The document proposes piloting a "Global Competence Badge" system at UW-Madison to provide clear pathways for students to develop global competence and ensure quality experiences. It would involve aligning the university's essential learning outcomes with indicators of global competence. Students would earn badges for completing accredited international programs and courses. The badges would be displayed on transcripts and profiles to showcase competencies gained to potential employers. Implementing a badge system could help integrate and track the goals of internationalizing the university under its new divisional restructuring.
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
Davidson, barry s. distance learning development nftej v22 n3 2011William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
This document provides guidelines for the accreditation of undergraduate engineering programs by the National Board of Accreditation (NBA) in India. It introduces the background and objectives of NBA in assuring quality in technical education. It describes the new outcome-based accreditation process being adopted by NBA to be equivalent to the Washington Accord standards. The document contains formats for self-assessment reports, evaluation guidelines, and evaluation reports to be filled by institutions and visiting teams during the accreditation process. The overall aim is to ensure undergraduate engineering graduates have sound knowledge and skills through a robust yet flexible accreditation system.
This document summarizes the findings of a national survey of 884 K-12 online teachers regarding their professional development needs and challenges. Key findings include:
1) Most respondents had significant teaching experience and education credentials. However, 27% were new to online teaching.
2) Most teachers had participated in ongoing professional development for online teaching, with 46% completing over 45 hours. The most preferred delivery methods were ongoing training and facilitated online learning.
3) Top professional development needs included using communication technologies, time management strategies, and addressing academic dishonesty and internet safety.
4) Needs varied depending on the online program model and teachers' experience. Issues like time management, student responsibility, and communication were
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
This document provides information about NAAC accreditation for IEC University in Baddi, Himachal Pradesh. It discusses the benefits of NAAC accreditation, including helping institutions identify strengths and weaknesses to improve quality. It outlines NAAC's criteria for assessment, which includes 7 criteria divided into key indicators. The criteria cover areas like curriculum, teaching-learning practices, research, infrastructure, student support, governance, and best practices. The document emphasizes that NAAC accreditation is a process of quality assurance that can help institutions achieve excellence and improve outcomes for students.
The document summarizes interim results from a research project exploring engagement with graduate attributes by higher education institutions in New Zealand. Key findings from a survey and interviews with institutions include:
1. Conceptions of graduate attributes varied across institutions from marketing tools to guides for curriculum development.
2. Most institutions have graduate attributes linked to policies but recognition that policies may not be implemented in practice.
3. Support for staff and student engagement with graduate attributes is provided through workshops, courses and assessment but is inconsistent across institutions.
4. Few institutions routinely monitor and evaluate graduate attributes or close the feedback loop by informing staff and students of results.
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
Davidson, barry s. distance learning development nftej v22 n3 2011William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
This document provides guidelines for the accreditation of undergraduate engineering programs by the National Board of Accreditation (NBA) in India. It introduces the background and objectives of NBA in assuring quality in technical education. It describes the new outcome-based accreditation process being adopted by NBA to be equivalent to the Washington Accord standards. The document contains formats for self-assessment reports, evaluation guidelines, and evaluation reports to be filled by institutions and visiting teams during the accreditation process. The overall aim is to ensure undergraduate engineering graduates have sound knowledge and skills through a robust yet flexible accreditation system.
This document summarizes the findings of a national survey of 884 K-12 online teachers regarding their professional development needs and challenges. Key findings include:
1) Most respondents had significant teaching experience and education credentials. However, 27% were new to online teaching.
2) Most teachers had participated in ongoing professional development for online teaching, with 46% completing over 45 hours. The most preferred delivery methods were ongoing training and facilitated online learning.
3) Top professional development needs included using communication technologies, time management strategies, and addressing academic dishonesty and internet safety.
4) Needs varied depending on the online program model and teachers' experience. Issues like time management, student responsibility, and communication were
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
This document provides information about NAAC accreditation for IEC University in Baddi, Himachal Pradesh. It discusses the benefits of NAAC accreditation, including helping institutions identify strengths and weaknesses to improve quality. It outlines NAAC's criteria for assessment, which includes 7 criteria divided into key indicators. The criteria cover areas like curriculum, teaching-learning practices, research, infrastructure, student support, governance, and best practices. The document emphasizes that NAAC accreditation is a process of quality assurance that can help institutions achieve excellence and improve outcomes for students.
