Gateway qualifications - Entry Level 3 and Level 1 Award in Mental WellbeingRachel Irvine
Brand new for this academic year, these single unit qualifications were developed with centres as part of their approach to safeguarding. The number of mental health issues raised by both staff and learners is increasing and these qualifications will raise awareness and help individuals look after their own mental health wellbeing, as well as recognise and support the mental wellbeing of others.
Watch webinar on demand: https://www.gatewayqualifications.org.uk/advice-guidance/delivering-our-qualifications/support-materials/webinars/mental-wellbeing-webinar/
Change Management: 6 Keys to Getting Everyone on Your Student Success Train Hobsons
Syracuse University is one of the foremost contributors when it comes to the advancement of theories on retention and student success. By recognizing that true undergraduate excellence is achieved when attention is paid to the “whole student,” they are working collaboratively to create the conditions that support teaching, learning, retention, and success. One of the indispensable fundamentals of creating a successful student success initiative is buy-in from all of the stakeholders. Join Kalpana (Kal) Srinivas, Ph.D., as she shares the keys to how Syracuse University is successfully managing the campus changes associated with Orange Success.
12 years’ experience of adjudicating on complaints from students across the HE sector has provided the OIA with a unique perspective on how students’ complaints have changed during a time of rapid change in the sector; and how HE Providers’ procedures and approaches have evolved in order to address them. This session will inform participants of current trends and emerging themes in the complaints which students bring to the OIA. The impact of the OIA’s Good Practice Framework will be assessed. We will set out how it has been, and continues to be developed since its initial publication in December 2014 and in light of the expansion of the sector and of OIA membership. The session will use case studies and will give delegates an opportunity to discuss examples of good practice and challenges faced when dealing with complaints and appeals, with particular reference to embedding good practice and to emerging trends.
Assessment is the cash nexus of learning – it is where the payoff is for our students, where all their effort is rewarded with marks or grades.
When we design our assessment, we indicate to our students what is important and what they should focus on. In this presentation, Ann will explore a number of theories that focus on assessment design such as:
Constructive alignment – why aligning what we teach, with the way we teach it, with the way we assess it is important
Supporting learning – how assessment supports learning and how it is central to student learning
Authentic assessment – including the issues of assessment design and workload from the perspective of both students and markers
A Radical Model for Post-Secondary Education
Thomas Zane, Ph.D.
Director of Assessment Quality and Validity
Janet Schnitz, Ed.D., Associate Provost
Assessment
Topic: Reporting Test Results to Parents
Student Name: Fatima Zohra
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Gateway qualifications - Entry Level 3 and Level 1 Award in Mental WellbeingRachel Irvine
Brand new for this academic year, these single unit qualifications were developed with centres as part of their approach to safeguarding. The number of mental health issues raised by both staff and learners is increasing and these qualifications will raise awareness and help individuals look after their own mental health wellbeing, as well as recognise and support the mental wellbeing of others.
Watch webinar on demand: https://www.gatewayqualifications.org.uk/advice-guidance/delivering-our-qualifications/support-materials/webinars/mental-wellbeing-webinar/
Change Management: 6 Keys to Getting Everyone on Your Student Success Train Hobsons
Syracuse University is one of the foremost contributors when it comes to the advancement of theories on retention and student success. By recognizing that true undergraduate excellence is achieved when attention is paid to the “whole student,” they are working collaboratively to create the conditions that support teaching, learning, retention, and success. One of the indispensable fundamentals of creating a successful student success initiative is buy-in from all of the stakeholders. Join Kalpana (Kal) Srinivas, Ph.D., as she shares the keys to how Syracuse University is successfully managing the campus changes associated with Orange Success.
12 years’ experience of adjudicating on complaints from students across the HE sector has provided the OIA with a unique perspective on how students’ complaints have changed during a time of rapid change in the sector; and how HE Providers’ procedures and approaches have evolved in order to address them. This session will inform participants of current trends and emerging themes in the complaints which students bring to the OIA. The impact of the OIA’s Good Practice Framework will be assessed. We will set out how it has been, and continues to be developed since its initial publication in December 2014 and in light of the expansion of the sector and of OIA membership. The session will use case studies and will give delegates an opportunity to discuss examples of good practice and challenges faced when dealing with complaints and appeals, with particular reference to embedding good practice and to emerging trends.
Assessment is the cash nexus of learning – it is where the payoff is for our students, where all their effort is rewarded with marks or grades.
When we design our assessment, we indicate to our students what is important and what they should focus on. In this presentation, Ann will explore a number of theories that focus on assessment design such as:
Constructive alignment – why aligning what we teach, with the way we teach it, with the way we assess it is important
Supporting learning – how assessment supports learning and how it is central to student learning
Authentic assessment – including the issues of assessment design and workload from the perspective of both students and markers
A Radical Model for Post-Secondary Education
Thomas Zane, Ph.D.
Director of Assessment Quality and Validity
Janet Schnitz, Ed.D., Associate Provost
Assessment
Topic: Reporting Test Results to Parents
Student Name: Fatima Zohra
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Identifying, Reporting and Monitoring Suspicious Activity (SAR)Madan D Faulkner
Register for this webinar to learn about Suspicious Activities Reporting and red flags that pose present and future challenges for regulated businesses.
Boletín novidades de literatura. Biblioteca Provincial da Coruña. Febreiro 2017Bibliotecadicoruna
Últimas incorporacións ao fondo da Biblioteca da Deputación da Coruña, correspondentes aos meses de febreiro de 2017. Non inclúe ensaio ou obras que non sexan de narrativa, poesía ou banda deseñada.
This is the slide Presentation shown to parents on September 22, 2015.
