The document discusses student discipline policies and procedures. It notes that discipline should lead students to become self-disciplined, and that every student is entitled to due process to discuss their situation. It then lists types of disciplinary actions in progressive order, from warnings to expulsion. Finally, it provides a list of reasons for disciplinary actions, such as willful disobedience, dishonesty, theft, and unsafe conduct.
This document introduces a Q&A mobile app that aims to help students quickly get answers to their school-related questions from other students and teachers. Some key points made:
- The app allows students to ask questions about any school subject and receive explanations from different perspectives.
- Statistics are provided about how many students and Brazilians own cellphones that could access such an app.
- The app is meant to provide a simple, easy, and quick way for students to get answers when they are struggling with a topic and can't find help elsewhere.
Network Marketing Lead Generation Secrets Revealed By James HicksJames Hicks
James Hicks reveals a 'secret' MLM Lead Generation Strategy. Think this strategy is dead? Think again and watch this video to 'switch on' your free lead flow today......
Abhishek Singh is seeking a challenging career to utilize his knowledge and skills in management. He is currently pursuing a B.Tech degree from ABES Engineering College in Ghaziabad, India with over 60% marks and has completed secondary education from Army Public School with over 70% marks. His projects include developing a home automation system using a microcontroller and an automatic car parking system using PLC. He has technical skills in C programming language, CodeBlocks, Keil vision, and Proteus software as well as microcontrollers and microprocessors. His achievements include ranking fifth in a state golf championship and winning a treasure hunt and singing competition. He also served as head student at his school and has professional skills in discipline,
The document discusses student discipline policies and procedures. It notes that discipline should lead students to become self-disciplined, and that every student is entitled to due process to discuss their situation. It then lists types of disciplinary actions in progressive order, from warnings to expulsion. Finally, it provides a list of reasons for disciplinary actions, such as willful disobedience, dishonesty, theft, and unsafe conduct.
This document introduces a Q&A mobile app that aims to help students quickly get answers to their school-related questions from other students and teachers. Some key points made:
- The app allows students to ask questions about any school subject and receive explanations from different perspectives.
- Statistics are provided about how many students and Brazilians own cellphones that could access such an app.
- The app is meant to provide a simple, easy, and quick way for students to get answers when they are struggling with a topic and can't find help elsewhere.
Network Marketing Lead Generation Secrets Revealed By James HicksJames Hicks
James Hicks reveals a 'secret' MLM Lead Generation Strategy. Think this strategy is dead? Think again and watch this video to 'switch on' your free lead flow today......
Abhishek Singh is seeking a challenging career to utilize his knowledge and skills in management. He is currently pursuing a B.Tech degree from ABES Engineering College in Ghaziabad, India with over 60% marks and has completed secondary education from Army Public School with over 70% marks. His projects include developing a home automation system using a microcontroller and an automatic car parking system using PLC. He has technical skills in C programming language, CodeBlocks, Keil vision, and Proteus software as well as microcontrollers and microprocessors. His achievements include ranking fifth in a state golf championship and winning a treasure hunt and singing competition. He also served as head student at his school and has professional skills in discipline,
The Socratic method of tutoring involves asking students questions to develop an internal locus of control and help them find their own solutions, rather than directly telling them answers. This can involve questioning students about failures, lateness, or catastrophizing to help them gain insight. However, it requires patience and may not work with unreceptive students or when external factors like poor lecturing are at fault. Alternative tutoring methods include more direct feedback when the Socratic approach has no success.
The Socratic method of tutoring involves asking students questions to develop an internal locus of control and help them find their own solutions, rather than directly telling them answers. This can involve questioning students about failures, lateness, or catastrophizing to help them gain insight. However, it requires patience and may not work with unreceptive students or when external factors like poor lecturing are at fault. While effective for many, alternatives may be needed if a Socratic approach has no success.
This presentation discusses student mental health in relation to cultural diversity on university campuses. It highlights research indicating that mental health problems are increasing in occurrence and severity. It also discusses the association of mental health with and safety and security; normalising mental health problems; and help-seeking and support services. The presentation also provides insights relating to Singaporean students’ perceptions of mental health.
