Our webinar with Amy Morrill Bijeau, Associate Director of Career and Internship Advising at American University, highlights how the School of Professional & Extended Studies (SPExS) uses employer and student self-assessments to track how well students are developing valuable professional skills.
This document outlines policies and procedures for faculty at Texas A&M School of Law. It includes information about UIN numbers, activating NetIDs, accessing resources like Howdy portal, eCampus, and HR systems. It details syllabus requirements like the ABA credit hour policy and notifying students of grading policies. Exam and grading policies are specified, including maximum allowed class averages, grade submission deadlines, and the process for grade changes or appeals. Faculty evaluations and access to legal databases are also summarized.
This document provides guidance on conducting self-assessments and student evaluations for online courses. It discusses crafting mid-semester and end of semester surveys with sample questions to gather feedback on student understanding, satisfaction, and instructor performance. The document also recommends developing a frequently asked questions section to direct student inquiries. Finally, it outlines key areas like course content, assessments, technology, design, and accessibility to review when revising a course after its completion.
This document provides best practices for online teaching at Texas A&M School of Law. It outlines expectations for students, such as communicating response times and netiquette guidelines. It emphasizes the importance of writing learning objectives that are measurable. It also discusses ways to engage students asynchronously, such as through regular feedback and discussions. The document reviews assessment options in Blackboard and stresses providing balanced feedback to students. It provides tips for crafting effective discussion board questions and outlines key areas to address in a course syllabus and benefits of using rubrics.
Internship orientation power point april 12, 2010Medaille College
This document provides an overview and guidelines for Medaille College students participating in internships. It outlines the three stages of the internship process: preparation and planning, the field experience, and post-internship reflection. Key responsibilities for students are discussed, including developing learning objectives, maintaining a reflective journal, and completing evaluations. The importance of reflection and making meaning from experiences is emphasized through Kolb's experiential learning cycle.
The document summarizes information about psychometric testing and assessment centers. It discusses what psychometric tests and assessment centers are, what they measure, common tests and activities, strategies for preparation and participation, and tips for performance. Example tests include personality inventories, aptitude tests in areas like verbal reasoning, strategies for preparation include practicing sample tests and familiarizing with the job description.
#UNTAdv14 Graduation 101: Am I Done Yet?UCAN at UNT
The document summarizes a presentation given on a Graduation 101 workshop developed by three advisors at Eastfield College. The workshop aimed to help students understand graduation requirements and the steps to complete their degree. It provided an overview of the content presented, discussed what went well including student attendance and signups, areas for improvement, and accomplishments like completion sheets and surveys. Recommendations for the future included allowing more preparation time, providing an online option, and designating a project manager.
The document discusses e-portfolios, which are flexible collections of evidence that combine reflection and documentation to engage students in analyzing their learning. An e-portfolio can be used for various purposes like enhancing learning, employment, or academic advising. It explains that e-portfolios contain reflections, examples of work, and evidence of outcomes and achievements. The role of reflection in deep and significant learning is emphasized. Resources for learning more about e-portfolios are provided at the end.
Finding a Job in Public Education Workshop for University of Victoria Teacher...Andrew Jang
Graduating from UVIC soon? It's time to learn how to find a job in British Columbia's public schools. The education sector is fragmented into 60 employers, but you can find every single employment opportunity on one website, www.makeafuture.ca. Learn what the education sector has to offer and the nuances behind the application process.
This document outlines policies and procedures for faculty at Texas A&M School of Law. It includes information about UIN numbers, activating NetIDs, accessing resources like Howdy portal, eCampus, and HR systems. It details syllabus requirements like the ABA credit hour policy and notifying students of grading policies. Exam and grading policies are specified, including maximum allowed class averages, grade submission deadlines, and the process for grade changes or appeals. Faculty evaluations and access to legal databases are also summarized.
This document provides guidance on conducting self-assessments and student evaluations for online courses. It discusses crafting mid-semester and end of semester surveys with sample questions to gather feedback on student understanding, satisfaction, and instructor performance. The document also recommends developing a frequently asked questions section to direct student inquiries. Finally, it outlines key areas like course content, assessments, technology, design, and accessibility to review when revising a course after its completion.
This document provides best practices for online teaching at Texas A&M School of Law. It outlines expectations for students, such as communicating response times and netiquette guidelines. It emphasizes the importance of writing learning objectives that are measurable. It also discusses ways to engage students asynchronously, such as through regular feedback and discussions. The document reviews assessment options in Blackboard and stresses providing balanced feedback to students. It provides tips for crafting effective discussion board questions and outlines key areas to address in a course syllabus and benefits of using rubrics.
Internship orientation power point april 12, 2010Medaille College
This document provides an overview and guidelines for Medaille College students participating in internships. It outlines the three stages of the internship process: preparation and planning, the field experience, and post-internship reflection. Key responsibilities for students are discussed, including developing learning objectives, maintaining a reflective journal, and completing evaluations. The importance of reflection and making meaning from experiences is emphasized through Kolb's experiential learning cycle.
The document summarizes information about psychometric testing and assessment centers. It discusses what psychometric tests and assessment centers are, what they measure, common tests and activities, strategies for preparation and participation, and tips for performance. Example tests include personality inventories, aptitude tests in areas like verbal reasoning, strategies for preparation include practicing sample tests and familiarizing with the job description.
#UNTAdv14 Graduation 101: Am I Done Yet?UCAN at UNT
The document summarizes a presentation given on a Graduation 101 workshop developed by three advisors at Eastfield College. The workshop aimed to help students understand graduation requirements and the steps to complete their degree. It provided an overview of the content presented, discussed what went well including student attendance and signups, areas for improvement, and accomplishments like completion sheets and surveys. Recommendations for the future included allowing more preparation time, providing an online option, and designating a project manager.
