outcome and advocate for their own personal and professional
development. The work must be focused on the office of Leadership and Volunteer Center. The supervisor must approve.
__Other____________________Coordinate OU Day of Service__________________________
___Other______________________________________________________________________
___Other______________________________________________________________________
___Other______________________________________________________________________
Methodology:
Partner with athletics to have athletes come to OU Day of Service. Market, recruit students, and
find great non-profits to come to campus. Make sure all students have enough service work and
meaningful service work at OU Day of Service. Create great relationships with other offices to
market OU Day of Service. (OU Day of Service is November, 13, 2013, 9am-9pm)
Supervisor’s Comments:
Fall Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Winter Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Graduate Assistant
Learning Contract
Competency: Administration
Objective: To assist the GA in the development of effective skills in human resource management (selection, supervision, train-
ing and development of personnel); strategic planning; short-range and long-range planning; projection; fiscal management and budg-
eting (resource use and allocation); time management, delegation, and task supervision; facilities management; the discipline process;
and policy management and interpretation. The ability to assess daily activities from a legal perspective as well as understanding and
applying knowledge of legal issues to one’s work environment and relationships.
___The GA will demonstrate an ability to contribute to staffing various project teams, work groups and committees within
the university environment.
___The GA will demonstrate an effective use of supervision models when supervising others.
___The GA will demonstrate an ability to interpret and apply university and office policies to the management of her/her
student affairs unit.
___The GA will establish short range and long-range goals for self.
___For the programs s/he is responsible for, the GA will establish short range and long-range goals.
___The GA will demonstrate an ability to plan programs, to coordinate programs and to provide an evaluation of programs.
___The GA will develop an understanding of legal issues that affect student affairs practice.
___Other ______________________________________________________________________
Methodology:
Supervisor’s Comments:
Fall Semester: ____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Winter Semester: ____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
4. Graduate Assistant
Learning Contract
Competency: Communication/Marketing Skills
Objective: The GA will increase his or her communication skills. Written and non-verbal skills are essential for student
affairs practitioners.
___The GA will be able to deal positively with the public, students, and other staff members.
___The GA will display effective verbal interpersonal communication skills.
___The GA will display effective non-verbal interpersonal communication skills.
___The GA will demonstrate an ability to network and develop relationships with appropriate offices, members, and con-
stituent groups.
___The GA will demonstrate an ability to create printed materials: brochures, posters, hand-outs
___The GA will demonstrate competency in public speaking.
___The GA will demonstrate competency in making presentations.
___The GA will demonstrate competency in teaching constituents, peers, and other professionals issues that are relevant
to the assistantship and student affairs.
___The GA will learn and use effective interview techniques.
___The GA will be able to demonstrate the skills required to advise groups and/or individuals in academic, personal and/
or group dynamics.
___The GA will develop basic counseling skills, such as active listening and providing feedback, to students with whom
he/she works.
___The GA will demonstrate skills in crisis management and problem solving.
___The GA will demonstrate skills in managing conflict.
___The GA will be able to demonstrate effective consultation skills in his/her interaction with members of the faculty,
student body, and with their colleagues.
___Other___________________________________________________________________
Methodology:
Supervisor’s Comments: Fall/Winter
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Graduate Assistant
Learning Contract
Competency: Theoretical Foundations
Objective: To encourage the development of GA’s skills in foundational theories related to the profession of college student
personnel including a knowledge and understanding of concepts and principles of student development and student learning theo-
ries and organizational theories, and the ability to apply theory to improve student affairs practice.
___The GA will demonstrate an awareness of student developmental theory and ability to apply developmental theory into
the activities of the Graduate Assistantship. This can be done by studying the graduate student resource binder:
1)-Reviewing and learning from the student development handout that includes all the major theorists
2)-Learning about LEAP and High Impact Practices.
3)-Learning about research on student subpopulations (NTS, First-Generation, African American students, Millennial Students) (books are in Emily’s office)
4)-Learning about Legal Issues in Student Affairs (book in Emily’s Office)
5) Learning about Advising Philosophies and Research (Visit NACADA website)
6) Read and Study Current Issues Research Articles
___The GA will demonstrate an awareness of organizational theory . (Read in Resource Binder)
___The GA will demonstrate knowledge of the ethical and legal principles related to confidentiality (Understand FERPA).
Methodology:
Supervisor’s Comments:
Fall Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Winter Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
5. Graduate Assistant
Learning Contract
Competency: Technology
Objective: To encourage the development of GA’s understanding of current and emerging technologies that impact stu-
dent learning, behavior and engagement. This also includes the ethical use of such technologies, the provision of student services
and developmental programming, the administration of student affairs functions and communications, and procuring and manag-
ing resources (software and hardware) that give shape to technology in student affairs.
___The GA will demonstrate knowledge of various computer software and machinery, i.e. word processing, spreadsheet,
e-mail, and Internet.
___The GA will demonstrate an ability to operate office business machines, i.e., copy machines, fax, internet browsers,
etc.
___The GA will demonstrate the ethical use of technology in his/her practice.
___Other ______________________________________________________________________
Methodology:
Supervisor’s Comments:
Fall Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Winter Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Graduate Assistant
Learning Contract
Competency: Assessment/Learning Outcomes
Objective: The graduate assistant will understand how to assess different programs and campus initiatives. The GA will
understand the need for assessment and the future it creates.
___The GA will demonstrate an understanding of the development and implementation of learning
outcomes.