Peer Review Assignment Due Week 8 and worth 50 points Peer rev.docxdanhaley45372
Peer Review Assignment
Due Week 8 and worth 50 points
Peer reviews should provide feedback to a peer on the criteria expected in the paper. The Week 8 Feedback Form can be downloaded from the Appendices section of the course guide by clicking the link here. Follow these instructions:
For Online Students:
1. Choose a classmate's paper from the "Easy Drop off/Pick up Zone" discussion thread in the course shell.
2. Obtain the Peer Review Feedback Form from the course shell.
3. Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
4. Provide completed Peer Review Feedback Form by posting it to the same "Easy Drop off/Pick up Zone" discussion thread AND submitting it to the Peer Review Assignment link above.
For On-ground Students:
1. Receive a classmate’s paper from your professor.
2. Obtain the Peer Review Feedback Form from the course shell.
3. Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
4. Provide completed Peer Review Feedback Form and classmate’s paper as directed by your professor.
Note: On-ground students should submit the feedback form and paper to the professor during the class meeting in which the paper is reviewed; online students should submit the feedback form and paper to the professor via the "Easy Drop off/Pick up Zone" discussion thread and Peer Review Assignment link in the course shell.
As you read a classmate’s paper, address these criteria:
· Identify the course, assignment, and date.
· Provide positive feedback, where appropriate, on the criteria.
· Identify areas for improvement, where appropriate, and recommend improvements.
The specific course learning outcomes associated with this assignment are:
· Recognize the elements and correct use of a thesis statement.
· Recognize transitional words, phrases, and sentences.
· Identify effective sentence variety and word choice.
· Identify positive qualities and opportunities for improvement in writing samples.
· Analyze the rhetorical strategies of ethos, pathos, logos in writing samples and for incorporation into essays or presentations.
· Correct grammatical and stylistic errors consistent with Standard Written English
· Recognize how to organize ideas with transitional words, phrases, and sentences.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.
Points: 50
Assignment: Peer Review
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Identify the course, assignment, and date.
Weight: 10%
Did not submit or incompletely identified the course, assignment, and date.
Insufficiently identified the course, assignment, and date.
Partially identified the course, assignment, and date.
Satisfactorily identified the course, assignment, and date.
Thoroughly identified the course, assignment, and date.
2. Gi.
The team developed a proposal to address the need for improved mental health resources and awareness on their university campus. They conducted research including interviews with experts and surveys of students. This informed the creation of personas representing typical student experiences. The team proposed designing a platform to help students privately and publicly share their struggles and connect to support networks through a personalized approach. The concept was well-received and the team was selected to establish a nationally-recognized Design for America campus studio to further implement and refine their mental health awareness initiative.
SOCW 6200Week 4IntroductionThe attainment of primary soc.docxwhitneyleman54422
SOCW 6200
Week 4
Introduction
The attainment of primary social developmental milestones and the significant life events that usually accompany them have tremendous impacts on the developing individual and that individual’s transactions with the environment.
—Zaslow and Kirst-Ashman (2016, p. 179)
The structure of a family, the way it functions, the way it handles conflict and discipline, and the way its members show—or do not show—love and affection all have an extraordinary bearing on how an adolescent begins to form his or her ideas, beliefs, attitudes, and values. This week highlights the intersection of an adolescent’s behavior and his or her environment. This intersection may reveal connections, and possible explanations, for particular behaviors in particular environments throughout the life span.
References
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Objectives
Students will:
· Analyze social environment issues that may marginalize adolescents
· Analyze relationship between social environment issues and social development
· Analyze impact of mandated reporting on the client/social worker relationship
Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 4 (pp. 178-253)
· Holt, N. L., Kingsley, B. C., Tink, L. N., & Scherer, J. (2011). Benefits and challenges associated with sports participation by children and parents from low-income families. Psychology of Sport & Exercise, 12(5), 490–499. Retrieved from the Walden Library databases.