The document discusses e-portfolios, which are flexible collections of evidence that combine reflection and documentation to engage students in analyzing their learning. An e-portfolio can be used for various purposes like enhancing learning, employment, or academic advising. It explains that e-portfolios contain reflections, examples of work, and evidence of outcomes and achievements. The role of reflection in deep and significant learning is emphasized. Resources for learning more about e-portfolios are provided at the end.
Finding a Job in Public Education Workshop for University of Victoria Teacher...Andrew Jang
Graduating from UVIC soon? It's time to learn how to find a job in British Columbia's public schools. The education sector is fragmented into 60 employers, but you can find every single employment opportunity on one website, www.makeafuture.ca. Learn what the education sector has to offer and the nuances behind the application process.
This document is a syllabus for an online English 102 course titled "College Writing and Rhetoric" taught during the summer of 2017. The course focuses on improving persuasive and expository writing skills. It will examine how environments affect identity and events through four major assignments. Students will complete daily writing assignments, weekly discussion posts, and have opportunities to receive feedback on rough drafts. The course will be delivered entirely online through the learning management system, with attendance tracked by engagement. Academic honesty is strictly enforced, and various policies around deadlines, grading, accommodations, and plagiarism are outlined.
This document provides guidance for curriculum design and backward mapping to define a course's purpose and goals. It instructs to start by articulating the "why" of the course in 140 characters, then have groups draw a picture of their "dream graduate" with attributes the course aims to cultivate. Participants are asked to choose a unit and use guidance cards to construct its weekly preparation, teaching, and assessment activities to work toward that graduate. Accommodations may need to be made depending on random "wild cards" drawn. The overall goal is to make thoughtful choices that clarify the course's objectives and philosophy.
This document discusses the development of a faculty-based employability workbook pilot project at Leeds Beckett University. The project aimed to develop students' employability skills and graduate attributes through extracurricular activities combined with academic skills development and career support. Two faculties, Business and Law and Cultural Studies, designed nested PebblePad workbooks containing tasks in soft skills, personal development, volunteering, work experience, and academics. Business and Law implemented multi-level awards while Cultural Studies focused on skill mapping. Pilots faced delays and lost leadership but Business and Law is relaunching with video support and results expected in summer 2017. The project aims to enhance students' learning and employment through co-curricular skill-building
Teaching in BC Schools Locally And AbroadAndrew Jang
The document provides an overview of teaching career opportunities in British Columbia. It discusses the 60 public school districts, over 130 First Nations schools, and offshore schools in 7 nations. It outlines the various career paths for teachers, as well as typical salaries and benefits. The presentation notes the current demand for teachers in various regions and subject areas. It provides tips on applying for teaching positions and interviewing for jobs.
This document provides information and guidance for course representatives (reps) on their role representing students. It outlines that reps should gather feedback from students, raise issues at Student Staff Committee meetings, and close the feedback loop by informing students of outcomes. Reps are encouraged to use multiple platforms to engage with students and receive training to strengthen their representation skills.
Careers in BC Education | Industry Connections Day at Douglas CollegeAndrew Jang
Make a Future was invited to Douglas College to present to its Skills Connect for Immigrants Program about careers in public education and First Nations schools.
Make a Future, a recruitment initiative created by the BC Public School Employers' Association, showed participants what types of careers in education are in demand, and how to apply for jobs on Makeafuture.ca.
Online course rep training updated dec2017su-training
The document provides information about online training for course representatives (reps) at a university. It outlines the role of course reps in representing student views, gathering feedback, and passing feedback to university staff. It also describes the feedback loop process, which involves reps collecting student opinions, sharing them with staff, getting input from staff, and then updating students on outcomes.
Online course rep training updated dec2017su-training
The document provides information about online training for course representatives (reps) at a university. It outlines the role of course reps in representing student views, gathering feedback, and passing feedback to staff. It also describes the feedback loop process, which involves reps gathering student opinions, sharing them with staff, getting input from staff, and then updating students on outcomes. The training helps reps understand their responsibilities and how to effectively engage with students and staff.
This document summarizes a presentation on the Visual Arts program at Westchester Community College. It outlines the strengths of the program, including qualified faculty, supportive administration, and a strong foundation curriculum. Challenges include inconsistent scoring, incomplete portfolios, and facilities/access issues. For the Digital Arts certificate, strengths are its professionally oriented curriculum and successful graduates. Challenges include inconsistent scoring, weak portfolios, and declining enrollments. Overall, the presentation evaluates the program strengths and areas for improvement.
This document provides information about preparing for graduate school. It discusses reasons for pursuing graduate education such as continuing education, specializing in a field, and increasing career opportunities and job security. It outlines differences between graduate and undergraduate education such as more intensive coursework and clear academic/career goals for graduate programs. Benefits of higher education discussed include specialized training, expanded career options, higher salaries, and lower unemployment rates. The document provides considerations for those with and without work experience before graduate school and resources for researching programs. It also outlines the graduate admissions process and documents typically required for applications.
Making Training More Agile: The Evolution of a Competency-Based Online Facult...Kaitlin Walsh
As colleges increase their online course offerings, perhaps the biggest challenge is training faculty for the transition. How do we make training relevant and meaningful within their busy schedules? This presentation will highlight the development of American International College’s competency-based online faculty training program, focusing on structure, implementation and benefits.
Evolution of a competency-based online faculty certification programJeremy Anderson
Presentation delivered at the 2016 eVolution in eLearning Conference held at Fairfield University. Covered are iterations of a certification course for online instructors, culminating in a review of the move to a competency-based structure.
