Preparing for College: Expectations vs. RealityKevin Forch
A presentation on how the realities of college don't line up with the expectations created by popular media. (Corgis pictures are used to demonstrate these differences)
Preparing for College: Expectations vs. RealityKevin Forch
A presentation on how the realities of college don't line up with the expectations created by popular media. (Corgis pictures are used to demonstrate these differences)
This three-part series explores ways in which students would like to see the classroom evolve to meet the needs of today's learners. Each deck's content features an individual student's ideas.
http://relod.ru
Презентация конференции "Оксфордские дни 2013"
http://www.relod.ru/company/news/2426_oktyabrya_v_moskve_sostoyalis_oksfordskie_dni__osen_2013/
Learning Objective: Assess methods for improving study skills
Learning to study effectively is a skill that benefits everyone, even the smartest in the class. When polled, most college students would agree that when they started college, they did not know how to properly study. In this seminar, we will address preparatory study principles, such as setting goals, knowing your learning style, being an active reader, participating in study groups, organizing your notes and study materials, and writing drafts of papers, that can help all students improve their study skills and perform better.
At the end of this seminar, participants will be able to:
a. Identify the traits of successful studying candidates.
b. Generate methods for achieving successful studying habits.
c. Outline methods for implementing successful studying techniques.
Learn how to introduce active learning into your course and still cover your entire syllabus. STEM education expert and Professor Emeritus at North Carolina State University, Richard M. Felder, and Rebecca Brent, President of Education Design, Inc., and an expert consultant in faculty development, show you step-by-step how to introduce active learning into your class using a well-tested, and easy to implement strategy . The information contained in this deck is derived from Felder and Brent’s new book, Teaching and Learning STEM: A Practical Guide, published by Wiley.
The Librarian Knows More than Google--and Your MomBrian Collier
What information skills are 90% of high school graduates missing (based on Harvard research publications, MacArthur Foundation reports, and university faculty anecdotes)? What can we do to make sure our graduates are the college freshmen who know what they're doing and not the ones calling home to ask their Moms? Librarians and classroom teachers are both welcome to this discussion.
This three-part series explores ways in which students would like to see the classroom evolve to meet the needs of today's learners. Each deck's content features an individual student's ideas.
http://relod.ru
Презентация конференции "Оксфордские дни 2013"
http://www.relod.ru/company/news/2426_oktyabrya_v_moskve_sostoyalis_oksfordskie_dni__osen_2013/
Learning Objective: Assess methods for improving study skills
Learning to study effectively is a skill that benefits everyone, even the smartest in the class. When polled, most college students would agree that when they started college, they did not know how to properly study. In this seminar, we will address preparatory study principles, such as setting goals, knowing your learning style, being an active reader, participating in study groups, organizing your notes and study materials, and writing drafts of papers, that can help all students improve their study skills and perform better.
At the end of this seminar, participants will be able to:
a. Identify the traits of successful studying candidates.
b. Generate methods for achieving successful studying habits.
c. Outline methods for implementing successful studying techniques.
Learn how to introduce active learning into your course and still cover your entire syllabus. STEM education expert and Professor Emeritus at North Carolina State University, Richard M. Felder, and Rebecca Brent, President of Education Design, Inc., and an expert consultant in faculty development, show you step-by-step how to introduce active learning into your class using a well-tested, and easy to implement strategy . The information contained in this deck is derived from Felder and Brent’s new book, Teaching and Learning STEM: A Practical Guide, published by Wiley.
The Librarian Knows More than Google--and Your MomBrian Collier
What information skills are 90% of high school graduates missing (based on Harvard research publications, MacArthur Foundation reports, and university faculty anecdotes)? What can we do to make sure our graduates are the college freshmen who know what they're doing and not the ones calling home to ask their Moms? Librarians and classroom teachers are both welcome to this discussion.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
You’ve done it! You’ve made it to the end of your high school years (or you’re almost there) and you’re ready to make the transition from high school senior to university student. While this is a really exciting time, you might also be wondering what to expect and how much will change. We take a look at some of the biggest differences between high school and uni to help you get a feel for what university study is all about.
For even more helpful tips and advice, check out the resources in this special edition of HeyU magazine or get ready to attend an upcoming USQ Open Day.
Technical & Vocational Education & Training (TVET) from Malaysia PerspectiveGhazally Spahat
Malaysia economic grew at an average 6.2 percent per annum during the 1991-2005
period as in Ninth Malaysia Plan. Malaysia now at the mid-points in its journey towards 2020 and is just transforming to the second fifteen year phase.
Dr. Deo Chimba, Interim Department Chair and Associate Professor at Tennessee State University, presents on "Graduate School Student Experiences". For more information, please visit https://matc.unl.edu.
Applying for your first teaching job in BC Public SchoolsAndrew Jang
This presentation was given to the teacher education students at the University of Fraser Valley and Simon Fraser University in March 2011.