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· Working With the Homeless Population: The Case of Diane
· Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
· 1. Discussion: Case Study Evaluation
· Being too heavy or too thin, having a disability, being from a family with same-sex parents, having a speech impediment, being part of a low socioeconomic class—each of these is enough to marginalize (placing one outside of the margins of societal expectations) a child or adolescent. When children and adolescents are marginalized, they often experience consequences like lower self-esteem, performing poorly in school, or feeling depressed and anxious. In order for social workers to help facilitate positive change for their clients, they must be aware of the issues that can affect their healthy development. For this Discussion, review the case study Working With the Homeless Population: The Case of Diane and consider the issues within her environment that serve to place her outside of the margins of society.
· Post by Day 3 a brief explanation of the issues that place Diane outside of the margins of society. Be sure to incl.
This document contains sample responses to questions on the NSF Graduate Research Fellowship application. The sample response discusses the applicant's belief that a career as a research professor will allow them to share their passion for science and discovery with future generations. It describes the applicant's experiences volunteering with the Biomedical Engineering Society to promote their field and support outreach activities. The response also outlines the applicant's honors thesis research and opportunities to present their findings. The overall summary emphasizes a commitment to education, outreach, and benefiting society through research.
The document discusses how the study of psychology in the SACE (South Australian Certificate of Education) curriculum relates to the real world. It explains that psychology provides opportunities to build skills like critical thinking, literacy, and numeracy. Studying psychology also helps students develop an understanding of themselves, others, and social contexts. The document outlines some career paths in psychology and discusses the importance of ethics both in psychological research and practice.
Illinois Mathematics & Science Academy (IMSA) graduate Ziang Wang is a member of The National Society of High School Scholars and a 2015 recipient of the NSHSS Foundation's annual Earth Day Award. In this Q&A, Ziang discusses his project on green roofs and pollution problems in China.
This document discusses the impact of trauma on students and the importance of creating trauma-informed schools. It summarizes:
1) Events over the last 20 years like school shootings, natural disasters, and acts of terrorism have changed the culture of education and increased trauma exposure for students.
2) Trauma can have long-lasting consequences on children's mental and physical health as well as their academic performance. Left unaddressed, trauma may contribute to disparities in achievement and graduation rates.
3) Creating trauma-informed schools is key to recognizing and supporting students affected by trauma through strategies like early screening, educating teachers, and implementing evidence-based intervention programs.
This document provides information and guidance for advisors on assisting students with ROTC requirements and four-year plans. It outlines the minor requirements for Air Force and Army ROTC, explains the four-year planning process, and provides tips for advisors on sequencing courses and addressing common issues that may arise. The document aims to help advisors effectively guide ROTC students in creating accurate four-year plans to satisfy both their degree and ROTC obligations.
The document provides information about transitioning from the old Planner system to the new Degree Audit Plans system for advising at PACE. It outlines the timeline for copying over data from November 2nd to December 1st and testing the new system. It describes the four main views in Plans - Edit, Audit, Calendar, and Notes. It includes instructions for advisors to practice viewing existing plans, creating and editing test plans, and provides tips for using the new system.
This document provides training on using the Degree Audit Plans system. It outlines the timeline for implementation, describes the different plan views and their purposes, and provides instructions and examples for creating and modifying plans. Key steps covered include adding courses, requirements, notes, and printing plans. The document concludes with instructions for reporting any errors encountered during use.
PACE Yourself: Best Practices for First Year SuccessMargaret G. Garry
The document discusses the services provided by PACE (PACE Advising Center of Excellence) to support first-year student success at Texas State University. PACE provides academic advising, career counseling, academic coaching, peer mentoring, a required university seminar course, and connects students to their intended major through college liaison teams. Advisors are organized into internal teams focused on planning, assessment, resiliency, engagement, technology, and community development to effectively support first-year students.
What's Your Story: Incorporating Narrative Into AdvisingMargaret G. Garry
This document discusses incorporating narrative concepts from creative writing, counseling, and education theory into academic advising. It outlines different narrative structures like the hero's journey and episodic structure. It also discusses using ideas from counseling like narrative therapy and cognitive behavioral therapy. Key education theories discussed are Baxter-Magolda's self-authorship development theory and Freire's problem-posing education. The document concludes with case studies and questions about applying these narrative concepts when advising students.
The Struggle is Real: How to Survive and Thrive in Times of Professional StressMargaret G. Garry
Professional stress can be managed by focusing on controlling individual environments, using team environments to collectively reduce stress, and acknowledging larger environments that are beyond one's control. The authors describe how their university handles stress through organized social events at busy and less busy times of year, as well as personal coping strategies like exercise, music, routines, planning ahead, and taking breaks.
