This presentation is based off my experience as a graduate student. I wanted to share my experience and tips on how someone can be successful in any career filed.
This document provides an overview and guidelines for Mr. Castro's Web Technologies class, including information about curriculum goals, student behaviors, grading policies, and opportunities for involvement in school clubs and activities. Students are instructed to review the guidelines for acceptable classroom behavior and internet safety tips. The document concludes with an in-class writing activity and an invitation for students to ask questions.
This document provides frequently asked questions and guidance for students taking an online economics course. It addresses course expectations, assignments, communication methods, technology requirements, time commitment, and academic integrity policies. Students are advised to self-motivate, manage their time well, be familiar with online tools, and participate professionally and respectfully. The document also provides online resources for students.
This document provides information about a basic web design class taught by Mrs. Wei. It outlines the required accounts, learning sites, materials, expectations, course objectives, resources, projects including a personal website and e-business site, grading criteria, policies, and rules for the class. The course will cover HTML, CSS, JavaScript, image optimization, Adobe programs, and web technologies through demonstrations, discussions, lectures, and group projects. Students will develop websites throughout the semester and be expected to keep up with online lessons and coursework.
This document provides information about the ETEC 110 course taught by Tiffini Travis. It outlines the course objectives, structure, grading policies, assignments and key terms. Students will learn about educational technology tools and how to incorporate technology into the classroom. The course is structured around active participation, homework, readings and a final project. Grades are based on points earned from these assessments, with points lost for absences, tardiness or missing work. The final project involves creating a website using Weebly.com to demonstrate understanding of incorporating technology into lesson plans and assessments. Homework includes reading articles and guides along with a written essay.
This document provides frequently asked questions and answers about an online life and career planning course. It addresses topics like time commitment expectations, communication tools used, participation guidelines, and technical requirements. The key points are:
- Online classes require a similar time commitment to face-to-face classes, with a minimum of 4 hours per week expected.
- Communication between students and instructors occurs through online tools like bulletin boards, chat rooms, and email rather than in-person meetings.
- Students must adhere to academic honesty and conduct themselves professionally in their online interactions.
This document provides an overview and guidelines for Mr. Castro's Business Information Management and Banking & Financial Systems classes, including handouts, curriculum goals, student behaviors, attendance policies, grading procedures, internet safety tips, opportunities to get involved in extracurricular activities, and an in-class writing activity. Students are expected to behave responsibly, follow classroom rules, treat others with respect, and work productively in order to succeed in the course.
The document discusses providing technology professional development to teachers based on the results of a technology survey. It was difficult to determine teacher interests from the survey as some questions were answered incorrectly. The document proposes offering small group training on the Edline program and VoiceThread. Edline training is selected as 6 teachers rated it a 1 for interest, and many teachers are unfamiliar with the required program. VoiceThread is also proposed as 5 teachers rated it a 2 for interest, and most teachers reported advanced computer and Microsoft Office skills. The training will be provided during grade level meetings which 76% of teachers preferred. Administration has approved providing the training at meetings, with the option for more time or one-on-one coaching if needed.
This document provides tips for students to be successful in online classes. It discusses the importance of communication, attendance and participation, completing assignments, being responsible, honest, and managing time well. Students are encouraged to communicate regularly with instructors and classmates through discussion forums, emails, and question forums. They should also log in regularly, know due dates, and submit assignments on time. Using computer skills, asking for help, creating a study environment, and persevering even when challenges occur are also emphasized as keys to success. The document collects these tips under main attributes such as communication, attendance, responsibility, and time management.
This document provides an overview and guidelines for Mr. Castro's Web Technologies class, including information about curriculum goals, student behaviors, grading policies, and opportunities for involvement in school clubs and activities. Students are instructed to review the guidelines for acceptable classroom behavior and internet safety tips. The document concludes with an in-class writing activity and an invitation for students to ask questions.
This document provides frequently asked questions and guidance for students taking an online economics course. It addresses course expectations, assignments, communication methods, technology requirements, time commitment, and academic integrity policies. Students are advised to self-motivate, manage their time well, be familiar with online tools, and participate professionally and respectfully. The document also provides online resources for students.
