Department of Allied Health Sciences (DAHS) Faculty Mentoring LinaCovington707
Department of Allied Health Sciences (DAHS) Faculty Mentoring and Development
Program
Mentoring Program Coordinator: Dani Burkhart [email protected] (919) 966-9040
Revised May 2018
The Faculty Mentoring and Development Program will help provide faculty with support, direction,
accountability and intentional academic guidance through collaboration with experienced faculty
mentors.
The program will:
Foster general support for faculty members to thrive in the academic health center
environment
Stimulate development of a successful career plan based on teaching, clinical practice,
professional service, and research
Review academic activities, ensuring that they meet established performance goals
Facilitate productive networking and collaborative partnerships, both inside and
outside the Department of Allied Health Sciences and the University of North Carolina
Help identify funding opportunities and provide support for improved productivity
Provide written feedback for the faculty member, Division Director, and Department Chair
Faculty members who are on the UNC main campus and at the rank of Assistant Professor will
participate. The faculty member’s Division Director, with input from the Department Chair,
will ensure that the individual is participating in the program. Other (non-Assistant) faculty
members are not required to participate but are encouraged to do so if they and/or their
Division Director feel that the program will help them achieve their academic goals.
The faculty member will have both a Primary Mentor and a Faculty Mentoring Committee
to help meet the goals of the program.
PURPOSE
Mentoring
Support
Development
Meet
Established
Goals
Facilitate
Networking
Identifying
Funding
Opportunities
Written
Feedback
ELIGIBLE FACULTY
Department of Allied Health Sciences (DAHS) Faculty Mentoring and Development
Program
Mentoring Program Coordinator: Dani Burkhart [email protected] (919) 966-9040
Revised May 2018
The creation of one’s Mentoring Committee is one of the early and important opportunities
to take charge of one’s career, as is the initiative with which one makes use of their
committee. The faculty member and the Division Director will propose committee members
by submitting to the Mentoring Program Coordinator minimum of 3 individuals from both the
Department of Allied Health Sciences and other appropriate departments inside and outside
of UNC. Faculty members will begin assembling their committee as they begin their
appointment in the Department, under the approval of the Department Chair. The
composition of committees may change over time, reflecting change and evolution in
scholarly interests.
Ideally, at least one individual from outside of Allied Health Sciences will be included on each
committee. Among identified committee candidates, the primary mentor will serve as chair
of the committee, but the position can ...
Conduct research to identify techniques for maintaining participant .docxladonnacamplin
Conduct research to identify techniques for maintaining participant interest in training. List a minimum of three specific techniques not found in the Blanchard and Thacker (2013) text and give a short explanation of each. Explain how these techniques can be used to deliver effective training, noting the learning style to which each technique appeals. Compare these three techniques with those identified in the course text, noting any differences or similarities.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture for review and information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
Auditory
- Listening to presented information and retaining th.
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
Dr. Edgar Blevins, Professor of Mechanical Engineering at Southern University in Baton Rouge, gave a presentation on Choosing Faculty Mentors and your Communities to foster academic success.
Lecturers in their third and sixth years submit portfolios for a multiyear review. In an effort to support these lecturers and help them be ready for submission, CETL will hosts this workshop to inform Lecturers of the requirements of the portfolio, and help them develop the materials that will be needed
Department of Strategic Management and MarketingLeicester Business.docxsimonithomas47935
Department of Strategic Management and MarketingLeicester Business SchoolDe Montfort UniversityMODULE GUIDEAcademic Session 2016 - 17CORP 5042CREATIVE ACTION IN INTERNATIONAL
ORGANISATIONSPrepared by Peter McHardy
KEY CONTACT POINTS
Room Phone E-mail
Module Leader
Peter McHardy HU5.87 8168 [email protected]
Group Details
Project Network name: ______________________________________________________
Network Members
Contact Details
Contact points and surgery hours
Surgery hours for the course team will be posted once the semester commences. Surgery hours are not a supplement to lectures. Their purpose is to serve to provide clarification and assistance on issues specific to your progression on the module.
You should already be familiar with the University’s guidelines on Extenuating Circumstances. Specific information and paperwork is available from the School Offices and Student Advice Centres throughout the University.
If you are unable to attend lectures or tutorials, or submit coursework you should inform the module leader as soon as possible. Only the module leader can approve ‘extensions’ to coursework submission.