This document discusses how Harry Potter themes can be used to teach leadership and academic advising. It describes a sorting hat quiz that assigns advisors to Hogwarts houses based on their leadership strengths. The houses - Gryffindor, Slytherin, Hufflepuff and Ravenclaw - each represent different strengths and approaches to advising. Advisors discuss in house groups how their strengths align with advising. The document provides examples of how advisors can apply their strengths to support students and colleagues. It concludes by noting Harry Potter's message that we all have the power to imagine and build a better future.
Opening the “GAIT” For Future Academic Advisors: Developing a Meaningful Grad...Margaret G. Garry
Slides for Pre-Conference Presentation, NACADA Region 7, February 29, 2016.
Slides by Kristopher Infante
Presented by Kristopher Infante, Ashley McCall, and Margaret Garry
Opening the "GAIT" for Future Academic Advisors: Developing an Meaningful Gra...Margaret G. Garry
Slides created by Kristopher Infante, Academic Advisor, PACE Advising Services. Presented by Ashley McCall, Kristopher Infante, and Margaret Garry at NACADA's Annual Conference, October 2015
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
More Related Content
Similar to Lessons from Live-On: Applying Residence LIfe Skills to Academic Advising Practice
The Socratic method of tutoring involves asking students questions to develop an internal locus of control and help them find their own solutions, rather than directly telling them answers. This can involve questioning students about failures, lateness, or catastrophizing to help them gain insight. However, it requires patience and may not work with unreceptive students or when external factors like poor lecturing are at fault. Alternative tutoring methods include more direct feedback when the Socratic approach has no success.
The Socratic method of tutoring involves asking students questions to develop an internal locus of control and help them find their own solutions, rather than directly telling them answers. This can involve questioning students about failures, lateness, or catastrophizing to help them gain insight. However, it requires patience and may not work with unreceptive students or when external factors like poor lecturing are at fault. While effective for many, alternatives may be needed if a Socratic approach has no success.
This presentation discusses student mental health in relation to cultural diversity on university campuses. It highlights research indicating that mental health problems are increasing in occurrence and severity. It also discusses the association of mental health with and safety and security; normalising mental health problems; and help-seeking and support services. The presentation also provides insights relating to Singaporean students’ perceptions of mental health.
Peer Review Assignment Due Week 8 and worth 50 points Peer rev.docxdanhaley45372
Peer Review Assignment
Due Week 8 and worth 50 points
Peer reviews should provide feedback to a peer on the criteria expected in the paper. The Week 8 Feedback Form can be downloaded from the Appendices section of the course guide by clicking the link here. Follow these instructions:
For Online Students:
1. Choose a classmate's paper from the "Easy Drop off/Pick up Zone" discussion thread in the course shell.
2. Obtain the Peer Review Feedback Form from the course shell.
3. Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
4. Provide completed Peer Review Feedback Form by posting it to the same "Easy Drop off/Pick up Zone" discussion thread AND submitting it to the Peer Review Assignment link above.
For On-ground Students:
1. Receive a classmate’s paper from your professor.
2. Obtain the Peer Review Feedback Form from the course shell.
3. Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
4. Provide completed Peer Review Feedback Form and classmate’s paper as directed by your professor.
Note: On-ground students should submit the feedback form and paper to the professor during the class meeting in which the paper is reviewed; online students should submit the feedback form and paper to the professor via the "Easy Drop off/Pick up Zone" discussion thread and Peer Review Assignment link in the course shell.
As you read a classmate’s paper, address these criteria:
· Identify the course, assignment, and date.
· Provide positive feedback, where appropriate, on the criteria.
· Identify areas for improvement, where appropriate, and recommend improvements.
The specific course learning outcomes associated with this assignment are:
· Recognize the elements and correct use of a thesis statement.
· Recognize transitional words, phrases, and sentences.
· Identify effective sentence variety and word choice.
· Identify positive qualities and opportunities for improvement in writing samples.
· Analyze the rhetorical strategies of ethos, pathos, logos in writing samples and for incorporation into essays or presentations.
