The High Board consists of the Upper board (The Officers) and the Heads of all the committees in IEEE GUC Student branch. The Recruitment is a process for choosing the most suitable head for each committee.
The document outlines the objectives, agenda, and participants of a focus group meeting to provide input on the National Academy Foundation's (NAF) emerging professional development plan. It discusses challenges with past PD experiences and outlines NAF's 2008 PD strategies, including disseminating effective practices through training cohorts, video, and online collaboration. It also covers plans to identify capacity and best practices for academy development, internships, and teaching/learning through partner engagement and incentive-based PD pathways.
The Coalition Of Projects Model Bonner Sli 2010Heather Schill
This document describes the Coalition of Projects Model for creating sustainable service programs led by students. The model involves having an umbrella organization that coordinates multiple community-focused service projects. Students begin as volunteers and can progress to leadership roles within a project and the overall organization. Projects receive support from coalition-wide student leaders and participate in regular training. The model aims to develop student leaders, facilitate sharing of best practices, and continuously improve programs through evaluation.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
Northern Illinois University developed competency-based self-paced online workshops to introduce faculty to online teaching technologies as part of their online faculty certification process. The workshops allow faculty to learn about online teaching at their own pace through online modules that cover identified technology competencies. The self-paced model makes the training scalable and flexible and accommodates faculty with different experience levels and availability. The workshops are designed to be mobile-optimized and publicly available without logins so faculty can access just-in-time learning resources.
The document discusses the Academy Development process and initiatives. It describes the Year of Planning (YOP) which involves 18 months of strategic planning and development for new academies. It outlines the YOP Connect program which provides additional support for YOP teams by matching them with recent YOP graduates. It also discusses the ASPIRE program which aims to develop exemplar "leader" academies and use design studios to define and share best practices. It emphasizes the importance of data collection to evaluate success and guide resource allocation.
The document discusses the Academy Development process and initiatives. It describes the Year of Planning (YOP) which involves 18 months of strategic planning and development for new academies. It outlines the YOP Connect program which provides additional support for YOP teams by matching them with recent YOP graduates. It also discusses the ASPIRE program which aims to develop exemplar "leader" academies and use design studios to define and share best practices. It emphasizes the importance of data collection to evaluate success and guide resource allocation.
This document provides an employment summary for Mara Hancock. It details her experience as Chief Information Officer and Vice President of Technology at California College of the Arts from 2012 to present, where she leads the IT department and is involved in strategic planning. It also outlines her previous experience from 2002 to 2012 as the Director of Educational Technologies and Associate CIO at University of California, Berkeley, where she oversaw the educational technology department and led various innovation initiatives.
AASHE 2010 Student Green Fee ManagementMieko Ozeki
(1) The University of Vermont implemented a Clean Energy Fund in 2009 funded by a $10 per student fee to support renewable energy projects, education, and research on campus.
(2) An implementation team was created to manage the projects since the initial proposals lacked expertise, and processes needed to be developed for distributing funds and working with various campus stakeholders.
(3) Lessons learned included having clear roles for all involved, thorough documentation of processes and people, and developing a strong management plan to support long-term project implementation and integration with academics.
The document outlines the objectives, agenda, and participants of a focus group meeting to provide input on the National Academy Foundation's (NAF) emerging professional development plan. It discusses challenges with past PD experiences and outlines NAF's 2008 PD strategies, including disseminating effective practices through training cohorts, video, and online collaboration. It also covers plans to identify capacity and best practices for academy development, internships, and teaching/learning through partner engagement and incentive-based PD pathways.
The Coalition Of Projects Model Bonner Sli 2010Heather Schill
This document describes the Coalition of Projects Model for creating sustainable service programs led by students. The model involves having an umbrella organization that coordinates multiple community-focused service projects. Students begin as volunteers and can progress to leadership roles within a project and the overall organization. Projects receive support from coalition-wide student leaders and participate in regular training. The model aims to develop student leaders, facilitate sharing of best practices, and continuously improve programs through evaluation.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
Northern Illinois University developed competency-based self-paced online workshops to introduce faculty to online teaching technologies as part of their online faculty certification process. The workshops allow faculty to learn about online teaching at their own pace through online modules that cover identified technology competencies. The self-paced model makes the training scalable and flexible and accommodates faculty with different experience levels and availability. The workshops are designed to be mobile-optimized and publicly available without logins so faculty can access just-in-time learning resources.
The document discusses the Academy Development process and initiatives. It describes the Year of Planning (YOP) which involves 18 months of strategic planning and development for new academies. It outlines the YOP Connect program which provides additional support for YOP teams by matching them with recent YOP graduates. It also discusses the ASPIRE program which aims to develop exemplar "leader" academies and use design studios to define and share best practices. It emphasizes the importance of data collection to evaluate success and guide resource allocation.
The document discusses the Academy Development process and initiatives. It describes the Year of Planning (YOP) which involves 18 months of strategic planning and development for new academies. It outlines the YOP Connect program which provides additional support for YOP teams by matching them with recent YOP graduates. It also discusses the ASPIRE program which aims to develop exemplar "leader" academies and use design studios to define and share best practices. It emphasizes the importance of data collection to evaluate success and guide resource allocation.
This document provides an employment summary for Mara Hancock. It details her experience as Chief Information Officer and Vice President of Technology at California College of the Arts from 2012 to present, where she leads the IT department and is involved in strategic planning. It also outlines her previous experience from 2002 to 2012 as the Director of Educational Technologies and Associate CIO at University of California, Berkeley, where she oversaw the educational technology department and led various innovation initiatives.