CONTENTS
KEY CONTACT POINTS2
Introduction4
Module Learning Outcomes4
Teaching Methods and Learning Strategies5
Assessment Regulations5
Re-assessment Regulations6
Module Resources6
Lecture Schedule8
Overall Module Assessment Information11
ASSESSMENT 1 - BRIEF12
ASSESSMENT 2 – BRIEF14
TASK Part 115
Student Roles within Networks16
TASK Part 220
The Harvard system27
Introduction
Welcome to Creative Action in International Organisations, a core module on MSc International Business and Entrepreneurship programme and an elective module on other relevant programmes. The module explores and contrasts the meaning and nature of creativity in entrepreneurial and intrapreneurial organisations through the examination of relevant theories, concepts and models. The roles and capabilities of creative leaders and managers are further explored.
The practices and processes of creative action in organisations are compared across different international contexts. The key factors inhibiting and enhancing entrepreneurial practices and behaviours are studied and examined in the field. Practical solutions for improving individual and organisational entrepreneurial and creative practices and processes and mechanisms for their implementation are identified. Finally, the entrepreneurial manager or leader as reflective practitioner is explored and related to modes of entrepreneurial learning.
The underpinning theme throughout this module is that individuals aspiring to become or already engaged in the management of organisations are likely to be required to understand and adopt entrepreneurial practices and solutions to the problems and challenges that they face in today’s competitive and dynamic environment. To survive and succeed organisations also need to demonstrate and enact entrepreneurial b.
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docxcowinhelen
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
Department of Allied Health Sciences (DAHS) Faculty Mentoring LinaCovington707
Department of Allied Health Sciences (DAHS) Faculty Mentoring and Development
Program
Mentoring Program Coordinator: Dani Burkhart [email protected] (919) 966-9040
Revised May 2018
The Faculty Mentoring and Development Program will help provide faculty with support, direction,
accountability and intentional academic guidance through collaboration with experienced faculty
mentors.
The program will:
Foster general support for faculty members to thrive in the academic health center
environment
Stimulate development of a successful career plan based on teaching, clinical practice,
professional service, and research
Review academic activities, ensuring that they meet established performance goals
Facilitate productive networking and collaborative partnerships, both inside and
outside the Department of Allied Health Sciences and the University of North Carolina
Help identify funding opportunities and provide support for improved productivity
Provide written feedback for the faculty member, Division Director, and Department Chair
Faculty members who are on the UNC main campus and at the rank of Assistant Professor will
participate. The faculty member’s Division Director, with input from the Department Chair,
will ensure that the individual is participating in the program. Other (non-Assistant) faculty
members are not required to participate but are encouraged to do so if they and/or their
Division Director feel that the program will help them achieve their academic goals.
The faculty member will have both a Primary Mentor and a Faculty Mentoring Committee
to help meet the goals of the program.
PURPOSE
Mentoring
Support
Development
Meet
Established
Goals
Facilitate
Networking
Identifying
Funding
Opportunities
Written
Feedback
ELIGIBLE FACULTY
Department of Allied Health Sciences (DAHS) Faculty Mentoring and Development
Program
Mentoring Program Coordinator: Dani Burkhart [email protected] (919) 966-9040
Revised May 2018
The creation of one’s Mentoring Committee is one of the early and important opportunities
to take charge of one’s career, as is the initiative with which one makes use of their
committee. The faculty member and the Division Director will propose committee members
by submitting to the Mentoring Program Coordinator minimum of 3 individuals from both the
Department of Allied Health Sciences and other appropriate departments inside and outside
of UNC. Faculty members will begin assembling their committee as they begin their
appointment in the Department, under the approval of the Department Chair. The
composition of committees may change over time, reflecting change and evolution in
scholarly interests.
Ideally, at least one individual from outside of Allied Health Sciences will be included on each
committee. Among identified committee candidates, the primary mentor will serve as chair
of the committee, but the position can ...
Conduct research to identify techniques for maintaining participant .docxladonnacamplin
Conduct research to identify techniques for maintaining participant interest in training. List a minimum of three specific techniques not found in the Blanchard and Thacker (2013) text and give a short explanation of each. Explain how these techniques can be used to deliver effective training, noting the learning style to which each technique appeals. Compare these three techniques with those identified in the course text, noting any differences or similarities.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture for review and information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
Auditory
- Listening to presented information and retaining th.