Detailed Information on Distance Learning Effectiveness Manager and Title III...Jeff Mills
The grant has improved online course quality at BARTonline through tools, training, and evaluation. Faculty questions now focus on how to improve courses rather than why courses need interactivity. 92% of instructors are e-Certified and there has been a 13% increase in student retention. BARTonline hosts nearly 3,900 videos supporting over 250 online courses across all programs of study. The evaluation process has been streamlined to reduce revisions and create more interactive courses.
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.
Course rep training 3 Behind the scenessu-training
This document provides information about training for course representatives (reps). It outlines the learning objectives which are to understand expectations of reps and staff committees, describe the National Student Survey and why it's important, and explain the benefits of being a rep. It then discusses student-staff committees, gathering feedback, preparing for and participating in meetings, following up on actions, and the importance of providing positive feedback. It also describes what the National Student Survey is and its purpose, how being a rep benefits students by improving skills, and opportunities for online training, accreditation, and awards for reps.
Diploma of management informationvideostream2009v1Colleen Hodgins
This document provides information about a Diploma of Management course (BSB51107) offered at Tropical North Queensland TAFE. The key points are:
- It is a nationally recognized diploma incorporating 8 units over management competencies delivered through monthly workshops, online resources, and personal coaching.
- The course can be completed in 1 year with options for fast tracking or recognition of prior learning. It is conducted at the Cairns TAFE campus and through some negotiated off-campus delivery.
- Students are assessed through written assessments, practical workplace activities and reports, and a portfolio of evidence mapped to competency requirements.
- The course costs approximately $1700 for the full diplo
Making Transfer ConnectionsePortfolio, Peer-Mentoring & Advisement10.14.11
Cross Campus Workshop:
As a small group, create visual representations of your design on Post-Its (you may use as many as you need). Please write clearly and with LARGE letters, and include all information discussed, including the prompts to be used. Someone from your group should be prepared to present your pages very briefly (1-2 min) to the whole group. We will then use them in the next seminar activity (Campus Team Time).
Transcribed by Huan Li, LaGuardia Community College Student Technology Mentor
The document provides guidance on behavioral interview questions, which are used to assess competencies through discussing past experiences. It outlines common question cues, example questions, and tips for answering questions using the STAR method of describing a Situation, Task, Action, and Result. A sample behavioral question is given regarding organizational skills, with an example answer following the STAR structure to discuss resolving a double-booking situation at an event planning job.
The document provides guidance on constructing intended learning outcomes at the course level (CILOs). It defines CILOs as describing the specific knowledge, skills, and attitudes students are expected to develop by the end of a course. Guidelines are given for writing effective CILO statements, such as using active verbs to describe observable performances, focusing on significant and essential learnings, and reflecting the three learning domains of cognitive, affective, and psychomotor skills. Bloom's Taxonomy is referenced as a tool to help classify learning objectives according to cognitive level. Examples of well-written CILO statements are also provided.
Jan 15 How Do You Know It Works Final Read Onlyfelicitymorgan
CANNEXUS 2010 presentation:
Measuring effectiveness of career interventions: presentation examines how we can measure effectiveness of a career intervention using a variety of methods, both objective and subjective. results, challenges and future directions are explored.
This document provides information and resources for teachers regarding assessment and evaluation. It includes links to tutorials on digital tools for assessment, as well as guidelines from the Ontario ministry of education on fundamental principles of assessment, learning skills, performance standards, and policies for students with special needs. The document discusses putting on different "hats" to consider assessment from the perspectives of a student, teacher, and education professional. It also includes articles on a school pilot project where students can negotiate grades, and prompts critical analysis of these articles. Teachers are advised to ensure clear expectations and communication around assessment.
This document is a syllabus for an online English 102 course titled "College Writing and Rhetoric" taught during the summer of 2017. The course focuses on improving persuasive and expository writing skills. It will examine how environments affect identity and events through four major assignments. Students will complete daily writing assignments, weekly discussion posts, and have opportunities to receive feedback on rough drafts. The course will be delivered entirely online through the learning management system, with attendance tracked by engagement. Academic honesty is strictly enforced, and various policies around deadlines, grading, accommodations, and plagiarism are outlined.
This document provides guidance for curriculum design and backward mapping to define a course's purpose and goals. It instructs to start by articulating the "why" of the course in 140 characters, then have groups draw a picture of their "dream graduate" with attributes the course aims to cultivate. Participants are asked to choose a unit and use guidance cards to construct its weekly preparation, teaching, and assessment activities to work toward that graduate. Accommodations may need to be made depending on random "wild cards" drawn. The overall goal is to make thoughtful choices that clarify the course's objectives and philosophy.
This document discusses the development of a faculty-based employability workbook pilot project at Leeds Beckett University. The project aimed to develop students' employability skills and graduate attributes through extracurricular activities combined with academic skills development and career support. Two faculties, Business and Law and Cultural Studies, designed nested PebblePad workbooks containing tasks in soft skills, personal development, volunteering, work experience, and academics. Business and Law implemented multi-level awards while Cultural Studies focused on skill mapping. Pilots faced delays and lost leadership but Business and Law is relaunching with video support and results expected in summer 2017. The project aims to enhance students' learning and employment through co-curricular skill-building
Teaching in BC Schools Locally And AbroadAndrew Jang
The document provides an overview of teaching career opportunities in British Columbia. It discusses the 60 public school districts, over 130 First Nations schools, and offshore schools in 7 nations. It outlines the various career paths for teachers, as well as typical salaries and benefits. The presentation notes the current demand for teachers in various regions and subject areas. It provides tips on applying for teaching positions and interviewing for jobs.
This document provides information and guidance for course representatives (reps) on their role representing students. It outlines that reps should gather feedback from students, raise issues at Student Staff Committee meetings, and close the feedback loop by informing students of outcomes. Reps are encouraged to use multiple platforms to engage with students and receive training to strengthen their representation skills.