Make a Future was invited to these two universities to speak about finding and applying for teaching jobs.
Make a Future - Careers in BC Education is a joint venture among the BC Public School Employers' Association, BC Ministry of Education and the 60 public school boards of British Columbia.
Make a report about that question and answer below Thanks .pdfaathmiboutique
Make a report about that question and answer below. Thanks
Question
Consider the job as university student. Perform a job analysis on this job.
What tasks are required in this job?
What knowledge, skills and abilities are necessary to perform those tasks?
Based on your analysis, prepare a job description.
Answer:
a)Tasks required in the job of university student may include:
1)Attending lectures, taking notes, and participating in class discussions.
2)Completing assignments and projects on time.
3)Conducting research for papers and projects Studying for exams and quizzes.
4)Collaborating with classmates on group assignments.
5)Participating in extracurricular activities, clubs, and organizations.
6)Meeting with professors or academic advisors for guidance and support.
7)Using university resources, such as libraries and computer labs.
8)Maintaining good academic standing by meeting GPA and course requirements.
9)Tasks required in the job of university student may include.
(b) The knowledge, skills, and abilities required to perform the tasks of a university student
may include:
Knowledge of academic subjects and theories, as well as research and study methods
Critical thinking and analytical skills for problem-solving and decision-making
Effective communication skills, both written and verbal, for class participation, presentations, and
writing assignments
Time management and organizational skills to balance coursework, extracurricular activities, and
other commitments
Computer literacy and proficiency in using educational software, databases, and online resources
Collaborative and teamwork skills for group projects, discussions, and study sessions
Adaptability and flexibility to changing schedules, assignments, and academic requirements
Emotional intelligence and interpersonal skills to navigate relationships with classmates,
professors, and academic advisors
These knowledge, skills, and abilities can vary depending on the specific program of study and
individual student goals, but they are generally necessary to succeed as a university student
Job Title: University Student
Job Description:
The university student is responsible for pursuing an academic program at a higher education
institution. The student's primary duties include attending lectures, taking notes, completing
assignments and projects, studying for exams, and participating in discussions and group work.
Additionally, the student may be responsible for conducting research, writing papers, and
presenting findings.
The job requires a strong foundation of knowledge in the chosen academic field, critical thinking
skills, strong written and verbal communication skills, and the ability to work independently as well
as in teams. Time management and organizational skills are also essential for success in this role.
The university student is expected to adhere to academic integrity standards, follow all university
policies and procedures, and maintain a high level of academic performance.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Today’s Agenda
• High School vs. College: The same?
big
• High School vs. College: Some
• Making the Most Out of College
• Acquiring Knowledge about YOU
• Acquiring Knowledge about Careers
• Sharpening Leadership Skills
• What's Next?
• Sample 4 Year Plan
differences
5. The Differences: Classes
School-directed schedule and back to back
Students must manage their own schedules.
General education classes dictated by district
Course topics based on field of study
Classes last a full school year (36 weeks)
Classes are usually a semester long (15 weeks)
Attendance is mandatory and monitored
Attendance policies vary with each instructor.
Classes have around 30-35 students.
Classes may have 100 or more students.
Textbooks are provided at little or no expense.
Textbooks can be expensive.
Guidance is provided so that students are
aware of graduation requirements.
Graduation requirements are complex and
vary.
6. The Differences: Instructors
Grade and check completed homework.
Assume homework is completed and students
are able to perform on a test.
Remind students of incomplete assignments.
May not remind students of incomplete or
missed assignments
May know students’ needs and approach
students when they need assistance.
Are usually open and helpful, but expect
students to initiate contact for assistance
Have been trained in teaching methods.
Have content knowledge but not necessarily
formal training in teaching methods.
Present material to help students understand
what is in the textbook.
May not follow the textbook. Lectures
enhance the topic area.
Often write out information for note-taking
May lecture nonstop.
Often take time to remind students of
assignment and test dates.
Expect students to read, save, and refer
back to the course syllabus.
7. The Differences: Studying
Study time outside of class may be as little as
1-3 hours per week per class
Generally need to study at least 2-3 hours
outside of class for each hour in class.
Instructors may review class notes and text
material regularly for classes.
Review class notes and text material regularly.
Expected to read short assignments that are
discussed and retaught.
Substantial amounts of assigned reading and
writing may not be directly addressed in class.
8. The Differences: Testing
Frequent, covering small amounts of material.
Usually infrequent (2-3 times a semester).
Maybe cumulative and cover large amounts of
material.
Make-up tests are often available.
Make-up tests are seldom an option and may
have to be requested.
Test dates can be arranged to avoid conflicts
with other events.
Usually, scheduled tests are without regard to
other demands.
Frequently conducts review sessions
emphasizing important concepts prior to tests.
Faculty rarely offer review sessions; if so
students are expected to be prepared and to
be active participants
9. The Differences: Grades
Given for most assigned work.
May not be provided for all assigned work.