This document provides information about a basic web design class taught by Mrs. Wei. It outlines the required accounts, learning sites, materials, expectations, course objectives, resources, projects including a personal website and e-business site, grading criteria, policies, and rules for the class. The course will cover HTML, CSS, JavaScript, image optimization, Adobe programs, and web technologies through demonstrations, discussions, lectures, and group projects. Students will develop websites throughout the semester and be expected to keep up with online lessons and coursework.
This document provides information about the ETEC 110 course taught by Tiffini Travis. It outlines the course objectives, structure, grading policies, assignments and key terms. Students will learn about educational technology tools and how to incorporate technology into the classroom. The course is structured around active participation, homework, readings and a final project. Grades are based on points earned from these assessments, with points lost for absences, tardiness or missing work. The final project involves creating a website using Weebly.com to demonstrate understanding of incorporating technology into lesson plans and assessments. Homework includes reading articles and guides along with a written essay.
This document provides frequently asked questions and answers about an online life and career planning course. It addresses topics like time commitment expectations, communication tools used, participation guidelines, and technical requirements. The key points are:
- Online classes require a similar time commitment to face-to-face classes, with a minimum of 4 hours per week expected.
- Communication between students and instructors occurs through online tools like bulletin boards, chat rooms, and email rather than in-person meetings.
- Students must adhere to academic honesty and conduct themselves professionally in their online interactions.
This document provides an overview and guidelines for Mr. Castro's Business Information Management and Banking & Financial Systems classes, including handouts, curriculum goals, student behaviors, attendance policies, grading procedures, internet safety tips, opportunities to get involved in extracurricular activities, and an in-class writing activity. Students are expected to behave responsibly, follow classroom rules, treat others with respect, and work productively in order to succeed in the course.
The document discusses providing technology professional development to teachers based on the results of a technology survey. It was difficult to determine teacher interests from the survey as some questions were answered incorrectly. The document proposes offering small group training on the Edline program and VoiceThread. Edline training is selected as 6 teachers rated it a 1 for interest, and many teachers are unfamiliar with the required program. VoiceThread is also proposed as 5 teachers rated it a 2 for interest, and most teachers reported advanced computer and Microsoft Office skills. The training will be provided during grade level meetings which 76% of teachers preferred. Administration has approved providing the training at meetings, with the option for more time or one-on-one coaching if needed.
This document provides tips for students to be successful in online classes. It discusses the importance of communication, attendance and participation, completing assignments, being responsible, honest, and managing time well. Students are encouraged to communicate regularly with instructors and classmates through discussion forums, emails, and question forums. They should also log in regularly, know due dates, and submit assignments on time. Using computer skills, asking for help, creating a study environment, and persevering even when challenges occur are also emphasized as keys to success. The document collects these tips under main attributes such as communication, attendance, responsibility, and time management.
This document provides guidance for students taking online courses. It outlines keys to success such as being self-motivated, disciplined, and able to learn independently. It discusses the roles and expectations of students and instructors. The document also describes an orientation program for new online students, covering getting started, using the learning management system, and tips for online learning. Resources and contact information for the instructor are provided.
This document discusses creating an online credit recovery system to allow students to recover credits after failing a grading period report card. It aims to identify the difficulties and usefulness of such a system, as well as obstacles to its success. Most students have computer and internet access at home. The document outlines assignments that could be done online, such as tests and presentations. Students who participated in a trial online credit recovery system found it easier the second time, completed work faster, and preferred taking tests online over in class. Creating such a system requires ensuring student access to technology and teaching basic computer skills. An online approach can be successful with proper resources and allows flexible, self-paced learning without classroom distractions.
WebQuests are inquiry-oriented activities where most or all information comes from the web. They were created by Bernie Dodge to shift responsibility to learners and focus on using rather than searching for information. A good WebQuest has an engaging task requiring higher-order thinking like analysis, synthesis or evaluation. They can be short or long term. Components include an introduction, task, process, resources, evaluation and conclusion. Keys to a great WebQuest are quality resources, appropriate audience and objectives, challenging tasks, and leveraging technology.
Plickers is a classroom response system that allows teachers to poll students and receive real-time feedback without students needing devices. Teachers create multiple choice or true/false questions in the Plickers app or website. Students respond using printed cards with unique identifiers. The teacher scans the cards with the app to instantly view anonymous results. Results can be viewed in class or analyzed later to assess student understanding.