Careers in BC Education | Industry Connections Day at Douglas CollegeAndrew Jang
Make a Future was invited to Douglas College to present to its Skills Connect for Immigrants Program about careers in public education and First Nations schools.
Make a Future, a recruitment initiative created by the BC Public School Employers' Association, showed participants what types of careers in education are in demand, and how to apply for jobs on Makeafuture.ca.
Online course rep training updated dec2017su-training
The document provides information about online training for course representatives (reps) at a university. It outlines the role of course reps in representing student views, gathering feedback, and passing feedback to university staff. It also describes the feedback loop process, which involves reps collecting student opinions, sharing them with staff, getting input from staff, and then updating students on outcomes.
Online course rep training updated dec2017su-training
The document provides information about online training for course representatives (reps) at a university. It outlines the role of course reps in representing student views, gathering feedback, and passing feedback to staff. It also describes the feedback loop process, which involves reps gathering student opinions, sharing them with staff, getting input from staff, and then updating students on outcomes. The training helps reps understand their responsibilities and how to effectively engage with students and staff.
This document summarizes a presentation on the Visual Arts program at Westchester Community College. It outlines the strengths of the program, including qualified faculty, supportive administration, and a strong foundation curriculum. Challenges include inconsistent scoring, incomplete portfolios, and facilities/access issues. For the Digital Arts certificate, strengths are its professionally oriented curriculum and successful graduates. Challenges include inconsistent scoring, weak portfolios, and declining enrollments. Overall, the presentation evaluates the program strengths and areas for improvement.
This document provides information about preparing for graduate school. It discusses reasons for pursuing graduate education such as continuing education, specializing in a field, and increasing career opportunities and job security. It outlines differences between graduate and undergraduate education such as more intensive coursework and clear academic/career goals for graduate programs. Benefits of higher education discussed include specialized training, expanded career options, higher salaries, and lower unemployment rates. The document provides considerations for those with and without work experience before graduate school and resources for researching programs. It also outlines the graduate admissions process and documents typically required for applications.
Making Training More Agile: The Evolution of a Competency-Based Online Facult...Kaitlin Walsh
As colleges increase their online course offerings, perhaps the biggest challenge is training faculty for the transition. How do we make training relevant and meaningful within their busy schedules? This presentation will highlight the development of American International College’s competency-based online faculty training program, focusing on structure, implementation and benefits.
Evolution of a competency-based online faculty certification programJeremy Anderson
Presentation delivered at the 2016 eVolution in eLearning Conference held at Fairfield University. Covered are iterations of a certification course for online instructors, culminating in a review of the move to a competency-based structure.
Detailed Information on Distance Learning Effectiveness Manager and Title III...Jeff Mills
The grant has improved online course quality at BARTonline through tools, training, and evaluation. Faculty questions now focus on how to improve courses rather than why courses need interactivity. 92% of instructors are e-Certified and there has been a 13% increase in student retention. BARTonline hosts nearly 3,900 videos supporting over 250 online courses across all programs of study. The evaluation process has been streamlined to reduce revisions and create more interactive courses.
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.
Course rep training 3 Behind the scenessu-training
This document provides information about training for course representatives (reps). It outlines the learning objectives which are to understand expectations of reps and staff committees, describe the National Student Survey and why it's important, and explain the benefits of being a rep. It then discusses student-staff committees, gathering feedback, preparing for and participating in meetings, following up on actions, and the importance of providing positive feedback. It also describes what the National Student Survey is and its purpose, how being a rep benefits students by improving skills, and opportunities for online training, accreditation, and awards for reps.
Diploma of management informationvideostream2009v1Colleen Hodgins
This document provides information about a Diploma of Management course (BSB51107) offered at Tropical North Queensland TAFE. The key points are:
- It is a nationally recognized diploma incorporating 8 units over management competencies delivered through monthly workshops, online resources, and personal coaching.
- The course can be completed in 1 year with options for fast tracking or recognition of prior learning. It is conducted at the Cairns TAFE campus and through some negotiated off-campus delivery.
- Students are assessed through written assessments, practical workplace activities and reports, and a portfolio of evidence mapped to competency requirements.
- The course costs approximately $1700 for the full diplo
Making Transfer ConnectionsePortfolio, Peer-Mentoring & Advisement10.14.11
Cross Campus Workshop:
As a small group, create visual representations of your design on Post-Its (you may use as many as you need). Please write clearly and with LARGE letters, and include all information discussed, including the prompts to be used. Someone from your group should be prepared to present your pages very briefly (1-2 min) to the whole group. We will then use them in the next seminar activity (Campus Team Time).
Transcribed by Huan Li, LaGuardia Community College Student Technology Mentor
The document provides guidance on behavioral interview questions, which are used to assess competencies through discussing past experiences. It outlines common question cues, example questions, and tips for answering questions using the STAR method of describing a Situation, Task, Action, and Result. A sample behavioral question is given regarding organizational skills, with an example answer following the STAR structure to discuss resolving a double-booking situation at an event planning job.
The document provides guidance on constructing intended learning outcomes at the course level (CILOs). It defines CILOs as describing the specific knowledge, skills, and attitudes students are expected to develop by the end of a course. Guidelines are given for writing effective CILO statements, such as using active verbs to describe observable performances, focusing on significant and essential learnings, and reflecting the three learning domains of cognitive, affective, and psychomotor skills. Bloom's Taxonomy is referenced as a tool to help classify learning objectives according to cognitive level. Examples of well-written CILO statements are also provided.