AASHE 2010 Student Green Fee ManagementMieko Ozeki
(1) The University of Vermont implemented a Clean Energy Fund in 2009 funded by a $10 per student fee to support renewable energy projects, education, and research on campus.
(2) An implementation team was created to manage the projects since the initial proposals lacked expertise, and processes needed to be developed for distributing funds and working with various campus stakeholders.
(3) Lessons learned included having clear roles for all involved, thorough documentation of processes and people, and developing a strong management plan to support long-term project implementation and integration with academics.
Offering Online Professional Development for Faculty Using a Cross-Platform S...Jason Rhode
NIU presented on their strategy for offering online professional development for faculty using a cross-platform approach. They chose to deliver their Teaching Effectiveness Institute online using Blackboard and its mobile apps. This allowed more faculty to attend, saved travel costs, and modeled effective online teaching practices. Lessons learned included the success of the online format, need for backup activities, and managing time between sessions. Their next steps are to repeat the model, reuse content, try new formats, and possibly invite outside speakers.
The document discusses using personal development planning (PDP) and reflective practice as tools for career development. It outlines the benefits of planning, reflection, and setting SMART goals to help achieve objectives. Various reflective techniques are presented, such as using a journal, and revisiting reflections was encouraged to continually learn and improve. The session aimed to help delegates understand and apply PDP and reflection in their professional work.
Lessons from tacos and pizza: The importance of 24/7 access for studentsStephanie Richter
This document discusses the importance of 24/7 access to course materials and support for students. It provides examples of how Northern Illinois University supports 24/7 engagement through Blackboard tools. Blackboard is used by over 98% of students and 82% of faculty at NIU. Faculty rely heavily on Blackboard and tools like Blackboard Collaborate are used for both teaching and non-teaching purposes. NIU provides extensive training, documentation, and technical support to both faculty and students to ensure 24/7 access to course content and learning resources.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
The document discusses the importance of effective professional development for teachers. It states that professional development should be ongoing, include hands-on learning activities, and allow time for practice, feedback, and support. It also emphasizes developing teacher learning communities and involving teachers in programming. Some key aspects of effective professional development include leadership, resources, collaboration, evaluation, and sustainability. The document then provides examples of professional development activities and defines mentoring and academic partnerships as ways to support ongoing professional growth.
This document discusses how project management skills are important for students to develop and can be taught in schools. It summarizes that (1) students' lives involve complex projects but they are not consistently taught necessary skills; (2) project management is a useful tool for teachers but they typically lack related training; and (3) teaching project management skills aligns with employers' needs and benefits students by improving engagement, knowledge retention, and potentially academic performance. The Project Management Institute Educational Foundation provides various resources to help implement youth project management programs.
A semi-synchronous approach to critical thinkingJisc
1) The document summarizes a workshop on a semi-synchronous approach to developing critical thinking skills online. It discusses student feedback, course delivery, and course design.
2) Student participation declined slightly throughout the week-long course but remained high. Students reported that the daily activities kept them engaged with the material even when tired. They found the personalized feedback sessions very helpful.
3) In reviewing the course design, students felt the interactive content was easy to navigate and optimized learning, though some decorative elements could be reduced to focus on goals. The reflections discuss improving design quality, balancing student and instructor needs, and next steps.
Green Funds 2.0 Nitty Gritty Of Campus Sustainability Fund ManagementMieko Ozeki
prepared by Mieko Ozeki, Katherine Walsh (UC Berkeley), Kevin Ordean (Northern Arizona University), Lilith Wyatt (McGill University), Melody Hartke (North American University), and McKenzie Beverage (University of Illinois- Urbana Champaign) and presented at the AASHE 2012 Conference.
A campus sustainability fund (also called green fund) is money available to campus community members for sustainability projects. Money for the fund may be from student fees, administrative budgets, or alumni donations and funding may be allocated in the form of grants or loans. Currently, there are over 175 green/sustainability funds in North America run by 155 institutions. Our goal as session leaders is to educate our audience beyond the basics of sustainability funds, by adhering to an overall theme of “So you have established a sustainability fund, what next?” We will cover case studies from six well-established sustainability funds and address key differences and patterns in how these funds have evolved in their management and processes.
Topics covered include: 1) strategies for soliciting sustainability projects; 2) criteria for projects: what can and cannot be funded; 3) project implementation plans and long-term support of projects beyond initial funding; 4) sustainability fund staffing and committee structures; 5) advising project leaders; and 6) and quantifying and reporting the metrics of funded projects.
Session leaders will break the 60–minute session into three 20-minute sections: (1) project solicitation and developing selection criteria with committees and staff; (2) project implementation, advising project leaders, and reporting structures; and (3) long-term integration of the fund and projects with institutional goals and structures. Each 20-minute section will include presentation from the session leaders and Q&A with the audience. The opening question we plan to answer is “What are we trying to accomplish with these funds?” and the concluding question we plan to answer is “What are the broad educational impacts of sustainability funds?” Post session we intend to create a white paper on best practices of managing a sustainability funds that will include case studies. This workshop is part of a series and a follow-up to Green Funds 1.0: Getting a Fund Started.