The document provides guidance for online students on being self-motivated, having good time management and computer skills, understanding online etiquette, obtaining course information from instructors, maintaining academic honesty, and noting that online classes require meeting deadlines and participating regularly though not at specific times. It answers common questions about the workload, computer and internet requirements, and expectations for online students.
This document provides an overview and orientation for the EME2040 course. It discusses that the course is an elective that covers Florida Educators Accomplished Practices for using technology in teaching. It outlines that students learn differently today and schools must prepare students for future jobs. The document also summarizes the course topics which include learning theories, teaching methods, and instructional design. It provides details on course requirements, technology needs, assignments, and policies.
Building an online course (fundamentals)Laura Widenor
This document provides guidance for developing an online course. It outlines learning objectives, strategies for online success including social interaction and feedback, and methods for course development. It also discusses developing a course shell, syllabus, and getting started module to set expectations. The document emphasizes instructor social presence and availability. It provides tips for creating clear assignments and interactive discussions. The overall message is that online courses require additional planning around communication, structure, and engagement to translate the in-person experience online.
This document provides an overview and guidelines for the Business Information Management class. It outlines expectations for student behavior including being prompt, responsible, honest, and following rules. It discusses attendance policies, grading which is based on labs, projects, exams and a 9 week exam. It also covers internet safety, advising students that not everything online can be trusted and to be aware of internet addiction and online predators. Students are encouraged to get involved in extracurricular programs. The document concludes with information on reviewing the CCRP, class website, and starting the reading for the first class activity.
The document provides frequently asked questions and answers about taking an online health science course, covering expectations such as being self-motivated, having strong time management and computer skills, and maintaining academic honesty and proper online etiquette in interactions. Guidelines are given for course structure, assignments, communication with the instructor, and use of the learning management system. Students are advised to dedicate sufficient time each week to online coursework.
This document provides information about what to expect from an online class. It discusses expectations for participation, time commitment, and responsibilities. Students can expect to feel lost initially but should contact the instructor for help. They are expected to log in frequently, meet all assignment deadlines, and submit work on time despite any technical issues. To succeed, students must be self-motivated, self-reliant, and develop backup plans for submitting work in case of computer problems. The document emphasizes time management and participation are keys to succeeding in an online environment.
Enhancing a Modular Redesign with Enhanced WebAssignCengage Learning
Recording Date: 2/6/14
Presenter: Luke Walsh
A modular approach to redesign is a perfect fit for the tools and features found in Enhanced WebAssign (EWA). In this session, we will explore the powerful resources found in EWA, showing how simple they are to implement for instructors and keep students engaged and elevated in their thinking. Come learn how to harness the power of EWA and get your developmental math students learning math, not just doing math.
This document provides frequently asked questions (FAQs) about an Earth and environmental science course. It addresses questions about grades, assignments, discussion forums, and other course content. Key details include: grades are broken into quarters and a final exam; assignments should be submitted through upload links or discussion forums, not email; and assignments are typically graded within 24-48 hours, with exceptions announced.
Frequently Asked Questions for Online Courses at GCCCDorrcstyoga
The document provides frequently asked questions and answers for online students, outlining that successful online students are self-motivated and have strong time management and computer skills, discussing online etiquette and academic honesty, and addressing questions about course structure, requirements, and technology needs.
This document provides information for students considering taking an online class at North Seattle Community College. It dispels myths about online classes, discusses the similarities and differences between online and in-person classes, examines factors that predict success in online classes, and provides tips on time management, using technology, seeking help, and registering for an online class.
The document provides frequently asked questions and answers for students taking online courses, highlighting that successful online students are self-motivated, organized, and have good time management skills. It addresses questions about course structure, communication, workload, and academic honesty. Students are advised to obtain course objectives, expectations, assignment details and grading policies from their instructor.
The document provides frequently asked questions and answers for students taking online courses, outlining what successful online students have in common such as being self-motivated and having good time management skills, and addressing questions about online etiquette, course expectations, communication, and more. Students are expected to adhere to academic honesty and professional standards in their online interactions and coursework.
The document provides frequently asked questions and answers for students taking online courses, addressing topics like time commitment, communication methods, academic honesty, and computer skills needed. It emphasizes that online courses require self-motivation, good time management and organizational skills from students. Students are advised to obtain course objectives, expectations, assignment details and grading policies from their instructors.