Jan 15 How Do You Know It Works Final Read Onlyfelicitymorgan
CANNEXUS 2010 presentation:
Measuring effectiveness of career interventions: presentation examines how we can measure effectiveness of a career intervention using a variety of methods, both objective and subjective. results, challenges and future directions are explored.
This document provides information and resources for teachers regarding assessment and evaluation. It includes links to tutorials on digital tools for assessment, as well as guidelines from the Ontario ministry of education on fundamental principles of assessment, learning skills, performance standards, and policies for students with special needs. The document discusses putting on different "hats" to consider assessment from the perspectives of a student, teacher, and education professional. It also includes articles on a school pilot project where students can negotiate grades, and prompts critical analysis of these articles. Teachers are advised to ensure clear expectations and communication around assessment.
Training Design, Delivery and Evaluation - Training of trainers - LeadFarm Pr...SCDF-AN
This document provides guidance on designing, delivering, and evaluating training courses. It discusses how to plan the design and structure of a training session, including determining learning objectives, content, and structure. It also covers evaluating learner progress against objectives, gathering feedback, and identifying opportunities for improvement. Key aspects of training covered include instructional design questions to consider, using visual aids, different delivery methods, and models for evaluating training at various levels, from reactions to learning to transfer of skills and business impact. The overall purpose is to help training professionals plan effective training sessions and systematically evaluate outcomes.
The document outlines the program assessment model at the University of Miami. It discusses assessing academic programs, administrative units, and general education to ensure student learning and the effectiveness of educational and support efforts. The assessment cycle involves defining outcomes and measures, collecting and analyzing data, developing improvement strategies, and implementing changes. For academic programs, it assesses both program outcomes related to structure, administration and support services, as well as student learning outcomes regarding knowledge and skills. Curriculum mapping is presented as a useful strategy to identify how learning outcomes are addressed and ensure alignment between outcomes, curriculum and assessments. Examples of direct and indirect assessment measures are provided at both the course and program level.
Assess the one shot power point final 2014lydaellis
This document discusses assessing student learning outcomes in one-shot library sessions. It introduces the assessment cycle of defining student learning outcomes, developing assessments, implementing assessments, assessing achievement, and using results for improvement. Several classroom assessment techniques are described, such as one-sentence summaries and defining features matrices, that can be used to evaluate whether students are learning and which content is being learned. The document provides tips for setting benchmarks to measure the percentage of students successfully achieving learning outcomes and outlines collecting and analyzing assessment data to make data-driven decisions for improving future sessions.
This is an introduction to the Enhancing College Career Community Options Curriculum that NAF is developing in partnership with ConnectED and MDrC. An introduction to the curriculum, its assignments and assets will be discussed and demonstrated.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
This document provides guidance for teachers delivering the GCE A2 Photography course, including examining the structure and assessment objectives, considering delivery models, and sharing good practices. It outlines the agenda for a training course, discusses assessment and moderation procedures, and emphasizes selecting and presenting candidates' best work for evaluation.
This document discusses learning outcomes, student outcomes (SOAPs), and assessment in courses. It provides:
1) Guidance on identifying course learning outcomes aligned to department SOAPs and how the course relates to the program.
2) An explanation of student learning outcomes and how to write measurable outcomes using Bloom's Taxonomy.
3) Suggestions for aligning assessment activities, like exams and projects, to measured learning outcomes and asking whether assessments authentically demonstrate application of knowledge and skills.
4) Emphasis on using assessment results to improve ("close the loop" on) teaching and student learning.
This document provides guidance on developing learning outcomes. It begins by outlining the intended learning outcomes of the workshop, which are to develop outcomes adhering to the SMART principles, critique existing outcomes, and demonstrate constructive alignment. It then defines curriculum and outlines the topics to be covered, including learning outcomes, constructive alignment, and consolidation. The document provides details on writing outcomes focusing on what students can do, guidelines for effective outcomes using Bloom's taxonomy and level descriptors, and the importance of alignment between outcomes, teaching strategies, and assessment. It includes examples and activities for writing and evaluating outcomes to ensure they are specific, measurable, attainable, relevant, and targeted.
Triangulation in Teaching Assessment & learning Outcomes (2) (1)Sheema Haider
This document discusses the concept of triangulation in teaching, assessment, and learning outcomes. It defines triangulation as collecting evidence of student learning from conversations (intended learning outcomes), observations (teaching methods), and products (assessments). The document emphasizes the need to establish clear links between these three elements. It provides examples of mapping intended learning outcomes to specific teaching strategies and assessment methods. The conclusion is that faculty need education on developing intended learning outcomes, incorporating innovative teaching methods focused on the outcomes, and using assessment based on the outcomes from multiple sources.
The NAF Student Certification Assessment System: Benefits for Students and Te...NAFCareerAcads
This session provides an overview of the student certification assessment with a special focus on the components that strengthen and assess work-based
learning: the culminating project assessment and the internship assessment. Presenters will discuss how NAF supports academies in getting the most out of the assessment system. The session includes input from early adopters.
Presenters: Mike Henson and Michael Strait, National Academy Foundation
The NAF Student Certification Assessment System: Benefit for Students and Tea...NAFCareerAcads
The document discusses the NAF Student Certification Assessment System (SCAS) and how it can strengthen and assess work-based learning for students. It provides details on how students can earn NAF certification through coursework, projects, exams, and internships. The document also outlines the support and resources NAF will provide to help schools and students implement and succeed with the SCAS.
This document outlines the agenda and content for a webinar on e-assessment. The webinar will include presentations on understanding e-assessment, using e-assessment in practice, and assessment features in ScaffoldLMS. It will involve polls, discussions, and demonstrations of assessment tools in ScaffoldLMS. The goal is for participants to learn about the benefits and challenges of e-assessment, considerations for online assessment design and delivery, and how ScaffoldLMS can support assessment activities.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
This document provides an overview of online assessment. It defines assessment and describes differences between online and traditional assessment. The document outlines four categories of assessments: formative, summative, objective, and subjective. It also discusses learning objectives and the importance of aligning objectives, learning activities, and assessments. The document concludes by addressing academic integrity in online courses and strategies to promote it such as the virtues, policing, and preventative approaches.