The video clip in slide 45 can be found at: https://www.youtube.com/watch?v=89frRi8GgGA
Assessing the Impact of Mentoring: Lessons Learned from a Research Study in W...ICF
Samantha Spinney, Ph.D., Manager, Child Welfare & Education, ICF
Understand the impact mentoring has on students' behavioral engagement, academic achievement, and non-cognitive skill outcomes and learn best practices for designing and implementing a randomized controlled trial (RCT) in a school setting.
Learn more: https://www.icf.com/
In 2013, youth development nonprofit Our Piece of the Pie released its school-=based Dashboard that measured student performance. The system, unique to Connecticut, took multiple inputs from a variety of data sources and combined them into an integrated data warehouse.
Now, in 2014, OPP has produced Dashboard 2.0 that integrates the original dashboard with a Holistic Performance Index that measures student academic progress, student attendance, student behavior, career- and workforce-readiness, social emotional growth, and credit accumulation.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Nov. 22, 2013 Student Affairs and Academic Support meeting: the Office of the...
Lifecycle admissions overview
1.
2. New Students of 2015
Update
A future approach to Admissions:
The time is Now
Board of Trustees
February 25, 2017
Jim Goecker
Vice President of Enrollment Management
3. May 2013 BOT meeting: Enrollment Management Update – Next Year
3
4. Presentation to the Student Affairs and Enrollment Committee,
September, 2015: Admissions Framework
4
5. Questions posed at September 2015 BOT meeting
(How a class is formed: “What’s Next? – An Opportunity!)
5
6. Historic approach
Originally, virtually all criteria focused on academic measures
• test scores
• grades in required mathematics and science courses
• rank in class
• recommendation
Moved to enrollment management model
• intended major
• gender, ethnic and racial mix
• financial considerations
•Advisement
•Freshman
Orientation
•Test Scores
•Academic data
•Intended major
•Mainly
concerned with
11-12 grade
Admissions
Student
Experience
6
7. Two students, seemingly identical
650 MA
600 CR
Top 10 %
Good recommendations
Family income $125,000+
Interviews well
“is a nice kid”
Intends to study ME
650 MA
600 CR
Top 10 %
Good recommendations
Family income $125,000+
Interviews well
“is a nice kid”
Intends to study ME
7
8. One fails, the other succeeds
650 MA
600 CR
Top 10 %
Good recommendations
Family income $125,000+
Interviews well
“is a nice kid”
Intends to study ME
GRADUATES
650 MA
600 CR
Top 10 %
Good recommendations
Family income $125,000+
Interviews well
“is a nice kid”
Intends to study ME
FAILS
8
9. Fundamental question:
650 MA
600 CR
Top 10 %
Good recommendations
Family income $125,000+
Interviews well
“is a nice kid”
Intends to study ME
GRADUATES
650 MA
600 CR
Top 10 %
Good recommendations
Family income $125,000+
Interviews well
“is a nice kid”
Intends to study ME
FAILS
WHY?
9
10. Other questions
• When do you take a risk in admission?
• What is the decision based on?
• Are there other factors as important as
academic measures that contribute to
success?
10
11. College Board two years ago presented a framework for their future work
An example of a non-cognitive measurement tool:
Adversity Index – placing a student in the context of what he or
she has faced on their path to success.
Scores in Context – comparing test scores and student
performance in the context of others with similar opportunity.
Academic Curricular Index – comparing the rigor of the
student’s level of preparation relative to the opportunities available.
2 yr. to 4 yr. transfer facilitation – investigating additional
sources of data that can assist colleges in identifying and evaluating
students who have demonstrated post-secondary potential via
community college enrollment.
11
13. Grit, persistence, maturity, locus of control, …
• The measurement of non-academic or non-
cognitive attributes are being viewed as the
next evolution in admission.
• Rose-Hulman has been a part of this evolution
with the use of the Locus of Control Inventory
and Curiosity Index.
13
14. A revision of our understanding of admissions
Lifecycle Admissions
• Admission should not be solely based on a student’s ability to be academically
successful at Rose-Hulman.
• We should also consider other aspects of life and the student’s talents in those
areas as well.
• Personality
• Attitude
• View of world
• Persistence
• We should better understand those attributes that lead students to a life of
fulfillment and success.
• We are admitting individuals whose personality, in the long run, will be as
much or more important to their future success as the academic preparation
we offer.
• Such traits should be measureable.
14
16. The vision for the future: Lifecycle Admissions with a formal,
measurable, iterative cycle of information to improve all parts of the cycle.
• Success
•What was taught
•What was learned
•Happiness
•Success
•What was taught
•What was learned
•Happiness
•Advisement
•Curriculum
•Extra-curricular
•Maturity
•Life skills
•Graduation
•Employment
•Identify sooner
•Non-cognitive
•Test Scores
•Academic Data
•Contextual
•Demographic
•Compatibility Admissions
Student
Experience
Career
Personal
Life
16
17. Work to do
17
• Input from alumni and faculty
• Charge to the Admissions and Standing Committee to define the attributes of
the ideal student.
• Great Debate data is rich with feedback on this topic.
• Additional surveys of alumni at specific points in their career.
• “Clean Slate” committee work and results.
• Identify tool(s) that will provide measureable data.
• Continuing to work with a number of potential partners.
• Also looking at stand alone products.
• Identify a structure for long term development and implementation.
• Long term commitment.
• Will grow beyond original set of data as process evolves.
What else?
• Grow the applicant pool.
• Make sure the process is not so onerous as to deter application.
• Make Lifecycle Admissions our norm rather than a tool to make “tweener” decisions.
• “Hunting rather than fishing.”