Coordinating an industry advisory board for an entrepreneurship courseTodd Warren
Presented at NCIIA Open 2013 on how we recruit and cooridnate an industry advisory board for NUvention Web, a web entrepreneurship course taught at Northwestern University in Evanston, IL
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
Innovate: Scaling innovation from the individual to the organisationJisc
This document discusses scaling innovation from individuals to organizations. It introduces the TEL Toolkit, an online resource with knowledge and skills for innovating teaching. The toolkit is supported by each faculty through blog posts, workshops, and videos. It also shares examples of innovations using tools like Padlet, student-run workshops, and Panopto that have positively impacted students. Feedback from using tools in the TEL Toolkit for formative assessment, feedback, and gathering student input is also provided.
The document discusses effective strategies for online course design based on lessons learned from working with thousands of faculty and students. Three key points:
1) Successful online courses require effective design and engaged instructors. Faculty must rethink how to achieve learning objectives and assess learning online rather than try to duplicate classroom courses.
2) Interaction is important - courses should create opportunities for student-student and student-instructor interaction to build a sense of community. Clear expectations about interactions should be set.
3) Support is needed - faculty require training, resources, and individual instructional design support. Courses need a simple structure and consistent organization to support students.
How digital video innovates pedagogical methodsJisc
Speakers:
Dan Beale, vice principal, Havant and South Downs College
Kevin Bradshaw, digital learner designer, Havant and South Downs College.
Lizz Cook, digital learning design apprentice, Havant and South Downs College
The session will provide demonstrations and information regarding various strategies using digital video as part of your teaching and learning practice.
These areas will include:
Embracing digital technology to enhance pedagogical practice and delivery methods
Inclusive learning for all students to engage and improve skills and knowledge, whilst empowering them to create their own learning resources
Using online storage and shared video platforms for improved accessibility for all users
Embracing digital technologies such as; smartphones, tablets, computers, etc. to improve interactivity with subjects and provision of a flexible approach for creating engaging video content
Adopting a flipped/blended learning approach for advanced teaching/learning in the classroom.
At the end of the presentation, delegates will be upskilled and informed in how to implement such strategies if they wish.
Delivering RARPA: a college-wide digital approachJisc
Speakers:
Matthew Bowler, service leader technology, Wiltshire College
Michelle Capes, online learning development officer, Wiltshire College
Simon Bowler, learning technologies and resources manager, Wiltshire College
Clive Carey, learning and skills development coach, Wiltshire College
Supporting all learners to progress and achieve is at the heart of what Wiltshire College do, and for those who support learners on non-accredited programmes with Recognising and Recording Progress and Achievement (RARPA), ensuring this is evidenced and monitored accurately is all the more important.
Tasked with developing a digital solution that learners could own, that was intuitive for support staff to manage and provided managers with instant access to insightful data, the Wiltshire College learning technologies team settled on an open source solution which is already delivering positive results since being been introduced across the college.
This session will demonstrate the Wiltshire College RARPA system from the perspective of each group of users; the students managing their own progress, the staff using the system to support their learners and the managers now with a college-wide visibility of progress. In addition the developers will also explain how all of this was achieved, and their ideas for the future.
Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
Offering Online Professional Development Using a Cross-Platform StrategyJason Rhode
For the very first time, Northern Illinois University offered in January 2013 a fully-online teaching effectiveness institute utilizing a combination of Blackboard Learn, Blackboard Collaborate, and Blackboard Mobile platforms. This cross-platform approach has proven to be very successful and provides a model for faculty to incorporate an integrated approach for implementing all three platforms in their teaching. In this session at BbWorld13 we will share NIU's cross-platform strategy, practices, and lessons learned that can be applied to any online professional development initiative.
Nikko Badoles was an active member of the Society of Automotive Engineers club from 2015-2016 where he shadowed experienced members and worked on engineering projects. In 2016-2017, he participated in the Co-op Fundamentals webinar series to enhance his professional skills for work term placements. The document provides Nikko's official co-curricular record and outlines various learning outcomes for different activities and experiences.
The Role of Sustainability in Career and Workforce DevelopmentMieko Ozeki
Presented at AASHE 2014 in Portland, OR in October 2014. Sustainability offices are in a unique position on campus. With the ability to work across departmental boundaries of campus on sustainability initiatives, our offices can provide professional development opportunities for students to work on while meeting project and program objectives. Internship programs give students the chance to develop their hard and soft skills, gain work experience, and cultivate a body of work for their portfolio; all within the relatively protected setting of an academic environment. This session focuses on how we can serve as workforce trainers and career development facilitators, suggesting best practices for designing and implementing an internship program within your office.
The document summarizes an international certificate program in leadership for quality. The program aims to build executive leadership capacity through seminars, action learning, a quality challenge project, and executive coaching. Participants will identify an area for quality improvement, develop an action plan, implement it, and report on outcomes. The program occurs over 20 weeks and includes knowledge seminars, on-site coaching, and a quality challenge implementation project.
Offering Online Professional Development for Faculty Using a Cross-Platform S...Jason Rhode
NIU presented on their strategy for offering online professional development for faculty using a cross-platform approach. They chose to deliver their Teaching Effectiveness Institute online using Blackboard and its mobile apps. This allowed more faculty to attend, saved travel costs, and modeled effective online teaching practices. Lessons learned included the success of the online format, need for backup activities, and managing time between sessions. Their next steps are to repeat the model, reuse content, try new formats, and possibly invite outside speakers.