The document provides frequently asked questions and answers for students taking online courses, highlighting that successful online students are self-motivated, organized, and have good time management skills. It addresses questions about course structure, communication, workload, and academic honesty. Students are advised to obtain course objectives, expectations, assignment details and grading policies from their instructor.
The document summarizes key points from an online teaching session about what makes a good online teacher. It identifies good teaching practices like being responsive, having clear expectations and feedback, and engaging students. It also notes important teacher characteristics such as being creative, passionate, and having strong communication and technology skills. The document outlines fears of online teachers like not being adequately paid or not meeting student needs. It concludes by listing what participants want to get out of the program, such as improving online teaching skills and strategies.
This document provides information on various aspects of using information and communication technology (ICT) in education. It discusses how ICT can be used to support activities involving information gathering, data processing, data storage, and data presentation. It also outlines several ways ICT can enhance teaching and learning, such as providing access to online resources, catering to different learning styles, and enabling new forms of instruction like video conferencing. Both benefits and challenges of ICT-based and traditional education methods are presented.
Now online learning is becoming more and more popular. There are so many educational platforms today that people can use to learn different things. So more and more people like the possibilities that online learning give. I strongly believe that online education is our nearest future. Teaching ESL online I also understood that I can help my students more if I understand how to be an online student myself, step in their shoes and try to succeed.
This document provides guidance for students taking online courses. It outlines keys to success such as being self-motivated, disciplined, and able to learn independently. It discusses the roles and expectations of students and instructors. The document also describes an orientation program for new online students, covering getting started, using the learning management system, and tips for online learning. Resources and contact information for the instructor are provided.
This document discusses creating an online credit recovery system to allow students to recover credits after failing a grading period report card. It aims to identify the difficulties and usefulness of such a system, as well as obstacles to its success. Most students have computer and internet access at home. The document outlines assignments that could be done online, such as tests and presentations. Students who participated in a trial online credit recovery system found it easier the second time, completed work faster, and preferred taking tests online over in class. Creating such a system requires ensuring student access to technology and teaching basic computer skills. An online approach can be successful with proper resources and allows flexible, self-paced learning without classroom distractions.
WebQuests are inquiry-oriented activities where most or all information comes from the web. They were created by Bernie Dodge to shift responsibility to learners and focus on using rather than searching for information. A good WebQuest has an engaging task requiring higher-order thinking like analysis, synthesis or evaluation. They can be short or long term. Components include an introduction, task, process, resources, evaluation and conclusion. Keys to a great WebQuest are quality resources, appropriate audience and objectives, challenging tasks, and leveraging technology.
Plickers is a classroom response system that allows teachers to poll students and receive real-time feedback without students needing devices. Teachers create multiple choice or true/false questions in the Plickers app or website. Students respond using printed cards with unique identifiers. The teacher scans the cards with the app to instantly view anonymous results. Results can be viewed in class or analyzed later to assess student understanding.
The document provides guidance for online students on being self-motivated, having good time management and computer skills, understanding online etiquette, obtaining course information from instructors, maintaining academic honesty, and noting that online classes require meeting deadlines and participating regularly though not at specific times. It answers common questions about the workload, computer and internet requirements, and expectations for online students.
This document provides an overview and orientation for the EME2040 course. It discusses that the course is an elective that covers Florida Educators Accomplished Practices for using technology in teaching. It outlines that students learn differently today and schools must prepare students for future jobs. The document also summarizes the course topics which include learning theories, teaching methods, and instructional design. It provides details on course requirements, technology needs, assignments, and policies.
Building an online course (fundamentals)Laura Widenor
This document provides guidance for developing an online course. It outlines learning objectives, strategies for online success including social interaction and feedback, and methods for course development. It also discusses developing a course shell, syllabus, and getting started module to set expectations. The document emphasizes instructor social presence and availability. It provides tips for creating clear assignments and interactive discussions. The overall message is that online courses require additional planning around communication, structure, and engagement to translate the in-person experience online.
This document provides an overview and guidelines for the Business Information Management class. It outlines expectations for student behavior including being prompt, responsible, honest, and following rules. It discusses attendance policies, grading which is based on labs, projects, exams and a 9 week exam. It also covers internet safety, advising students that not everything online can be trusted and to be aware of internet addiction and online predators. Students are encouraged to get involved in extracurricular programs. The document concludes with information on reviewing the CCRP, class website, and starting the reading for the first class activity.