Similar to Investment in Assessment: How Students Intern and Learn (20)
5 Common Mistakes to Avoid During the Job Application Process.pdfAlliance Jobs
The journey toward landing your dream job can be both exhilarating and nerve-wracking. As you navigate through the intricate web of job applications, interviews, and follow-ups, it’s crucial to steer clear of common pitfalls that could hinder your chances. Let’s delve into some of the most frequent mistakes applicants make during the job application process and explore how you can sidestep them. Plus, we’ll highlight how Alliance Job Search can enhance your local job hunt.
Jill Pizzola's Tenure as Senior Talent Acquisition Partner at THOMSON REUTERS...dsnow9802
Jill Pizzola's tenure as Senior Talent Acquisition Partner at THOMSON REUTERS in Marlton, New Jersey, from 2018 to 2023, was marked by innovation and excellence.
A Guide to a Winning Interview June 2024Bruce Bennett
This webinar is an in-depth review of the interview process. Preparation is a key element to acing an interview. Learn the best approaches from the initial phone screen to the face-to-face meeting with the hiring manager. You will hear great answers to several standard questions, including the dreaded “Tell Me About Yourself”.
Resumes, Cover Letters, and Applying OnlineBruce Bennett
This webinar showcases resume styles and the elements that go into building your resume. Every job application requires unique skills, and this session will show you how to improve your resume to match the jobs to which you are applying. Additionally, we will discuss cover letters and learn about ideas to include. Every job application requires unique skills so learn ways to give you the best chance of success when applying for a new position. Learn how to take advantage of all the features when uploading a job application to a company’s applicant tracking system.
Leadership Ambassador club Adventist modulekakomaeric00
Aims to equip people who aspire to become leaders with good qualities,and with Christian values and morals as per Biblical teachings.The you who aspire to be leaders should first read and understand what the ambassador module for leadership says about leadership and marry that to what the bible says.Christians sh
Investment in Assessment: How Students Intern and Learn
1. ILLUSTRATE HOW STUDENTS
INTERN & LEARN WITH AN
INVESTMENT IN
ASSESSMENT
Presented by:
Amy Morrill Bijeau, Director, Experiential Education
School of Professional & Extended Studies (SPExS)
USE THE EXPERIENTIAL
LEARNING MODULE
2. Managing Your Screen and Audio
Minimizes the control panel
to the right side of your
screen
Re-opens the control panel
The blue button with the white
square will maximize the
presentation to fill your screen
To Minimize the Control
Panel
To Minimize the
Presentation Area
3. If You Would Like to Ask a Question…
Use the
Questions Panel
Use Twitter
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4. What Did You Think of Today’s Session?
Please Take A Minute to Complete Our Evaluation
Please take a minute to provide your thoughts
on the presentation.
Thank You!
6. HOW STUDENTS INTERN & LEARN
1. Introduction
• What’s the problem?
• Here’s our solution.
• Learning objectives defined
2. Internship Milestones
• Experiential Learning Form
• Rewards are delicious
3. Internship Assessment
• Instrument
• Process
• Assessment Results
• Here>>>Career
INTERN &
LEARN
7. “Narrow technical skills have a
shorter and shorter lifespan, and a
lot of employers are … aware of
that” AAC&U’s Deborah
Humphreys commented.
“[Employers] want evidence [that]
graduates have some aptitude in
field-specific skills, but what’s
more important to them is broad,
cross-cutting capacity.”
Inside Higher Ed
http://www.insidehighered.com
“More Than a Major” April 10, 2013
- 3:00am By Zack Budryk
INTERN &
LEARN
EMPLOYERS,
PARENTS &
POLITICIANS
DEMAND CAREER
FOCUSED HIGHER
EDUCATION
9. AU SPExS WORKS
• American University founded School of Professional & Extended
Studies (SPExS) in 2012
• Engaging center of experiential learning drawing on the tradition
of the 70-year old Washington Semester Program
• Symplicity Career Services Management software provides the
system for assessment
10. These programs require internships and rely on Symplicity:
• Washington Semester Program
• Washington Semester Summer Internship Program
• Washington Mentorship Program
• AU Gap Program
• Graduate & Professional Studies
• Partner Programs
School of Professional & Extended Studies (SPExS) EXPERIENTIAL
EDUCATION
11. SPEXS BY THE NUMBERS
4000 contacts
8000 internship openings
700 students per year
INTERN &
LEARN
12. Role of Internship Professor & CSM Faculty Module
• Provide academic grounding for internship
• Use course syllabus with clear learning outcomes
• Offer assistance and advice in internship search
• Review academic assignments during the semester
• Serve as point of contact for on-site Internship Supervisor
• “Forgotten Educator”
• Utilize assessments to determine final grade
13. SPExS Internship Learning Outcomes
INTERN &
LEARN
At the conclusion of this course, students will be able to:
• Demonstrate professional skills such as resume and cover letter
writing as well as job searching
• Explain and give examples of the value of integrating “thought
and action” i.e. academia and practice
14. INTERN &
LEARN
At the conclusion of this course, students will be able to:
• Describe and apply strategies of professional communication and
conduct
• Articulate understanding of how to be successful in diverse and
complex workplace environments
15. INTERN &
LEARN
At the conclusion of this course, students will be able to:
• Present a self-analysis of what was learned from the internship
experience and course including evaluation of strengths and
weaknesses, as well as growth in content knowledge of the field
• Compare and contrast professional opportunities in this and
related fields