The document discusses using personal development planning (PDP) and reflective practice as tools for career development. It outlines the benefits of planning, reflection, and setting SMART goals to help achieve objectives. Various reflective techniques are presented, such as using a journal, and revisiting reflections was encouraged to continually learn and improve. The session aimed to help delegates understand and apply PDP and reflection in their professional work.
Lessons from tacos and pizza: The importance of 24/7 access for studentsStephanie Richter
This document discusses the importance of 24/7 access to course materials and support for students. It provides examples of how Northern Illinois University supports 24/7 engagement through Blackboard tools. Blackboard is used by over 98% of students and 82% of faculty at NIU. Faculty rely heavily on Blackboard and tools like Blackboard Collaborate are used for both teaching and non-teaching purposes. NIU provides extensive training, documentation, and technical support to both faculty and students to ensure 24/7 access to course content and learning resources.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
The document discusses the importance of effective professional development for teachers. It states that professional development should be ongoing, include hands-on learning activities, and allow time for practice, feedback, and support. It also emphasizes developing teacher learning communities and involving teachers in programming. Some key aspects of effective professional development include leadership, resources, collaboration, evaluation, and sustainability. The document then provides examples of professional development activities and defines mentoring and academic partnerships as ways to support ongoing professional growth.
This document discusses how project management skills are important for students to develop and can be taught in schools. It summarizes that (1) students' lives involve complex projects but they are not consistently taught necessary skills; (2) project management is a useful tool for teachers but they typically lack related training; and (3) teaching project management skills aligns with employers' needs and benefits students by improving engagement, knowledge retention, and potentially academic performance. The Project Management Institute Educational Foundation provides various resources to help implement youth project management programs.
A semi-synchronous approach to critical thinkingJisc
1) The document summarizes a workshop on a semi-synchronous approach to developing critical thinking skills online. It discusses student feedback, course delivery, and course design.
2) Student participation declined slightly throughout the week-long course but remained high. Students reported that the daily activities kept them engaged with the material even when tired. They found the personalized feedback sessions very helpful.
3) In reviewing the course design, students felt the interactive content was easy to navigate and optimized learning, though some decorative elements could be reduced to focus on goals. The reflections discuss improving design quality, balancing student and instructor needs, and next steps.
Green Funds 2.0 Nitty Gritty Of Campus Sustainability Fund ManagementMieko Ozeki
prepared by Mieko Ozeki, Katherine Walsh (UC Berkeley), Kevin Ordean (Northern Arizona University), Lilith Wyatt (McGill University), Melody Hartke (North American University), and McKenzie Beverage (University of Illinois- Urbana Champaign) and presented at the AASHE 2012 Conference.
A campus sustainability fund (also called green fund) is money available to campus community members for sustainability projects. Money for the fund may be from student fees, administrative budgets, or alumni donations and funding may be allocated in the form of grants or loans. Currently, there are over 175 green/sustainability funds in North America run by 155 institutions. Our goal as session leaders is to educate our audience beyond the basics of sustainability funds, by adhering to an overall theme of “So you have established a sustainability fund, what next?” We will cover case studies from six well-established sustainability funds and address key differences and patterns in how these funds have evolved in their management and processes.
Topics covered include: 1) strategies for soliciting sustainability projects; 2) criteria for projects: what can and cannot be funded; 3) project implementation plans and long-term support of projects beyond initial funding; 4) sustainability fund staffing and committee structures; 5) advising project leaders; and 6) and quantifying and reporting the metrics of funded projects.
Session leaders will break the 60–minute session into three 20-minute sections: (1) project solicitation and developing selection criteria with committees and staff; (2) project implementation, advising project leaders, and reporting structures; and (3) long-term integration of the fund and projects with institutional goals and structures. Each 20-minute section will include presentation from the session leaders and Q&A with the audience. The opening question we plan to answer is “What are we trying to accomplish with these funds?” and the concluding question we plan to answer is “What are the broad educational impacts of sustainability funds?” Post session we intend to create a white paper on best practices of managing a sustainability funds that will include case studies. This workshop is part of a series and a follow-up to Green Funds 1.0: Getting a Fund Started.
Coordinating an industry advisory board for an entrepreneurship courseTodd Warren
Presented at NCIIA Open 2013 on how we recruit and cooridnate an industry advisory board for NUvention Web, a web entrepreneurship course taught at Northwestern University in Evanston, IL
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
Innovate: Scaling innovation from the individual to the organisationJisc
This document discusses scaling innovation from individuals to organizations. It introduces the TEL Toolkit, an online resource with knowledge and skills for innovating teaching. The toolkit is supported by each faculty through blog posts, workshops, and videos. It also shares examples of innovations using tools like Padlet, student-run workshops, and Panopto that have positively impacted students. Feedback from using tools in the TEL Toolkit for formative assessment, feedback, and gathering student input is also provided.
The document discusses effective strategies for online course design based on lessons learned from working with thousands of faculty and students. Three key points:
1) Successful online courses require effective design and engaged instructors. Faculty must rethink how to achieve learning objectives and assess learning online rather than try to duplicate classroom courses.
2) Interaction is important - courses should create opportunities for student-student and student-instructor interaction to build a sense of community. Clear expectations about interactions should be set.
3) Support is needed - faculty require training, resources, and individual instructional design support. Courses need a simple structure and consistent organization to support students.
How digital video innovates pedagogical methodsJisc
Speakers:
Dan Beale, vice principal, Havant and South Downs College
Kevin Bradshaw, digital learner designer, Havant and South Downs College.