The document provides frequently asked questions and answers about taking an online health science course, covering expectations such as being self-motivated, having strong time management and computer skills, and maintaining academic honesty and proper online etiquette in interactions. Guidelines are given for course structure, assignments, communication with the instructor, and use of the learning management system. Students are advised to dedicate sufficient time each week to online coursework.
This document provides information about what to expect from an online class. It discusses expectations for participation, time commitment, and responsibilities. Students can expect to feel lost initially but should contact the instructor for help. They are expected to log in frequently, meet all assignment deadlines, and submit work on time despite any technical issues. To succeed, students must be self-motivated, self-reliant, and develop backup plans for submitting work in case of computer problems. The document emphasizes time management and participation are keys to succeeding in an online environment.
Enhancing a Modular Redesign with Enhanced WebAssignCengage Learning
Recording Date: 2/6/14
Presenter: Luke Walsh
A modular approach to redesign is a perfect fit for the tools and features found in Enhanced WebAssign (EWA). In this session, we will explore the powerful resources found in EWA, showing how simple they are to implement for instructors and keep students engaged and elevated in their thinking. Come learn how to harness the power of EWA and get your developmental math students learning math, not just doing math.
This document provides frequently asked questions (FAQs) about an Earth and environmental science course. It addresses questions about grades, assignments, discussion forums, and other course content. Key details include: grades are broken into quarters and a final exam; assignments should be submitted through upload links or discussion forums, not email; and assignments are typically graded within 24-48 hours, with exceptions announced.
Frequently Asked Questions for Online Courses at GCCCDorrcstyoga
The document provides frequently asked questions and answers for online students, outlining that successful online students are self-motivated and have strong time management and computer skills, discussing online etiquette and academic honesty, and addressing questions about course structure, requirements, and technology needs.
This document provides information for students considering taking an online class at North Seattle Community College. It dispels myths about online classes, discusses the similarities and differences between online and in-person classes, examines factors that predict success in online classes, and provides tips on time management, using technology, seeking help, and registering for an online class.
The document provides frequently asked questions and answers for students taking online courses, highlighting that successful online students are self-motivated, organized, and have good time management skills. It addresses questions about course structure, communication, workload, and academic honesty. Students are advised to obtain course objectives, expectations, assignment details and grading policies from their instructor.
The document provides frequently asked questions and answers for students taking online courses, outlining what successful online students have in common such as being self-motivated and having good time management skills, and addressing questions about online etiquette, course expectations, communication, and more. Students are expected to adhere to academic honesty and professional standards in their online interactions and coursework.
The document provides frequently asked questions and answers for students taking online courses, addressing topics like time commitment, communication methods, academic honesty, and computer skills needed. It emphasizes that online courses require self-motivation, good time management and organizational skills from students. Students are advised to obtain course objectives, expectations, assignment details and grading policies from their instructors.
The document provides frequently asked questions and answers for students taking online courses, highlighting that successful online students are self-motivated, organized, and have good time management skills. It addresses questions about course structure, communication, workload, and academic honesty. Students are advised to obtain course objectives, expectations, assignment details and grading policies from their instructor.
The document summarizes key points from an online teaching session about what makes a good online teacher. It identifies good teaching practices like being responsive, having clear expectations and feedback, and engaging students. It also notes important teacher characteristics such as being creative, passionate, and having strong communication and technology skills. The document outlines fears of online teachers like not being adequately paid or not meeting student needs. It concludes by listing what participants want to get out of the program, such as improving online teaching skills and strategies.
This document provides information on various aspects of using information and communication technology (ICT) in education. It discusses how ICT can be used to support activities involving information gathering, data processing, data storage, and data presentation. It also outlines several ways ICT can enhance teaching and learning, such as providing access to online resources, catering to different learning styles, and enabling new forms of instruction like video conferencing. Both benefits and challenges of ICT-based and traditional education methods are presented.
Now online learning is becoming more and more popular. There are so many educational platforms today that people can use to learn different things. So more and more people like the possibilities that online learning give. I strongly believe that online education is our nearest future. Teaching ESL online I also understood that I can help my students more if I understand how to be an online student myself, step in their shoes and try to succeed.