Good homework grades may assist in raising
over grade when test grades are lower.
Tests and major papers provide the majority of
the grade.
Extra credit options are often available.
Generally speaking, extra-credit options are
not used to raise a grade.
Initial test grades, especially when low, may
not have adverse effect on grade.
First tests are often “wake up” calls to let you
know what is expected.
Graduation requirements may be met with a
grade of D or higher.
Requirements may be met only if the student’s
average meets the departmental standards.
(Hint: Generally a 2.0 or higher.)
11. Making The Most of College
Making the Most Out of College
Job-Shadowing
Study Abroad
Career Counseling
Part-time on campus jobs
Self Assessments
Get to know your professors
Campus Organizations
Service Projects
Informational Interviews
Volunteering
Athletics
Attending on-campus events
Research Experience
Making new friends
Part-time off campus jobs
Internships
Networking w/ classmates
Taking a variety of courses
12. Acquiring Knowledge about YOU
photography, math, computers,
working with children, history,
writing, fashion, reading,
sports, science, crafts,
nutrition, designing,
talking to people,
working out, art
tutoring others,
working with animals,
handling an emergency
situation, showing compassion to
others, organizing a messy space,
proofreading an essay, winning an
argument, researching information
empathetic, argumentative, type-A,
adventurous, creative, practical,
conservative, open-minded,
resourceful, independent, reflective,
extraverted,
confident, go-getter
perfectionist, shy
variety, power,
time by myself, job
security, helping others
creativity, prestige, adventure,
financial security, associating with
people that I like, autonomy, having a
set routine, challenge, leisure time,
15. Acquiring Knowledge About Careers
Top 10 Skills Employers Are Looking For:
• Communication ( L / V / W )
• Analytic & Research
• Computer & Technical
Literacy
• Flexibility, Adaptability, &
Multiple Priorities
• Interpersonal Abilities
• Multicultural Sensitivity &
Awareness
• Teamwork
• Leadership & Management
• Problem Solving, Reasoning, &
Creativity
•Planning & Organization
16. Sharpening Your
Leadership Skills
1. Foster a reputation for being helpful and resourceful
2. Encourage others through positivity
3. Lead collaboratively, not cutthroat
4. Mentor someone newer
5. Get on the radar by networking
6. Gain your colleagues trust
7. Be a self starter
18. 4 Year Plan
Meet with a career counselor for career counseling
Begin to research careers that interest you
Take a personalized assessment
Take a variety of academic classes and stay open-minded about a major
Get acquainted with professors, academic advisors, and counselors
Identify your interests, skills, and values & learn how they relate to majors
Join a campus organization
Establish effective study habits
Meet with an advisor to discuss study habits, time management, or learning style
Summer After Freshman Year
Get a job or internship that relates to your college major or career interest
Gain work experience and start developing a strong business and work ethic
19. 4 Year Plan
Meet with an advisor for help choosing a major
Research careers of interest
Develop a resume to apply for internships and summer jobs
Establish a LinkedIn account and start networking with current students and alums
Complete and informational interview
Take a leadership role in an organization on campus
Declare a major and a minor
Research and consider study abroad options
Summer After Sophomore Year
Study abroad or get a summer job relating to your field and to develop your skills
Strengthen your resume by developing references and a good reputation
20. 4 Year Plan
Secure an internship in your interest or major
Learn how to relate your major to job market
Update your resume, develop a cover letter, and have them reviewed by a career
counselor
Get involved in a professional organization related to your career field to expand network
Get information about graduate schools & take appropriate entrance exams
Seek to deepen conversation and relationships with professors, advisors, and staff,
especially in major coursework, research projects, seminars, and student organizations
Summer After Junior Year
Excel in your summer internship
Further develop job-related skills
Compile an inventory of interests and qualifications and how they relate to your objective
21. 4 Year Plan
Check out Career Center Events
Update and refine resume
Begin browsing job posting sites, particularly the one associated with your college
Map out your job search strategies: target and contact and follow up with potential
employers
Attend career fairs and networking events
If planning to attend graduate school, follow up on applications and keep a record of each
Review your graduation audit to determine that you will meet degree requirements and
complete your application for diploma
Meet with a career counselor
Continue to be an active member or leader in a professional organization
Evaluate job offers
Time Management: learning how to manage your time, and keeping track of what you have to get done Planning/Prioritizing: What are your goals? Does school come first, or a social life? How are you going to make sure everything you need to get done gets done?Study Skills: What do you currently do to study? You may have less directed work in college, so you may have to adjust your strategies- talk with professors about how to best study for their class. Class Attendance: though you alone are accountable for this… it is extremely important- not only have your paid for each class ($1 per minute), but the professor may go over information not in the textbook, or may put his/her own spin on the information.
Think about your leadership activities so far, have you gained any of these skills from those activities?What other ways can you get these skills?- Don’t just join clubs, actively participate, do something or start something!