___The GA will demonstrate an understanding of the essential components of a unit self-study.
___The GA will align learning outcomes with every student program.
___Other_________________________________________________________________
Methodology:
Supervisor’s Comments:
Fall Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Winter Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
6. Graduate Assistant
Learning Contract
Competency: Diversity/Inclusion
Objective: To encourage the development of GA’s skills in diversity and inclusion to include an understanding and valuing of
diverse groups and views, civic engagement and social responsibility, as well as recognizing the importance of language and culture
in pursuit of creating and maintaining more pluralistic and multicultural campuses. An awareness of one’s own assumptions, biases
and values and an understanding of the worldview of others. The ability to work and relate effectively with persons from diverse
backgrounds. Developing appropriate intervention strategies and techniques for supporting institutional equity and inclusion.
___The GA will present and share information related to issues of interculturalism, diversity and inclusion to constituents,
peers, and other members of the GVSU community.
___The GA will develop working relationships with constituents and other professionals from diverse backgrounds.
___The GA will incorporate interculturalism and inclusion into his/her activities as a graduate assistant.
___The GA will understand microaggressions and understand how to address them.
___The GA will understand the diverse non-profits in the Metro-Detroit Area and understand their cultures.
___The GA will reflect on personal stereotypes, knowledge and awareness of cultural differences.
___The GA will develop skills to both understand and regard others whose backgrounds and experiences are different
from his/her own.
___The GA will gain an understanding of intervention strategies and techniques that support institutional equity and in-
clusion.
___Other ______________________________________________________________________
Methodology:
Supervisor’s Comments:
Fall Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Winter Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Graduate Assistant
Learning Contract
Competency: Sustainability
Objective: To increase the GA’s knowledge on sustainability. This includes educating self, educating students, and influ-
encing institutional change that promotes healthy environments, social justice, and strong economies.
___The GA will gain an understanding of sustainability through the “Triple Bottom Line” lens of environmental steward-
ship, economic prosperity, and social responsibility.
___The GA will demonstrate an understanding of successful strategies to reduce waste, conserve energy, and save water.
___The GA will demonstrate an understanding of holistic systems oriented thinking and approaches.
Methodology:
Supervisor’s Comments:
Fall Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Winter Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
7. Graduate Assistant
Learning Contract
Competency: Research
Objective: To encourage the development of GA’s skills in the design and implementation of quantitative and qualitative
methods focused on student learning and satisfaction, organizational issues and improvement, professional development and train-
ing, student development, and other emergent issues. Includes the ability to understand and contribute to the professional litera-
ture relevant to the field.
___The GA will implement new research ideas: focus groups, surveys, pre/post tests, data analysis, and other research
formats.
___ The GA will demonstrate an ability to understand, utilize and implement research related to the student affairs pro-
fession and other related duties.
___The GA will understand where to find valid research on service learning and leadership.
___The GA will be published in a student affairs clearinghouse.
___The GA will read the resource manual’s research section and implement key concepts of research findings in day to
day work with students.
___Other ______________________________________________________________________
Methodology:
Supervisor’s Comments:
Fall Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Winter Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Graduate Assistant
Learning Contract
Competency: Ethics
Objective: The graduate assistant will align their ethical views with Oakland University’s professional policies.
___The GA will learn Oakland’s ethical principles and align with Oakland’s views.
___The GA will develop an understanding and appreciation of ethical principles in the student affairs
profession.
___The GA will demonstrate ethical behavior as a graduate student and student affairs professional.
___ Other_______________________________________________________________________
Methodology:
Supervisor’s Comments:
Fall Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Winter Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
8. Graduate Assistant
Learning Contract
Competency: Leadership
Objective: The Graduate Assistant will understand and implement leadership theory into their everyday work. The grad-
uate assistant will help plan leadership events/activities. The graduate assistant will develop a leadership philosophy and practice
“Everyday Leadership.”
___The GA will demonstrate an understanding of leadership development theory: Service Leadership, Situational Leader-
ship, Democratic/Participative Leadership, Laissez-Faire, Autocratic, Transactional, Transformational.
___The GA will demonstrate leadership in practice: no gossiping about co-workers, diligent work ethic, not making ex-
cuses, showing a locus of control, positive attitude, self-efficacy, managing time correctly at work, coming to work on
time and leaving at the right time, putting students’ needs before your own, advocating for students, and coming to
one’s supervisor if an issue is occurring or if support is needed.
“Individuals with a high internal locus of control believe that events in their life derive primarily from their own actions; for example,
if a person with an internal locus of control does not perform as well as they wanted to on a test, they would blame it on lack of
preparedness on their part. If they performed well on a test, they would attribute this to ability to study.”
___The GA will read one text from Emily’s book selection on Leadership: MLK, Gandhi, The Defining Decade, Every-
day Leadership, Principle-Centered Leadership. The GA will explain during a one-on-one with his or her supervisor
what he or she learned.
__X__The GA will plan leadership-oriented programs with learning outcomes
___Other ______________________________________________________________________
Methodology:
1) Facilitate Leadership ExplOUration Series. Oversee every aspect of the series: marketing, find-
ing interactive speakers, and recruiting students to come. Create an environment where stu-
dents desire to come and learn leadership skills for every day life. Make it clear to students that
this series is marketable for one’s resume and these are great trainings for increasing one’s
leadership competencies. Increase enrollment. Enrollment Goal 20-30 students per session.
Supervisor’s Comments:
Fall Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Graduate Assistant
Learning Contract
Competency: Ethics
Objective: The GA will understand multiple views on ethics and implement ethics into student affairs.
___The GA will learn Oakland’s ethical principles and align with Oakland’s views.
___The GA will develop an understanding and appreciation of ethical principles in the student affairs
profession.
___The GA will demonstrate ethical behavior as a graduate student and student affairs professional.
___ Other_______________________________________________________________________
Methodology:
Supervisor’s Comments:
Fall Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed
Winter Semester:
____Below Level ____Shows Progress ____At Expected Level ____Not Addressed