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
Dr. Edgar Blevins, Professor of Mechanical Engineering at Southern University in Baton Rouge, gave a presentation on Choosing Faculty Mentors and your Communities to foster academic success.
Lecturers in their third and sixth years submit portfolios for a multiyear review. In an effort to support these lecturers and help them be ready for submission, CETL will hosts this workshop to inform Lecturers of the requirements of the portfolio, and help them develop the materials that will be needed
Department of Strategic Management and MarketingLeicester Business.docxsimonithomas47935
Department of Strategic Management and MarketingLeicester Business SchoolDe Montfort UniversityMODULE GUIDEAcademic Session 2016 - 17CORP 5042CREATIVE ACTION IN INTERNATIONAL
ORGANISATIONSPrepared by Peter McHardy
KEY CONTACT POINTS
Room Phone E-mail
Module Leader
Peter McHardy HU5.87 8168 [email protected]
Group Details
Project Network name: ______________________________________________________
Network Members
Contact Details
Contact points and surgery hours
Surgery hours for the course team will be posted once the semester commences. Surgery hours are not a supplement to lectures. Their purpose is to serve to provide clarification and assistance on issues specific to your progression on the module.
You should already be familiar with the University’s guidelines on Extenuating Circumstances. Specific information and paperwork is available from the School Offices and Student Advice Centres throughout the University.
If you are unable to attend lectures or tutorials, or submit coursework you should inform the module leader as soon as possible. Only the module leader can approve ‘extensions’ to coursework submission.
CONTENTS
KEY CONTACT POINTS2
Introduction4
Module Learning Outcomes4
Teaching Methods and Learning Strategies5
Assessment Regulations5
Re-assessment Regulations6
Module Resources6
Lecture Schedule8
Overall Module Assessment Information11
ASSESSMENT 1 - BRIEF12
ASSESSMENT 2 – BRIEF14
TASK Part 115
Student Roles within Networks16
TASK Part 220
The Harvard system27
Introduction
Welcome to Creative Action in International Organisations, a core module on MSc International Business and Entrepreneurship programme and an elective module on other relevant programmes. The module explores and contrasts the meaning and nature of creativity in entrepreneurial and intrapreneurial organisations through the examination of relevant theories, concepts and models. The roles and capabilities of creative leaders and managers are further explored.
The practices and processes of creative action in organisations are compared across different international contexts. The key factors inhibiting and enhancing entrepreneurial practices and behaviours are studied and examined in the field. Practical solutions for improving individual and organisational entrepreneurial and creative practices and processes and mechanisms for their implementation are identified. Finally, the entrepreneurial manager or leader as reflective practitioner is explored and related to modes of entrepreneurial learning.
The underpinning theme throughout this module is that individuals aspiring to become or already engaged in the management of organisations are likely to be required to understand and adopt entrepreneurial practices and solutions to the problems and challenges that they face in today’s competitive and dynamic environment. To survive and succeed organisations also need to demonstrate and enact entrepreneurial b.
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docxcowinhelen
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The French Revolution Class 9 Study Material pdf free download
Mentoring for Success
1. Provost’s Department Chairs Leadership ProgramMentoring for Success: The Role of the Department Chair Becky L. Yust, Professor and Head Department of Design, Housing, and Apparel [DHA] August 20, 2009
2. Topics to be covered: Definitions of mentoring Research on mentoring: Research-productive departments (Carol Bland et al.) Mentoring of junior faculty at the UM (President’s Emerging Leadership program project, Douah et al.) Additional research (Girves et al.; Johnson et al.) Mentoring in Design, Housing, and Apparel: Why we mentor Why we changed our mentor process and how we do in now Impacts of mentoring
3. Origination of mentoring In Homer’s The Odyssey, when Odysseus goes off to the Trojan War, he asks Mentor to serve as the tutor for his son, Telemachus (as described in Bland et al., p. 64). In 1699, François Fénelon used the term in the book, Les Aventures de Telemaque. The lead character is Mentor (Roberts as cited in Wikipedia)
4. Mentoring typically includes two broad functions(Kram, 1985; Maack & Passet, 1993) : Career functions (coaching, protection, visibility, and resources) Psychosocial functions (role modeling, acceptance, counseling, and friendship) Our mentor committees serve the career function, and within that, primarily coaching. Coaching involves suggesting strategies for accomplishing work objectives, receiving recognition, and for achieving career aspirations. The other career functions of protection, visibility, and resources may be served by a mentor committee but are not assumed to do so. Psychosocial functions may be served by the mentor committee, but members are not obligated to serve in these aspects.