· Correct grammatical and stylistic errors consistent with Standard Written English
· Recognize how to organize ideas with transitional words, phrases, and sentences.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.
Points: 50
Assignment: Peer Review
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Identify the course, assignment, and date.
Weight: 10%
Did not submit or incompletely identified the course, assignment, and date.
Insufficiently identified the course, assignment, and date.
Partially identified the course, assignment, and date.
Satisfactorily identified the course, assignment, and date.
Thoroughly identified the course, assignment, and date.
2. Gi.
The team developed a proposal to address the need for improved mental health resources and awareness on their university campus. They conducted research including interviews with experts and surveys of students. This informed the creation of personas representing typical student experiences. The team proposed designing a platform to help students privately and publicly share their struggles and connect to support networks through a personalized approach. The concept was well-received and the team was selected to establish a nationally-recognized Design for America campus studio to further implement and refine their mental health awareness initiative.
SOCW 6200Week 4IntroductionThe attainment of primary soc.docxwhitneyleman54422
SOCW 6200
Week 4
Introduction
The attainment of primary social developmental milestones and the significant life events that usually accompany them have tremendous impacts on the developing individual and that individual’s transactions with the environment.
—Zaslow and Kirst-Ashman (2016, p. 179)
The structure of a family, the way it functions, the way it handles conflict and discipline, and the way its members show—or do not show—love and affection all have an extraordinary bearing on how an adolescent begins to form his or her ideas, beliefs, attitudes, and values. This week highlights the intersection of an adolescent’s behavior and his or her environment. This intersection may reveal connections, and possible explanations, for particular behaviors in particular environments throughout the life span.
References
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Objectives
Students will:
· Analyze social environment issues that may marginalize adolescents
· Analyze relationship between social environment issues and social development
· Analyze impact of mandated reporting on the client/social worker relationship
Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 4 (pp. 178-253)
· Holt, N. L., Kingsley, B. C., Tink, L. N., & Scherer, J. (2011). Benefits and challenges associated with sports participation by children and parents from low-income families. Psychology of Sport & Exercise, 12(5), 490–499. Retrieved from the Walden Library databases.
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· Working With the Homeless Population: The Case of Diane
· Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
· 1. Discussion: Case Study Evaluation
· Being too heavy or too thin, having a disability, being from a family with same-sex parents, having a speech impediment, being part of a low socioeconomic class—each of these is enough to marginalize (placing one outside of the margins of societal expectations) a child or adolescent. When children and adolescents are marginalized, they often experience consequences like lower self-esteem, performing poorly in school, or feeling depressed and anxious. In order for social workers to help facilitate positive change for their clients, they must be aware of the issues that can affect their healthy development. For this Discussion, review the case study Working With the Homeless Population: The Case of Diane and consider the issues within her environment that serve to place her outside of the margins of society.
· Post by Day 3 a brief explanation of the issues that place Diane outside of the margins of society. Be sure to incl.
This document contains sample responses to questions on the NSF Graduate Research Fellowship application. The sample response discusses the applicant's belief that a career as a research professor will allow them to share their passion for science and discovery with future generations. It describes the applicant's experiences volunteering with the Biomedical Engineering Society to promote their field and support outreach activities. The response also outlines the applicant's honors thesis research and opportunities to present their findings. The overall summary emphasizes a commitment to education, outreach, and benefiting society through research.
The document discusses how the study of psychology in the SACE (South Australian Certificate of Education) curriculum relates to the real world. It explains that psychology provides opportunities to build skills like critical thinking, literacy, and numeracy. Studying psychology also helps students develop an understanding of themselves, others, and social contexts. The document outlines some career paths in psychology and discusses the importance of ethics both in psychological research and practice.
Illinois Mathematics & Science Academy (IMSA) graduate Ziang Wang is a member of The National Society of High School Scholars and a 2015 recipient of the NSHSS Foundation's annual Earth Day Award. In this Q&A, Ziang discusses his project on green roofs and pollution problems in China.
This document discusses the impact of trauma on students and the importance of creating trauma-informed schools. It summarizes:
1) Events over the last 20 years like school shootings, natural disasters, and acts of terrorism have changed the culture of education and increased trauma exposure for students.