Lizz Cook, digital learning design apprentice, Havant and South Downs College
The session will provide demonstrations and information regarding various strategies using digital video as part of your teaching and learning practice.
These areas will include:
Embracing digital technology to enhance pedagogical practice and delivery methods
Inclusive learning for all students to engage and improve skills and knowledge, whilst empowering them to create their own learning resources
Using online storage and shared video platforms for improved accessibility for all users
Embracing digital technologies such as; smartphones, tablets, computers, etc. to improve interactivity with subjects and provision of a flexible approach for creating engaging video content
Adopting a flipped/blended learning approach for advanced teaching/learning in the classroom.
At the end of the presentation, delegates will be upskilled and informed in how to implement such strategies if they wish.
Delivering RARPA: a college-wide digital approachJisc
Speakers:
Matthew Bowler, service leader technology, Wiltshire College
Michelle Capes, online learning development officer, Wiltshire College
Simon Bowler, learning technologies and resources manager, Wiltshire College
Clive Carey, learning and skills development coach, Wiltshire College
Supporting all learners to progress and achieve is at the heart of what Wiltshire College do, and for those who support learners on non-accredited programmes with Recognising and Recording Progress and Achievement (RARPA), ensuring this is evidenced and monitored accurately is all the more important.
Tasked with developing a digital solution that learners could own, that was intuitive for support staff to manage and provided managers with instant access to insightful data, the Wiltshire College learning technologies team settled on an open source solution which is already delivering positive results since being been introduced across the college.
This session will demonstrate the Wiltshire College RARPA system from the perspective of each group of users; the students managing their own progress, the staff using the system to support their learners and the managers now with a college-wide visibility of progress. In addition the developers will also explain how all of this was achieved, and their ideas for the future.
Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
Offering Online Professional Development Using a Cross-Platform StrategyJason Rhode
For the very first time, Northern Illinois University offered in January 2013 a fully-online teaching effectiveness institute utilizing a combination of Blackboard Learn, Blackboard Collaborate, and Blackboard Mobile platforms. This cross-platform approach has proven to be very successful and provides a model for faculty to incorporate an integrated approach for implementing all three platforms in their teaching. In this session at BbWorld13 we will share NIU's cross-platform strategy, practices, and lessons learned that can be applied to any online professional development initiative.
Nikko Badoles was an active member of the Society of Automotive Engineers club from 2015-2016 where he shadowed experienced members and worked on engineering projects. In 2016-2017, he participated in the Co-op Fundamentals webinar series to enhance his professional skills for work term placements. The document provides Nikko's official co-curricular record and outlines various learning outcomes for different activities and experiences.
The Role of Sustainability in Career and Workforce DevelopmentMieko Ozeki
Presented at AASHE 2014 in Portland, OR in October 2014. Sustainability offices are in a unique position on campus. With the ability to work across departmental boundaries of campus on sustainability initiatives, our offices can provide professional development opportunities for students to work on while meeting project and program objectives. Internship programs give students the chance to develop their hard and soft skills, gain work experience, and cultivate a body of work for their portfolio; all within the relatively protected setting of an academic environment. This session focuses on how we can serve as workforce trainers and career development facilitators, suggesting best practices for designing and implementing an internship program within your office.
The document summarizes an international certificate program in leadership for quality. The program aims to build executive leadership capacity through seminars, action learning, a quality challenge project, and executive coaching. Participants will identify an area for quality improvement, develop an action plan, implement it, and report on outcomes. The program occurs over 20 weeks and includes knowledge seminars, on-site coaching, and a quality challenge implementation project.
This document outlines the organizational structure and roles of a typical student branch within IEEE. It describes the key leadership positions of Chair, Vice-Chair, Secretary, and Treasurer. It also discusses the roles of the Branch Counselor and Mentor. The document then lists various activities, awards, and funding opportunities available to student branches through IEEE, including conferences, webinars, competitions, and awards for outstanding branches and members.
Increasing the value of the library through content marketingGali Halevi PhD
The document provides an overview of the Mount Sinai Health System Libraries led by Gali Halevi. It discusses the library's products, customers, funding sources, and strategic priorities such as being innovative, mission critical, proactive, competent, and trusted. It then outlines various content marketing strategies the library uses to engage customers including creating content, supporting online learning, acting as a publisher, developing credit-bearing courses, conducting research evaluations, focusing activities for different communities, building advisory committees, using analytics, partnering on research, customer engagement/marketing, and trialing new products. Specific content types and channels used are also detailed.
Presentation to JISC DeL Tools Programme MeetingGeorge Roberts
This document outlines the objectives, guiding principles, work packages, milestones, deliverables, and outcomes of a project to support the formation and sustainability of an effective community of practice (CoP) using social software and community tools. The project aims to provide infrastructure and training to support the CoP, help members understand and use the UIDM toolkit, and contribute to the development of next generation learning technologies. Key activities include establishing an online platform, developing a activity program, evaluating the CoP's development, refining and training on the UIDM toolkit, and disseminating insights.
IEEE Student Branch Officer Responsibilities and AdministrationSai Krishna
The Institute of Electrical and Electronics Engineers (IEEE) is a professional association with its corporate office in New York City and its operations center in Piscataway, New Jersey. It was formed in 1963 from the amalgamation of the American Institute of Electrical Engineers and the Institute of Radio Engineers. Today it is the world's largest association of technical professionals with more than 400,000 members in chapters around the world. Its objectives are the educational and technical advancement of electrical and electronic engineering, telecommunications, computer engineering and allied disciplines.