16. SPExS INTERNSHIP MILESTONES
Access SPExS Internship
Web
• Login
• Engage in search
• Meet online
Participate in Orientation
+ Internship Fair
• Learn in skills workshops
• Meet faculty & supervisors
Complete Experiential
Learning Form (ELF)
• Get internship approved
• Track internship tasks and
time
Complete Midterm
Evaluations
• Self-evaluation
• Supervisor evaluation of
student
Attend Here>>>Career
• Complete skills-
development workshops
Complete End of
Semester Evaluations
• Self-evaluation
• Program evaluation
• Supervisor evaluation of
student
20. EXCERPT
Name
Student's Direct Office Supervisor's Name
Office Supervisor's Position Title
Office or Agency's Name
Office or Agency's Address
Tel, Fax, Email
Proposed Intern Duties and Responsibilities—Please briefly the specific tasks that the student-intern
will be expected to perform in your office. In filling this section out, please note that to ensure academic
credit no more than 85% of the student's work time may be spent on routine clerical tasks:
INTERN &
LEARN
21. Students and Supervisors Receive Email
Requests to Complete ELF & Evaluations
ELF
week 2
FINAL
weeks 14-15
MIDTERM
weeks 7-8
INTERN &
LEARN
22. Assessment of Internship Learning
Midterm and End of Semester Evaluations
Completed by Supervisors about Student Performance &
Completed by Students for Self-Reflection
Skills displayed in the following areas this semester to date:
> Outstanding > Good > Average > Below Average > Unsatisfactory > N/A
1) Attitude to Work/Intern
2) Dependability
3) Quality of Work Performed
4) Judgment
5) Initiative
6) Teamwork
7) Adaptability and Flexibility
8) Problem-Solving
9) Written Communication
10) Oral Communication
11) Listening Skills
12) Overall
• What skills have developed that are applicable to future work experiences?
• What skills need development?
• Comments and other assessment feedback:
• Grade:
INTERN &
LEARN
23. How do students perceive themselves?
Image credit: https://usercontent2.hubstatic.com/1900360_f260.jpg
INTERN &
LEARN
25. SPExS Students and Supervisors Agree
Students and supervisors share
similar evaluations for:
• Dependability
• Adaptability/Flexibility
• Attitude to Work
• Initiative
• Overall
• Judgment
• Listening
INTERN &
LEARN
28. Supervisors & Students Exhibited Differences
Supervisor & student
evaluations differed
significantly in:
• Teamwork
• Oral
Communication
• Problem Solving
• Quality of Work
Performed
• Written
Communication
INTERN &
LEARN
30. INTERN &
LEARN
Quality of Work Performed
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
OUTSTANDING GOOD AVERAGE BELOW AVERAGE
60.21%
32.20%
5.50%
0.79%
52.36%
44.50%
2.62% 0.26%
Supervisor Student
31. Tool to Manage Assessment
Symplicity CSM: SPExS Works
SPExS uses Symplicity:
• Join the “Experiential Learning” user
group
• Engage with the module
• Know the software options and
technology
Articulate
goals
Gather
data
Share
Identify
needs
INTERN &
LEARN
32. Here>>>Career Series
Take Charge of Your Career Development
There is Life After College
Bridge the Skills Gap: Land a Job
Write Right
Learn LinkedIn.com Lab
33.
34.
35. She replied, "Someone who takes feedback well. Because people who
can take feedback well are people who can learn and grow quickly."
An Airbnb leader asked Sheryl Sandberg, "What's the number one thing you look
for in someone who can scale with a company?"
“The best career
advice in exactly
two sentences...”
according to Inc.
INTERN &
LEARN
36. Amy Morrill Bijeau
Director of Experiential Education, SPExS
morrill@american.edu
School of Professional & Extended Studies (SPExS)
www.american.edu/spexs
CONTACT MEand join the Symplicity “Experiential Learning” user group!
https://www.linkedin.com/in/amymorrillbijeau/
38. Interested in Sharing your Best Practices?
We'll work with you to bring
your presentation to life!
Email: webinars@simplicity.com
Editor's Notes
Does your office use the EL module?
YES NO Don’t know
If yes, do you use the placement feature where employers offer positions to students in the CSM?
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Welcome to my AU classroom, Washington, DC
worked in higher education administration for more than 20 years and held leadership positions in international education and internship development.
lead Washington Internships for Native Students (WINS) program and secured over $5 million in funding for that program.
taught numerous seminars on cross-cultural communication and international orientation for students and educators.
Manage HERE>>>CAREER sessions
manages 4000 contacts in internships
leverages technology to its advantage to support students and provides ongoing guidance regarding
internship best practices.
Introduction
What’s the problem?
Here’s our solution.
Learning objectives defined
2. Internship Milestones
Experiential Learning Form
Rewards are delicious
3. Internship Assessment
Instrument
Process
Assessment Results
Here>>>Career
Employers, Parents, and Politicians Demand Career Focused Higher Education“Narrow technical skills have a shorter and shorter lifespan, and a lot of employers are … aware of that” AAC&U’s Deborah Humphreys commented. “[Employers] want evidence [that] graduates have some aptitude in field-specific skills, but what’s more important to them is broad, cross-cutting capacity.”
Inside Higher Ed: Well-Prepared in Their Own Eyes
American University founded School of Professional & Extended Studies (SPExS) in 2012
Engaging center of experiential learning drawing on the tradition of the 70-year old Washington Semester Program
Symplicity Career Services Management software provides the system for assessment
These programs require internships and rely on Symplicity:
Washington Semester Program
Washington Semester Summer Internship Program
Washington Mentorship Program
AU Gap Program
Graduate & Professional Studies
Partner Programs
Most internship faculty have non-academic professional work experience and credentials.