Developing the Required Skills for Online Learning SuccessOnline Class Hero
Check out some of the best learning styles that would help students prepare well for examinations. If you are still having difficulties with these learning methods and are not able to prepare well for the exam, you can take help from the Online Class Hero, pay someone to do my exam online service.
1) Developing a peer mentoring program can help sustain online students by providing academic and non-academic support to address issues like isolation, technical problems, or personal crises.
2) An effective peer mentoring program pairs successful past students with current ones to model best practices, facilitate discussions, and maintain close communication with faculty.
3) Proper training, compensation, and assessment of mentors and the overall program are essential to ensure mentors understand expectations and the program meets its goals of improving student performance, satisfaction, and retention.
Problem: Each child's proficiency in each subject is not equal, which creates a learning gap and hinders the growth of children.
Who: Children/Teacher/Parents.
Why: No student learns the same way or at the same pace.
How: Create a customized learning path for each learner based on his or her profile, goal, and proficiency.
Solution: Technology-based personalized learning
Agileinteachinglearningprocess 1225221263076276-9Juan Paul
The document discusses applying agile principles to education. It outlines issues with the current education system such as a lack of collaboration between academia and industry, rigid curriculum, and outdated teaching practices. It then proposes adopting an agile framework in education to address these issues through practices like continuous feedback, collaborative project-based learning, and responsiveness to market needs over rigid syllabi and exams. An agile manifesto for education is presented focusing on competence, collaboration, employability and learning over compliance and formal degrees. Real-world examples from an MCA program show how agile principles have been successfully applied in evaluations and examinations.
This document provides an overview of career planning services at St. Edward's University. It encourages students to start planning early by connecting with the Career and Professional Development office in their freshman year. The presentation introduces CAPD staff and the services they provide, including career counseling, internship resources, and online tools. It explains that choosing a major does not define one's career and emphasizes the importance of internships. The document also provides tips for students on developing career skills like networking and maintaining an online presence.
This document contains the agenda and notes for an introduction to eLearning course. The instructor is Dr. Sam Gladstein. The evening will include introductions, an overview of the course and program, logging into the learning management system Vista, touring the class site, creating Google Blogger accounts, and answering any questions. Students will learn about being successful online learners, tools for elearning, and using ePortfolios like Blogger. They will also get credentials for accessing Vista and instructions for setting up Blogger accounts.
This document provides tips and information on finding and participating in mentorship programs as a graduate student. It discusses the benefits of various types of mentorship relationships, including student-student, faculty-student, and faculty-faculty mentoring. The document also provides strategies for finding a mentor, such as taking a self-assessment of goals and strengths, identifying potential mentors through formal or informal programs, and considering that no single mentor can meet all needs.
Keys to success in online teaching include:
1) Committing time to fully develop the course before teaching, with faculty-driven design and opportunities for support, training and sharing best practices.
2) The more complete an online course is on the first day and the more time faculty spend developing it, the more satisfied instructors and students will be.
3) Rich interaction between students and instructor, as well as effective course design and teaching practices, lead to successful online learning outcomes.
What It Takes To Be The Best It Trainer?Aravinth NSP
The document discusses the various responsibilities and expectations of an effective info-tech trainer. It outlines the vision of imparting quality education while ensuring students gain technical competency and are employable. It emphasizes the importance of soft skills training, laboratory work, evaluation methods, publications, industrial interaction and ensuring students meet industry requirements to achieve placement goals. The trainer is encouraged to continuously improve and add value through consultation, research, and innovative teaching practices.
Discussions about the current engineering education scenario existing in self-financing colleges in Tamilnadu (2007-2008). All problems and ideas discussed are purely based on my personal experiences only.
This document discusses integrating an online learning experience into a student success course called Smart Start to help students determine if online learning is a good fit for them before taking an online course. It includes three key components: 1) a course navigation tutorial, 2) a Blackboard orientation, and 3) an online learning week. The purpose is to help students develop the technical skills and decide if the online format works for their learning needs. Student and instructor feedback found that while some students decided online classes were a good fit, others realized they were not suited for the online environment. Overall, the experience helped prepare students who did take online classes later on.