PD … can be so much more than a nice morning teaJo Kay
Presentation by Sharon Altena, Southbank Institute of Technology. How effective is your eLearning PD strategy? Are you frustrated that you are not making sustainable changes to the practices of teachers? What are the eight principles of effective PD?
The document outlines the goals and process for the ASEE Excellence Program recognition, which aims to highlight innovation and excellence in engineering education. Individuals, groups, institutions, and programs can be nominated for demonstrating how they help create 21st century engineers. Nominations are made through social media and evaluated against criteria like access, quality, teamwork, and replicability. Successful nominees will be recognized on the ASEE website and potentially receive other honors. A rubric is provided to guide evaluations.
The document describes a case study of a partnership between faculty and instructional designers to develop an online pharmacy certificate program. It discusses the genesis of the project, including market research showing strong global demand for online education. It outlines the instructional design process used to develop the fully online program, including defining learning outcomes, designing courses, developing content and assessments, and evaluating effectiveness. The program will offer four courses over 8-week periods to earn a certificate in regulatory affairs. The collaboration aims to launch the full certificate by spring 2014.
Aiesec ftu hcmc lead partnership proposalNgan Tran
AIESEC is the world's largest student-run organization focused on leadership development for youth. It has a presence in 110 countries through 2100 universities with 60,000 members. The organization provides 16,000 international internships and leadership roles annually. AIESEC FTU HCMC in Ho Chi Minh City, Vietnam runs a LEAD program to develop the leadership skills of its members. The program focuses on three areas: self, team, and world. It identifies weaknesses in members' management skills and proposes workshops delivered by external partners or AIESEC to strengthen areas like communication, coaching, and awareness of global issues. Partnering with companies allows AIESEC to develop youth leaders and gives companies access to this talent network.
Getting ready to pilot FLEX in Hollings, contribution by Anita Mitchell and C...Chrissi Nerantzi
This document discusses plans to pilot the use of open digital badges within the Department of Apparel at Manchester Metropolitan University to recognize and reward staff achievement in continuous professional development (CPD). It proposes linking digital badges to the annual performance and development review (PDR) process through a flexible (FLEX) approach. Badges would incentivize minimum and extended engagement with CPD activities like teaching qualifications, research outputs, internal courses and peer teaching reviews. Achievement criteria are outlined for basic, intermediate and advanced level badges.
The document discusses the roles and responsibilities of various positions within a Student Branch of IEEE. It describes the Student Branch Chair as managing general operations and presiding over meetings. It also outlines the duties of the Student Branch Secretary in recording meetings and communications. Additionally, it discusses the role of the Student Branch Treasurer in managing finances and budgets.
Dr. Mani Mala Puri has over 25 years of experience in strategic planning, academic operations, corporate communication, teaching, and administration in the education sector. She has held several leadership roles, including Director at JSPM Group of Institutions and Head of the IT Department at a reputed engineering college. She also served as Director at the All India Council for Technical Education. She has extensive experience in areas such as strategic planning, corporate communication, academic operations, and general administration.
E-Learning Software Platform/ App Presentation for Project Management subject (Bachelor's Degree).
Documentation of this presentation: https://www.slideshare.net/MarjoToska/project-management-application-form-fully-customizable-template
Don't forget to give credits.
Enjoy ;)
The document provides information about the IEEE Student Branch at LDRP Institute of Technology and Research (LDRP-ITR). It includes the executive committee members for 2014, messages from the principal and branch counselor, an overview of IEEE and the LDRP-ITR student branch, details about Women in Engineering (WIE) initiatives, and a message from the 2014 chairperson about their goals to make students technically aware and help them build professional networks through IEEE activities and events. The magazine aims to highlight achievements and upcoming events at the LDRP-ITR student branch.
The document provides an overview of a webinar on collaborative professional learning and professional development planning in New Jersey. The webinar covered establishing goals for professional learning, defining student achievement, analyzing student data, aligning professional development and student learning goals, providing structures and resources for professional learning, evaluating professional development plans, and timelines for professional development plans and accrual of hours. Key aspects included using protocols and tools to guide collaborative work, focusing professional development on improving teacher practice and student achievement, and emphasizing accountability for results in professional development planning.
The document summarizes the vision, structure, culture, clients/partners, and member values of ITKAN, an organization that aims to develop technology leaders with disabilities. It discusses establishing funding channels, focused leadership, accountability among members, developing partner programs, and curriculums to foster member growth. Objectives include maintaining attendance, participating in curriculums, supporting initiatives, promoting diversity, and being role models.
The summary provides an overview of the SWE Fall General Meeting:
- Introductions were made of the 2016-2017 SWE-UCLA board of directors and their roles.
- An overview of SWE's mission and activities was presented, including professional development, outreach, diversity and inclusion, mentorship, and technical skills development.
- Upcoming events and opportunities through SWE's outreach, advocacy, social, mentorship, and major chair committees were announced, with application deadlines for several committees in early October.
Originally presented at XP2024 Bolzano
While agile has entered the post-mainstream age, possibly losing its mojo along the way, the rise of remote working is dealing a more severe blow than its industrialization.
In this talk we'll have a look to the cumulative effect of the constraints of a remote working environment and of the common countermeasures.
A presentation on mastering key management concepts across projects, products, programs, and portfolios. Whether you're an aspiring manager or looking to enhance your skills, this session will provide you with the knowledge and tools to succeed in various management roles. Learn about the distinct lifecycles, methodologies, and essential skillsets needed to thrive in today's dynamic business environment.