5. Study of highly research-productive UM departments (Bland et al.) 37 departments in the study Mentoring models varied, e.g., Every faculty member establishes their own academic development plan receiving feedback from assigned mentor and P&T committee Two senior faculty mentors assigned by department chair, one within the area of expertise and one not After meeting with each faculty member individually, new faculty member selects mentors in consultation with department chair 9 departments were rated in the top 5% in their fields and they all had formal mentoring programs
6. Best practices based on PEL review of literature and research at UM(Douah et al.) Structured mentoring efforts are most effective. Departments should customize mentoring programs to be best suited for departmental culture and field. Inter-disciplinary faculty mentoring should be explored. Work/life issues should be addressed, but not necessarily within the context of a departmental faculty mentoring program. Department chairs should check-in with the mentoring that probationary faculty receive.
7. PEL survey of UM department heads Most common areas in which mentors provided guidance were with: the tenure process publications learning departmental and institutional norms Slightly lower numbers of departments reported that mentors assisted with: grant writing and review preparation of the tenure dossier The least common area of mentoring was regarding work/life balance.
8. PEL interviews with department heads One department head mentioned a negative perspective “. . . mentoring can be affected by departmental politics. For example, the mentoring relationship may serve to enhance existing conflicts or strife among faculty by creating cliques, loyalties or alliances within the department.”
9. PEL recommendations for UM departments to enhance mentoring of junior faculty: Department head training should include an overview of strategies and best practices for faculty mentoring. Departments should explicitly define what role mentoring plays in the tenure process.
10. Recommendations from research (Girves et al.) Systematic or structured mentoring works much better than spontaneous or natural mentoring. Structured programs are more likely to involve people who are normally left out of the mentoring process.
11. Importance of formal program (Girves et al.) “. . . since university cultures value competitiveness, independence, and autonomy, junior faculty may be reluctant to participate in a mentoring program fearing that it would be harmful to their careers if they admitted that they needed ‘extra help.’” (p. 472)
12. Perspective of a mentee (Johnson et al.) “I think that higher education, more than other professions, has a lot of hidden rules; many of the cultural things within the institution and the profession are never written down, if you are lucky, you will find a mentor to show you the way.” (p.35)
13. Why DHA has formal mentoring 5 disciplines in the department, but only one 7.12 statement Department Head should not be the only conveyer of information Committee members educate one another and the mentee Enhances the sense of community of the department Creates a climate of working for the success of new faculty members Potential connections/collaboration for research, publishing, and teaching Important in recruitment of new faculty
14. Previous DHA mentoring system New faculty member and department head would discuss potential members Department head made the ask Members were to serve for entire probationary period Chair of committee created draft evaluative summary statement and presented to faculty for probationary review
15. Issues that developed over time (ex. 1) Some faculty refused to continue on a committee when mentee was not following their recommendations. Mentors misinterpreted their roles as directive instead of advisory Created awkward relationships among new and senior faculty Faculty members were not asked to serve on new committees because of risk of future resignation from the committee
16. Issues (ex. 2) Not all faculty were effective mentors and, over time, mentoring responsibilities were not equally shared in the department. For example, some faculty mentors: would not familiarize themselves with the mentee’s work before meeting with him/her. emphasized formatting of the vitae over the content. would not be available for meetings. did not draft the departmental statement well which negatively influenced other faculty opinions of candidates during review meetings.