Often, our faculty use their professional networks to help students find internships
Sometimes, faculty bring in professionals to meet with their internship classes
SPExS Internship Learning Outcomes
At the conclusion of this course, students will be able to:
Demonstrate professional skills such as resume and cover letter writing, job searching, etc.
Explain and give examples of the value of integrating “thought and action” i.e. academia and practice.
At the conclusion of this course, students will be able to:
Describe and apply strategies of professional communication and conduct
Articulate understanding of how to be successful in diverse and complex workplace environments
At the conclusion of this course, students will be able to:
Present a self-analysis of what was learned from the internship experience and course including evaluation of strengths and weaknesses, as well as growth in content knowledge of the field
Compare and contrast professional opportunities in this and related fields
Recent Washington Semester Program student Stella Koenemann photographed First Lady Michelle Obama at a Better Make Room event last week at the White House. Koenemann, along with four other Journalism and New Media students attended the event, which encourages young people to "make room" for success in their lives. #bettermakeroom
PollAre these objectives similar to your learning objectives in internship classes?
AT AU, we live experiential learning: breathe, sleep, eat. DRAW/DIAGRAM it.
touch smell, hear, see and TASTE it. Very serious about it. Very serious about it. SERIOUS!!! Students get a grade.
AT AU very serious about EL
This is about EL module.
Using all your five senses to learn.
We asked Keebler to bake us a cookie!
They obliged.
The ELF is our icon for ELF!
Internship class with Buddy likes a little spaghetti with his sugar. (Photo: Warner Bros.)
Will Ferrell comes to AU! Spaghetti and sugar eating contest not.
investment in assessment.
HOW. WHY.
The other week Dwayne told me he was having a hard time connecting. No rapport. Errors. (1) Surprise! got an A- on eval. (2) feeling good now. Help office. Initiative ------------ We use evaluation in individual classes and also program wide.
Technically > We email students’ supervisors. AND Students.
Personalized reminders over a two week period. Three messages. AIM: Hear from the PBS supervisor who gets 300 emails per day (who might miss an email). Not annoy the AARP who complains about the excessive messages coming inbox.
___________________________________________________________
After the deadline: we hit it hard: daily emails.
We ask faculty and students to help make reminders
NOTE: Faculty review evaluations
Midterm and End of Semester Evaluations Completed by Supervisors about Student Performance & Completed by Students for Self-Reflection Note: This evaluation form is completed separately and independently by supervisors for feedback and by students for self-reflection purposes. Faculty and students have access to the results https://spexs-csm.symplicity.com/
HIGH LOFTY: One frame of reference is the AACU essential learning outcomes. Program history.
TECHNICAL: Another is how many questions can we get away with?
In short: minimum number of questions for maximum information about learning?
Lindsey Pollak: Becoming the Boss: New Rules for the Next Generation of Leaders. 2014.
Reported a huge disparity in what employers say about students. 86 percent of millennials rated themselves as hard workers. Only 11 percent of HR professionals agreed.
Supervisors see students as innocent and young.
Just 9% of Supervisors say that millennials have what it takes to lead. Compare that with 40% of millennials who say they have what it takes.
Poll: Do you think the supervisor evaluations of students and student evaluations are Close?
Not close?
In SPExS, we do NOT have a huge disparity. In academically supervised internships, our evaluations are similar.
However, there is a statistical difference. We analyzed data with AU’s CTRL (and SPSS) as well as with averages in Excel.
Students and supervisors share similar evaluations for:
Dependability
Adaptability/Flexibility
Attitude to Work
Initiative
Overall
Judgment
Listening
Assessment tools abound.
How do I interact with students?
What is efficient?
What is practical?
How much does it cost?
How much training will it require?
How can I share and implement results?
We chose Symplicity because it offers an integrated tool for complex needs: searching, feedback, assessment, communication, reviews, and events.
Students can read what another said about the White House Correspondence Office Internship. Reminders are easy.
Here>>>Career speaker Daniel Pink, New York Times Best Selling author presented his latest book “to Sell is Human.”
He asked the students: What is the GDP of a small country, let’s say Mozambique? What kind of student answered that question (I am looking for a description – perhaps a field or other characteristic)? What does he have access to? >>>>> Cell phone. Access to that changed world dramatically in last generation.
Poll:
Student who wore a grey pin stripe suit
Student who shot hand up first and whispered
Student opening geography book
Student looking at cell phone
All of the above
He gave examples of the changing economy and the need to develop skills.
He talked about how to make a pitch: Including, how to write one with Rhyme. Twitter, a Word.
Speaking of Writing, we hosted a Here>>>Career event with that in mind.
=============================end
Questions are more effective than statements in moving others. Or, to put it more appropriately, since the research shows that when the facts are on your side, questions are more persuasive than questions.
Sheryl Sandberg recently visited Airbnb to share lessons learned from her years at Facebook and Google. >>> An Air BNB leader asked Sheryl Sandberg, "What's the number one thing you look for in someone who can scale with a company?“
She replied, "Someone who takes feedback well. Because people who can take feedback well are people who can learn and grow quickly.“
http://www.inc.com/justin-bariso/it-took-sheryl-sandberg-exactly-2-sentences-to-give-the-best-career-advice-youll.html
Poll
How do you manage internship openings?
Employers login to manage internship postings
Staff and/or student workers login the data
Other
Feedback
How do you maintain and categorize the listings themselves?
Do you strive to get only active internship openings (vs. listings of on-going internships)
Do you ask students to apply to internships in the system?
Do you ask students to reach out to contacts and employers (regardless of internship openings)?
How frequently do you update your contacts?
Feedback