Ganpati Kumar Choudhary Indian Ethos PPT.pptx, The Dilemma of Green Energy Corporation
Green Energy Corporation, a leading renewable energy company, faces a dilemma: balancing profitability and sustainability. Pressure to scale rapidly has led to ethical concerns, as the company's commitment to sustainable practices is tested by the need to satisfy shareholders and maintain a competitive edge.
Impact of Effective Performance Appraisal Systems on Employee Motivation and ...Dr. Nazrul Islam
Healthy economic development requires properly managing the banking industry of any
country. Along with state-owned banks, private banks play a critical role in the country's economy.
Managers in all types of banks now confront the same challenge: how to get the utmost output from
their employees. Therefore, Performance appraisal appears to be inevitable since it set the
standard for comparing actual performance to established objectives and recommending practical
solutions that help the organization achieve sustainable growth. Therefore, the purpose of this
research is to determine the effect of performance appraisal on employee motivation and retention.
12 steps to transform your organization into the agile org you deservePierre E. NEIS
During an organizational transformation, the shift is from the previous state to an improved one. In the realm of agility, I emphasize the significance of identifying polarities. This approach helps establish a clear understanding of your objectives. I have outlined 12 incremental actions to delineate your organizational strategy.
A team is a group of individuals, all working together for a common purpose. This Ppt derives a detail information on team building process and ats type with effective example by Tuckmans Model. it also describes about team issues and effective team work. Unclear Roles and Responsibilities of teams as well as individuals.
Colby Hobson: Residential Construction Leader Building a Solid Reputation Thr...dsnow9802
Colby Hobson stands out as a dynamic leader in the residential construction industry. With a solid reputation built on his exceptional communication and presentation skills, Colby has proven himself to be an excellent team player, fostering a collaborative and efficient work environment.
Designing and Sustaining Large-Scale Value-Centered Agile Ecosystems (powered...Alexey Krivitsky
Is Agile dead? It depends on what you mean by 'Agile'. If you mean that the organizations are not getting the promised benefits because they were focusing too much on the team-level agile "ways of working" instead of systemic global improvements -- then we are in agreement. It is a misunderstanding of Agility that led us down a dead-end. At Org Topologies, we see bright sparks -- the signs of the 'second wave of Agile' as we call it. The emphasis is shifting towards both in-team and inter-team collaboration. Away from false dichotomies. Both: team autonomy and shared broad product ownership are required to sustain true result-oriented organizational agility. Org Topologies is a package offering a visual language plus thinking tools required to communicate org development direction and can be used to help design and then sustain org change aiming at higher organizational archetypes.
Designing and Sustaining Large-Scale Value-Centered Agile Ecosystems (powered...
IEEE High Board Brochure
1. Our 5 core values:
Quality
Team Work
Respect
Positive Attitude
Transparency
Who We Are
About Us
IEEE is the world's largest professional
association dedicated to advancing
technological innovation and excellence for
the benefit of humanity. IEEE and its
members inspire a global community
through IEEE's highly cited publications,
conferences, technology standards, and
professional and educational activities.
Our Vision:
Formulating a community of
trainers and trainees
Our Mission:
Upgrading Humanity
IEEE GUC STUDENT BRANCH
I Come, I See, I upgrade.
High Board :
The High Board consists of the Upper
board (The Officers) and the Heads of all
the committees in IEEE GUC Student
branch. The Recruitment is a process for
choosing the most suitable head for each
committee.
2. High Board’15 Members:
Loaa Zahar – HR head
Walid Hefny – HR vice-head
Ahmed El-siginy – Innovation head
Heidi El-feky – Innovation Vice-head
Ahmed Nazih – PR head
Sherif Magdy – FR head
Abdelrahman Gamal – OC Head
Amira Attar – Media head
Ola Mohamed – Design head
IEEE GUC Student
branch Last year
High Board:
“Once in a lifetime Experience.”
– Walid El-hefny, IEEE GUC SB
Secretary’16
“IEEE GUC is the biggest part in
my life concerns.”
- Ahmed El-siginy, IEEE GUC SB Vice-
chairman ‘16
“A mind broadening Experience.”
- Ahmed Nazih, IEEE GUC SB Chief
Marketing Officer’16
“Something made GUC
Bearable.”
- Ghada Essam, Resources Director’16
Ebrahim El-Gamal, IEEE GUC SB Chairman 15’
“We Want to be one of the best
branches in Egypt”
- Ebrahim El-gamal, IEEE GUC SB
chairman’15
“IEEE GUC SB is a Turning point
in my life”
- Sherief Magdy, IEEE GUC SB
chairman’16
3. IEEE GUC Student Branch’s Head General Description:
Provide leadership for the committee
Facilitate meetings, communication and discussions
serve as spokesperson for the committee
Create the plan of the committee in partnership with Executive Director
Responsible for training the committee members
Submit reports about the committee progress to the Executive Director
directly
Assign tasks to committee members
Must behave according to IEEE GUC SB values and culture
Maintain a highly motivated environment for the members
Responsible for submitting meeting attendance and meeting minutes to the
HR Directory
Co-ordinate with HR Directory in evaluation and honoring the committee
members
Ensure that IEEE GUC SB cultures and values are delivered to the members
Interviews the applicants applying for the committee at the annual
recruitment
Responsible for the general output of the committee at the end of the year
IEEE GUC Student Branch’s Head General Qualifications:
Leadership Potential
Commitment
Active Working Group previous Experience
Self-motivated and has the ability to motivate others
Aware of IEEE Vision and mission
Satisfy IEEE GUC Student Branch’s five core values
4. Innovation Committee Responsibilities:
Responsible for finding creative ideas for the branch
events and set up the program design, schedules, and
descriptions of the events.