The document summarizes interim results from a research project exploring engagement with graduate attributes by higher education institutions in New Zealand. Key findings from a survey and interviews with institutions include:
1. Conceptions of graduate attributes varied across institutions from marketing tools to guides for curriculum development.
2. Most institutions have graduate attributes linked to policies but recognition that policies may not be implemented in practice.
3. Support for staff and student engagement with graduate attributes is provided through workshops, courses and assessment but is inconsistent across institutions.
4. Few institutions routinely monitor and evaluate graduate attributes or close the feedback loop by informing staff and students of results.
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
The document provides information about accreditation and outcome-based education. It discusses the National Board of Accreditation (NBA) which accredits engineering programs in India. The goals of NBA are to develop a quality-conscious technical education system focused on excellence, market relevance, and stakeholder participation. Outcome-based accreditation assesses student performance outcomes, whereas traditional education is more content-driven. Key aspects of outcome-based education include defining learning outcomes, aligning assessments, and using feedback to improve continuously. The accreditation process involves self-assessment based on criteria such as mission, curriculum, faculty, facilities, and continuous improvement.
1.4 a state the process for defining the vision and mission of the department...Sekar Subramani
The document outlines the process for defining the vision and mission of a department and its program educational objectives (PEOs). It states that a committee is formed including faculty, alumni, employers, parents, and advisory boards to provide feedback. Draft vision and mission statements are prepared after considering trends, needs, and feedback. The statements are then finalized by the entire faculty.
This document discusses the Learner-Centered Curriculum (LCC) model, which provides a structured framework for technology planning and curriculum design centered around the learner. The LCC model has 7 interrelated components: 1) learner populations served, 2) learner objectives, 3) available learning models, 4) appropriate learning theories and methods, 5) overall curriculum architecture, 6) specific curriculum configurations, and 7) required learner services. An illustrative example is provided of how an institution might use the LCC model to structure discussions around planning an online degree completion program.
Case study: MOOCs for professional development in global eye healthSally Parsley
1. The document discusses using MOOCs for professional development in global eye health. It describes a case study of the Open Education for Eye Health Programme which aims to increase participation in public health eye care training through open access online courses (MOOCs) for eye health teams in low and middle income countries.
2. It outlines five steps to developing quality MOOCs: analyse needs, design the course, implement, realise the course, and evaluate. It emphasizes engaging learners and stakeholders, defining and evaluating different types of success, using a team approach, and focusing on pedagogy in the design.
3. The presentation provides examples of how they have applied these principles, including collaborating with over 100 contributors
The document discusses sustainability of training programs for hydrology staff in India beyond 2001. It summarizes opinions collected from a national training workshop. Participants felt training must continue to address staffing changes and new developments. They saw roles for agencies, training cells, and central training institutes. Suggested actions included prioritizing quality, promoting training importance, and ensuring central institutes collaborate to share resources and expertise. Continued training was viewed as important to address future hydrology issues and needs from climate change to increased water resource conflicts.
This document summarizes a study on the challenges of entrepreneurship e-education in Iran. It discusses how entrepreneurship education has grown in Iran in recent years and the University of Tehran's efforts to offer virtual entrepreneurship programs. Through interviews and surveys of faculty and students, the study identified key drivers and barriers to e-education. Major drivers included university reputation, flexibility, and growth of entrepreneurship education. Barriers included traditional teaching methods, lack of experienced faculty, and limited internet infrastructure. The study concludes with suggestions to improve e-education, such as better interaction between faculty and stakeholders and designing new teaching methods for virtual learning.