17. Issues (ex. 3) Mentors, particularly the committee chair, were perceived to be prejudiced advocates for mentees mentors would respond defensively to questions posed by other faculty during review meeting discussions mentor committee members sometimes argued among themselves when presenting the case for the rest of the faculty
18. How we mentor today We created explicit guidelines for: Role, membership, and responsibilities of mentor committees Roles and responsibilities of tenured faculty members Review meetings process and procedures Documents can be found at: http://dha.design.umn.edu/intranet/
19. Purpose of the Mentor Committee To advise candidate on choices that will reflect positive tenure and/or promotion decisions To understand and clarify how candidate’s work meets tenure and/or promotion criteria To provide encouragement and nurturing per UM 7.11 statement To focus on mentoring, not assumed to be unconditionally supportive of the final tenure/promotion decision To serve in an assistive role for probationary faculty, not advocacy
20. Responsibilities of the Mentor Committee Assist with and review development of candidate’s academic vitae and philosophy statements Meet at least annually with candidate to review performance, assist with communicating performance via academic vitae and statements, and advise candidate on choices Understand candidate’s outcomes/accomplishments, i.e., the relative importance of teaching and scholarship, the reputation of venues (publications, exhibitions) Communicate opinions and standards from others’ perspectives Deal with content (Department Head deals with collegiality) Not lead the discussion nor draft the department’s summary review statement
21. Membership of the Mentor Committee Three faculty members constitute the committee Maximum of one member from DHA undergraduate program (discipline) area One member could be from outside of DHA No close collaborator (prior to appointment) of the candidate on the committee for at least the first two years of probationary period Membership changes during the probationary period: to minimize the personal investment of the mentors, for the candidate to hear diverse, but reinforcing comments, and for mentor committee members and the candidate to learn from one another. Term of two years
22. Establishing the Mentor Committee Names are discussed between the new faculty member and the department head Department Head asks the individual faculty if he/she is willing to serve on the committee Mentee sets meeting time with committee Department Head meets with committee at first meeting Mentee required to meet annually with committee
23. Scribe of the Mentor Committee (new) One member of the committee volunteers to be the Scribe but the Scribe should not be: the member within the discipline area, nor a collaborator on scholarship Compiles a summary of the mentor committee meetings; these become part of the candidate’s permanent file. The summary is signed by the probationary faculty member that he/she received and understands the information in the summary
24. Tenured Faculty Members’ General Responsibilities Review UM 7.11 statement, DHA 7.12 criteria, and procedures relevant to decision to be made Understand performance outcomes addressed by DHA 7.12 criteria and information that is and is not appropriate for consideration Be prepared to ask questions for clarification of standards and procedures before discussion of candidates
25. Tenured Faculty Members’ Responsibilities Specific to a Candidate’s Review Responsible for thorough review of the candidate’s dossier with respect to the DHA 7.12 criteria Review actual work—articles, artistic works, syllabi, etc. By the 3rd year of the probationary review (of a normal 6 year review period), assess candidate’s dossier to determine if candidate is “getting up to speed,” i.e., is he/she developing a dossier that will eventually meet the expected outcomes of our post-tenure review standards
26. Additional individual faculty responsibilities The Department Head assigns (new): one tenured faculty member to present the accomplishments of the faculty member being reviewed. one faculty member to chair the fall series of review meetings (different chair each fall). Note: we complete all reviews in the fall for tenure, promotion, and for probationary reviews. We have found that to do so keeps us focused on appropriate 7.12 expectations.
32. Impacts of mentoring structure in DHA New process requires a broader array of faculty to take part in the review process Faculty have greater responsibility for learning about new faculty Distribution of roles engages faculty (mentors, presenters, chairperson) Successful tenure and promotion decisions!
33. References Bland, C., Weber-Main, A., Lund, S. & Finstad, D. (2005). The research-productive department: Strategies from departments that excel. Bolton, MA: Anker Publishing Company, Inc. Douah, R., Letawsky Shultz, N., Nackerud, S., Radcliffe, P., & Reubold, T. (2007). Faculty mentoring at the University of Minnesota. Minneapolis, MN: President’s Emerging Leaders Program, University of Minnesota. Girves, J., Zepeda, Y., & Gwathmey, J. (2005). Mentoring in a post-affirmative action world. Journal of Social Issues, 61(3), 449-479. Johnson, K., Yust, B., & Fritchie, L. (2001). Views on mentoring by clothing and textiles faculty. Clothing and Textiles Research Journal, 19(1), 31-40. Kram, K. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott, Foresman & Company. Maack, M., & Passet, J. (1993). Unwritten rules: Mentoring women faculty. Library and Information Science Research, 15(2), 117-142. Roberts, A. (1999, November). The origins of the term mentor. History of Education Society Bulletin, 64, 313-329 (as cited in Wikipedia, retrieved on December 31, 2008 at http://en.wikipedia.org/wiki/Mentor#cite_note-roberts_1999-2)