Crafts the events for promoting IEEE GUC SB’s mission
and goals.
Responsible for setting the program of the events
regarding the theme, schedule, speaker, rules, sessions,
topics ... etc.
Innovation Committee Head Qualifications:
Creativity
Flexibility and ability to learn new
things
Innovation committee role Knowledge
5. IT Committee Responsibilities
Maintain IEEE GUC student chapter's website and
handle all updates.
Giving technical sessions and workshops to either
the chapter's members or the public
Providing the chapter's members with any technical
support needed to improve other committee's
performance
IT Committee Head Qualifications:
Experience in web development
Excellent Programing Skills
Flexibility
6. Marketing Committee Responsibilities
Set and manages IEEE GUC SB vision for the overall
marketing strategy
Transform our mission and vision into a marketing
message that resonates with our patrons
Define the short-term and long-term marketing
needs
coordinate efforts around IEEE GUC SB brand, public
relations, website, social media communications,
newsletters, annual report, Empty Bowls
event, and other marketing projects
Marketing Committee Head Qualifications:
Creativity
Excellent Presentation Skills
Marketing Knowledge and
understanding
Social & Outgoing
7. Social Media Committee Responsibilities
Manage IEEE GUC Student Branch’s Image and
branding
Responsible for maintaining presence on the Social
Networks
Cultivates and establish sustainable relations with
different social media entities
Updates social media pages with new content daily,
communicate frequently
Shares relevant content from partners
Monitors any mention of IEEE GUC SB online to
protect the brand identity of the
branch
Social Media Committee Head
Qualifications:
Creativity
Social media Marketing Knowledge
Social
Excellent knowledge of spelling,
grammar and punctuation
8. Multimedia Committee Responsibilities:
Provide IEEE GUC SB with any needed Media,
design and Publication tools to enhance the
external visibility of the Branch’s image, events,
session, projects and online campaigns
Provide photographic and video coverage for our
events, sessions and projects
Multimedia Committee Head Qualifications:
Creativity
Having a Portfolio of his/her works
Excellent Knowledge in Photoshop
and illustrator
Time Management
Good Knowledge in after effects
(bonus)
9. Motivation & Development Committee
Responsibilities:
Organize trainings and workshops to enhance
and improve IEEE GUC SB members’ skills
Conducting an analysis to determine the
sessions to be provided to the members on a
regular basis.
Maintain a highly motivated environment for
the members
Organize fun activities and workshops to
maintain the spirit
Honor the outstanding members in
coordination with the Evaluation and
Documentation committee.
Ensure that IEEE GUC SB trainers and speakers
database is up to date with high quality trainers
and speakers
Motivation & Development Head
Qualification:
Conflict resolution skills
Problem solving skills.
Enthusiastic
Experience in Human Resources
10. Evaluation & Documentation
Committee Responsibilities:
Establishing a strong, transparent and fair
evaluation system for the members and heads
Evaluating all of IEEE GUC SB events and
activities based on the targets set.
Honor the outstanding IEEE GUC SB members
and heads on a regular basis in collaboration
with the Motivation and Development
committee.
Building and creating an efficient and full
detailed documentation system
Honor the outstanding members in
coordination with the Evaluation and
Documentation committee.
Documenting all of IEEE projects, events and
meetings along with the Decisions taken in
each of them to ensure full transparency and
to be used as a referral guide for the current
and next Upper Boards.
Evaluation & Documentation Head
Qualification:
Experience in Human Resources
Problem solving skills.
Formal writing skills.
Communication skills.
11. External Relations Committee
Responsibilities:
Raising funds to assist other committees to
start up their events
Coming up with creative ideas to raise funds
for IEEE and Organizing fundraising activities
and events on campus with co-ordination
with other committees
Setting a benefit package for the sponsors &
creating a database of different sponsors
Creating and maintaining relations with
different media sources, internal and external
NGOs
Act as an official spokesperson for the
organization
Planning an exclusive public relations
strategy for the organization according to the
overall strategy
Attending any meetings with external
organizations and signing any contract of
sponsorship or partnership with any external
organization
Finishing all the permission related to any
sponsorship or partnership with IEEE
Sending any invitations to any IEEE activities
External Relations Head
Qualifications:
Experience in Fund Raising
Energetic
Communication skills
Negotiation Skills
Positive Attitude
12. Logistics Committee Responsibilities:
Implementing IEEE events on ground in co-
ordination with ER committee and marketing
directory
Assuring that all IEEE events are
implemented on high standard that
maintains IEEE image
Designing and setting all the needed booths
for all events in co-ordination with
multimedia committee
Supplying all materials needed in all events
as well as all the printings and decorations
Setting a member package in co-ordination
with other committees
Create a database of suppliers for the needed
materials
Assure minimum expenses for event
implementation
Finishing all permission related by any event,
booths, posters, flyers, roll ups and banners
Sticking all posters, banners, roll ups and
distributing all flyers related by any event in
co-ordination with other committees
Logistics Head Qualifications:
Experience in Logistics
Energetic
Communication skills
Problem solving skills
Positive Attitude