Preparing for ABET EAC Evaluation Visit r032916Susan Schall
This document provides information about preparing for an ABET accreditation evaluation visit. It discusses what ABET is and its purpose in accrediting engineering programs. It outlines the accreditation timeline and responsibilities of the program evaluator and team chair before, during, and after the visit. These include reviewing the self-study report and conducting interviews and facility tours to evaluate how the program meets ABET's criteria. The typical visit agenda involves initial team meetings and meetings with campus administrators over a 2-day period.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she engaged in various assignments exploring research in distance education, critically evaluated examples of distance education implementations, and constructed an online course using CMS tools. Key assignments included discussion boards analyzing learning theories and effective environments, a presentation on quality assurance standards, and an annotated bibliography on learning strategies for distance education.
The document summarizes a parent meeting for 9th and 10th grade students about preparing for college. It outlines seven topics: 1) an introduction to the college transfer office and defining a good college experience; 2) the structure of college advising; 3) a mock college admissions activity; 4) establishing a timeline and current actions students can take; 5) standardized testing requirements; 6) financial considerations and understanding college costs; and 7) a question and answer period.
The document contains the minutes of the first committee meeting of the Linara ICT Technology Club held on 3 August 2000. Key discussions included the chairwoman's address, apologies for absences, positive membership growth, successful past activities, stable club finances, and a proposal for a trip to the main ICT office and involvement in an upcoming campus carnival. A second committee meeting is scheduled for 4 July 2010 to discuss these matters further.
HospitalityLawyer.com | 2013 Hospitality Law Conference Brochure | Hospitalit...HospitalityLawyer.com
For 11 years, the Hospitality Law Conference has converged the country's hospitality thought leaders, breaking down silos, creating cross-functional dialogues for more effective execution and career enhancement. Lawyers have learned about the financial aspects of deals and the financial experts get a better understanding of the legal and compliance aspects. We also break down the barriers between legal, risk, loss prevention and HR for the operation. Together we do more deals, and we make hotels and restaurants safer and more secure for customers and employees. The Conference provides intensive education (CLE,CPE, HRCI and EI credit) and exceptional networking among legal, development, risk, finance, HR and operations.
The Pre-Conference Workshops, including the Owner-Management Summit, includes intensive education in the following verticals:
- Owner-Management Summit
- New Hotel Development
- Management Agreements
- Hotel Investments Boot Camp
- Hotel and Restaurant Corporate Counsel Only
- The Convergence of Risk Management, Legal Compliance and Loss Prevention
The Hospitality Law Conference begins on February 12th with general sessions as well as break-out sessions in three different topic areas in the following verticals:
- Food & Beverage
- Human Resources & Labor Relations
- Lodging
For more information, visit http://www.hospitalitylawyer.com or follow the #HLC13 conversation on Twitter at http://twitter.com/Hospitality_Law.
Parliamentary Procedure Script National Convention 2011Adrienne Homer
The document summarizes a meeting where members discussed sending delegates to a national convention. A main motion was made to provide funding for one delegate, and it was amended to pay travel and lodging up to $500 per delegate. Another motion was made to refer the issue to a committee, but it was defeated. Finally, the motion was amended again to send three delegates instead of one, and the amended motion was passed.
Leading effective meetings facilitator guideLaura Staley
A facilitator guide for a class on leading effective meetings. It goes with this presentation - http://www.slideshare.net/LauraStaley1/leading-effective-meetings-slides.
The document provides an agenda and script for United Way of Greater Knoxville's 2014 Annual Recognition Luncheon. It summarizes the organization's accomplishments in 2013, recognizes volunteers, and looks ahead. Key points include exceeding their 2013 fundraising goal of $12 million, thanking campaign chair Bob Kesling and other volunteers, recognizing long-time employee Cheryl Hair, and a speech from guest Cynthia Gibson on the organization's community partnerships and competitive grant-making process.
The document provides guidance on writing agendas and meeting minutes. It discusses what an agenda is and how it should be formatted, including listing attendees, time, place, and topics for discussion. It recommends distributing the agenda in advance of the meeting. It also discusses what information should be included in meeting minutes, such as decisions made and actions items assigned. The document outlines the typical structure for minutes, including headings, attendees, discussions, and decisions. It emphasizes the importance of accurately documenting meetings for record-keeping purposes.