2) Trauma can have long-lasting consequences on children's mental and physical health as well as their academic performance. Left unaddressed, trauma may contribute to disparities in achievement and graduation rates.
3) Creating trauma-informed schools is key to recognizing and supporting students affected by trauma through strategies like early screening, educating teachers, and implementing evidence-based intervention programs.
Similar to Lessons from Live-On: Applying Residence LIfe Skills to Academic Advising Practice (10)
This document provides information and guidance for advisors on assisting students with ROTC requirements and four-year plans. It outlines the minor requirements for Air Force and Army ROTC, explains the four-year planning process, and provides tips for advisors on sequencing courses and addressing common issues that may arise. The document aims to help advisors effectively guide ROTC students in creating accurate four-year plans to satisfy both their degree and ROTC obligations.
The document provides information about transitioning from the old Planner system to the new Degree Audit Plans system for advising at PACE. It outlines the timeline for copying over data from November 2nd to December 1st and testing the new system. It describes the four main views in Plans - Edit, Audit, Calendar, and Notes. It includes instructions for advisors to practice viewing existing plans, creating and editing test plans, and provides tips for using the new system.
This document provides training on using the Degree Audit Plans system. It outlines the timeline for implementation, describes the different plan views and their purposes, and provides instructions and examples for creating and modifying plans. Key steps covered include adding courses, requirements, notes, and printing plans. The document concludes with instructions for reporting any errors encountered during use.
PACE Yourself: Best Practices for First Year SuccessMargaret G. Garry
The document discusses the services provided by PACE (PACE Advising Center of Excellence) to support first-year student success at Texas State University. PACE provides academic advising, career counseling, academic coaching, peer mentoring, a required university seminar course, and connects students to their intended major through college liaison teams. Advisors are organized into internal teams focused on planning, assessment, resiliency, engagement, technology, and community development to effectively support first-year students.
What's Your Story: Incorporating Narrative Into AdvisingMargaret G. Garry
This document discusses incorporating narrative concepts from creative writing, counseling, and education theory into academic advising. It outlines different narrative structures like the hero's journey and episodic structure. It also discusses using ideas from counseling like narrative therapy and cognitive behavioral therapy. Key education theories discussed are Baxter-Magolda's self-authorship development theory and Freire's problem-posing education. The document concludes with case studies and questions about applying these narrative concepts when advising students.
The Struggle is Real: How to Survive and Thrive in Times of Professional StressMargaret G. Garry
Professional stress can be managed by focusing on controlling individual environments, using team environments to collectively reduce stress, and acknowledging larger environments that are beyond one's control. The authors describe how their university handles stress through organized social events at busy and less busy times of year, as well as personal coping strategies like exercise, music, routines, planning ahead, and taking breaks.
This document discusses how Harry Potter themes can be used to teach leadership and academic advising. It describes a sorting hat quiz that assigns advisors to Hogwarts houses based on their leadership strengths. The houses - Gryffindor, Slytherin, Hufflepuff and Ravenclaw - each represent different strengths and approaches to advising. Advisors discuss in house groups how their strengths align with advising. The document provides examples of how advisors can apply their strengths to support students and colleagues. It concludes by noting Harry Potter's message that we all have the power to imagine and build a better future.
Opening the “GAIT” For Future Academic Advisors: Developing a Meaningful Grad...Margaret G. Garry
Slides for Pre-Conference Presentation, NACADA Region 7, February 29, 2016.
Slides by Kristopher Infante
Presented by Kristopher Infante, Ashley McCall, and Margaret Garry
Opening the "GAIT" for Future Academic Advisors: Developing an Meaningful Gra...Margaret G. Garry
Slides created by Kristopher Infante, Academic Advisor, PACE Advising Services. Presented by Ashley McCall, Kristopher Infante, and Margaret Garry at NACADA's Annual Conference, October 2015
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Lessons from Live-On: Applying Residence LIfe Skills to Academic Advising Practice
1. Lessons from Live-On:
Applying Residence Life Skills to Academic Advising Practice
Margaret Garry, Academic Advisor I, PACE Advising Services
Jeanette Pacheco, Academic Advisor I, PACE Advising Services
NACADA: The Global Community for Academic Advising
October 6, 2015, 8:45 a.m., Las Vegas, NV
3. Objectives
3
Introduce Academic Advising colleagues to Residence Life
organizational structures, policies, and procedures
Address the multiple ways in which students are developing
intellectually and socially during the first year of college or university
Suggest ways that Academic Advisors can assist students with issues
related to adjusting to a new living environment and social belonging
4. General Hierarchy of Residence Life
4
Organizational structure may
vary based on size of
institution.