This document provides a course syllabus for an organizational behavior course. It outlines the course details including the instructor's contact information, textbook and materials required, course structure, assignments, assessments and policies. The course consists of 5 modules covering topics in organizational behavior. Students will form teams to facilitate discussion on an assigned topic, complete a personal statement, participate in discussions and take 5 quizzes. Grades are based on the facilitation project, participation, and quiz scores. The syllabus provides all the necessary information to guide students through the course requirements and expectations.
Peer Mentoring Programs in Online Coursesewelch8199
The document discusses establishing a peer mentoring program for online learning programs. It describes the need for mentoring to provide informal advising for online students that is typically available informally for on-campus students. Research found that using peer mentors in "problem" online courses reduced non-completion rates by 3.48% and increased student success rates. The document provides guidance on starting a peer mentor program, including selecting courses and mentors, providing training, establishing roles and confidentiality policies, and compensating mentors.
Similar to How to be Successful as a Graduate Student (20)
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.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. How to be Successful as a
Graduate Student
By: Katia Dean
Graduate Student
University of Maryland University College
(UMUC)
2. Katia’s Bio
Graduated from Cleveland State University
in May 2013 with B.S in Electronic
Engineering
Moved to Lexington Park, MD in Aug 2013
Currently employed with Don Selvy
Enterprise as a Cyber Security Engineer
Currently working on Security+ Certification
Currently volunteering with young girls in a
program called STEMing (Science
Technology Engineering Inspiring the Next
Generation)
Currently a graduate student at University of
Maryland University College
Currently own and operating my own
business
3.
4. Katia’s Academic Status
Currently maintaining 4.0 in the Masters
of Cybersecurity Program at UMUC
Still have Goals
◦ Academic
◦ Career
◦ Life
Still have “life” going on
◦ Volunteering in Community
◦ Working on Graduate Degree
◦ Working in my Career Field
◦ Operating my Own Business
5. Online VS Traditional
Online Traditional
From comfort of own home In the classroom on campus
Deadlines are very flexible Most deadlines are hard stop
Must utilize technology to interact
with professor
Face to face interaction with
professor
More self-research to learning More professor-led to learning
6. Distractors
Lack of priorities
Lack of time management skills
Lack of career goals
Lack of academic goals
Lack of life goals
Lack of motivation
Lack of passion
Life!
7. Key Points on Being Successful
in Graduate School
Time Management
Ask Questions
Teamwork
Embrace Technology
Choose a Mentor
8. Time Management
Is defined as the act or process of planning
and exercise control over the amount of time
spent on activities.
Why Important?
◦ Most schools have went or is going to online
platform
◦ Most or all conveniences of traditional classroom
are not present
Benefits:
◦ Helps you to not fall behind in class
◦ Most cyber programs are more technical than
before
◦ Ensures that you have time to learn and not just
rushing to finish a paper before the deadline
9. Ask Questions
Ask as many questions as often as
possible
If you don’t understand a topic or
assignment don’t be afraid to ask.
Benefits:
◦ Increase your knowledge in area
◦ You can also assist other classmates that
may be stuck on the same problem.
10. Teamwork
Team work will be important through out school
and your career
You will always have group projects
Analyze how you fit into the group by your skills
and abilities
◦ Are you leader?
◦ Great at creating presentations
◦ Editing guru
If problems arise let the professor know ahead of
time
Benefits
◦ Will be successful with group projects and group
interactions
◦ Will carry these skills into career
11. Embrace Technology
Do not rely on email alone to
communicate with
professor/classmates
◦ Use online technologies to communicate
Google hangouts, Skype, Webex, etc.
Benefits:
◦ Give you multiple avenues to stay
connected
◦ Ensures that email goes to junk box, your
message will still get to intended audience
12. Choose a Mentor
Having a mentor in college or starting out in your
career field is important
This person will have a better insight of the field
Choose a mentor that will push you
Choose a mentor that is invested in your
academics as well as your career
Never too early to choose a mentor
Benefits:
◦ Will be able to guide you to making strategic choices in
your academics and career
◦ Can establish your network
◦ Opens up opportunities to networking with more
professionals in your field
13. Other Helpful Tips
Create your LinkedIn profile
◦ Begin to grow your network
Attend Cybersecurity Conferences
◦ Research free conferences
◦ Attend one paid conference per year
Give Back to the Community
◦ Get involved in your discipline area
Get Certified
◦ Aligns with what you learn in class
Benefits
◦ Keeps you current in the field and with changes
◦ Shows your passion for your career