6. Intro to Maslow
Self-Actualization: “The need
for self-fulfillment, realization
of one’s potential
Esteem: The need for self-
esteem through personal
achievement as well as social
esteem through recognition
and respect from others
Belonging/love: The need for
love, affection and interaction
with others
Safety: The need for a secure
and stable environment; the
absence of pain, threat, or
illness
Physiological: The need for
food, air, water, shelter, etc.
6
7. So… In first year student terms:
Self-actualization: I am
learning amazing things and
living my best life as a
student!
Esteem: I’m doing well in my
courses and making myself
and my family proud.
Belongingness: I have friends,
I’m involved on campus, and
feel like a part of my
community.
Safety: I’m making good
choices and feel comfortable
in my environment on
campus.
Physiological: I have a
physical place to sleep and
eat on campus.
7
8. How do you have that conversation?
We’ll give examples of conversations we’ve had in advising meetings. Tell us how
you’d respond to the student. We’ll compare notes.
You’ll receive a “Student Concerns Handout” with samples of our responses.
8
9. Student 1: Amber
“I love Biology, and I have always been good at it in my AP classes in high school,
but I’m struggling in class because I can’t study. The people on my floor and in the
study lounge in my building are always noisy and stressful.”
9
10. Student 1: Amber
Needs to meet: Security:
(need for appropriate
resources for study to be
secure), Physiological:
(need for appropriate time
and place for sleep)
10
11. Student 2: Caitlin
I want to know how to transfer to the community college in my hometown. I’m
having a hard time being away from home, so I think I’m going to come back. I
don’t really do much here other than go to class and talk on the phone with my
boyfriend back home.
11
12. Student 2: Caitlin
Needs to meet: Belonging:
(integration into university
community) Esteem:
(finding validation from
sources on campus)
12
13. Student 3: Marcus
I only want to register for 12 hours next fall. I’m applying to be an RA, because I
want to be a role model for incoming students. I want to have enough time for this
new position.
13
14. Student 3: Marcus
Needs to meet: Self-
actualization: (reaching for a
professional goal), Belonging:
(working to create a
community)
14
15. Student 4: Christina
At first, I was really excited to be at the university, but for the last few weeks I have
been struggling. I stopped taking my anxiety medication, and since then I have had
a hard time focusing in class.
15
16. Student 4: Christina
Needs to meet: Physiological:
(making sure she gets
medications she needs to be
successful in college), Safety:
(Security of body, of health)
16
17. Student 5: Clémence
I thought I would enjoy spending time abroad at an American university, but I am so
frustrated by the way everyone in this country does things.
17
19. Student 6: Austin
I need to register, but I have a hold on my account because I was drinking in the
residence hall and have incomplete conduct sanctions. Also, since I’m a Criminal
Justice major, how will my conduct sanctions affect my academics?
19
20. Student 6: Austin
Needs to meet: Safety (Is Austin
becoming unsafe as a result of his
choices?) Self-Actualization (Are
Austin’s choices affecting his
ability to achieve his academic
and career goals?)
20
21. Bibliography/Notes
21
Classics in the History of Psychology -- A. H. Maslow (1943) A Theory
of Human Motivation. (n.d.). Retrieved February 4, 2015, from
http://psychclassics.yorku.ca/Maslow/motivation.htm
McShane, S., & Von Glinow, M. (2000). Foundations of Employee
Motivation. In Organizational behavior (5th ed., pp. 135-138). Boston:
Irwin/McGraw-Hill.
All stock images of students courtesy of Texas State University, Office
of University Marketing
Image of Margaret Garry with Resident Assistants courtesy of
Madison Shaft
Image of Jeanette Pacheco with Resident Assistants courtesy of
Jeanette Pacheco