The English Language Department meeting discussed two main issues: 1) the decline in English SPM trial results and 2) improving facilities in the English laboratory. For the SPM results, the department voted to hold a motivation camping program after a mentor-mentee initiative. For the laboratory, they agreed to get a new TV, survey LCD TV prices, and add an Astro package to enhance English learning.
The board meeting of the [NAME OF ASSOCIATION] was called to order at 7:00 p.m. on [DATE]. Minutes from the previous meeting were approved, and treasurer, management, and attorney reports were presented. The board voted against resurfacing the pool for $26,000 but voted to amend association rules to restrict leasing and accept a landscaping contract. The meeting adjourned at 8:30 p.m.
The document provides information about accreditation and outcome-based education. It discusses the National Board of Accreditation (NBA) which accredits engineering programs in India. The goals of NBA are to develop a quality-conscious technical education system focused on excellence, market relevance, and stakeholder participation. Outcome-based accreditation assesses student performance outcomes, whereas traditional education is more content-driven. Key aspects of outcome-based education include defining learning outcomes, aligning assessments, and using feedback to improve continuously. The accreditation process involves self-assessment based on criteria such as mission, curriculum, faculty, facilities, and continuous improvement.
1.4 a state the process for defining the vision and mission of the department...Sekar Subramani
The document outlines the process for defining the vision and mission of a department and its program educational objectives (PEOs). It states that a committee is formed including faculty, alumni, employers, parents, and advisory boards to provide feedback. Draft vision and mission statements are prepared after considering trends, needs, and feedback. The statements are then finalized by the entire faculty.
This document discusses the Learner-Centered Curriculum (LCC) model, which provides a structured framework for technology planning and curriculum design centered around the learner. The LCC model has 7 interrelated components: 1) learner populations served, 2) learner objectives, 3) available learning models, 4) appropriate learning theories and methods, 5) overall curriculum architecture, 6) specific curriculum configurations, and 7) required learner services. An illustrative example is provided of how an institution might use the LCC model to structure discussions around planning an online degree completion program.
Case study: MOOCs for professional development in global eye healthSally Parsley
1. The document discusses using MOOCs for professional development in global eye health. It describes a case study of the Open Education for Eye Health Programme which aims to increase participation in public health eye care training through open access online courses (MOOCs) for eye health teams in low and middle income countries.
2. It outlines five steps to developing quality MOOCs: analyse needs, design the course, implement, realise the course, and evaluate. It emphasizes engaging learners and stakeholders, defining and evaluating different types of success, using a team approach, and focusing on pedagogy in the design.
3. The presentation provides examples of how they have applied these principles, including collaborating with over 100 contributors
The document discusses sustainability of training programs for hydrology staff in India beyond 2001. It summarizes opinions collected from a national training workshop. Participants felt training must continue to address staffing changes and new developments. They saw roles for agencies, training cells, and central training institutes. Suggested actions included prioritizing quality, promoting training importance, and ensuring central institutes collaborate to share resources and expertise. Continued training was viewed as important to address future hydrology issues and needs from climate change to increased water resource conflicts.
This document summarizes a study on the challenges of entrepreneurship e-education in Iran. It discusses how entrepreneurship education has grown in Iran in recent years and the University of Tehran's efforts to offer virtual entrepreneurship programs. Through interviews and surveys of faculty and students, the study identified key drivers and barriers to e-education. Major drivers included university reputation, flexibility, and growth of entrepreneurship education. Barriers included traditional teaching methods, lack of experienced faculty, and limited internet infrastructure. The study concludes with suggestions to improve e-education, such as better interaction between faculty and stakeholders and designing new teaching methods for virtual learning.
Preparing for ABET EAC Evaluation Visit r032916Susan Schall
This document provides information about preparing for an ABET accreditation evaluation visit. It discusses what ABET is and its purpose in accrediting engineering programs. It outlines the accreditation timeline and responsibilities of the program evaluator and team chair before, during, and after the visit. These include reviewing the self-study report and conducting interviews and facility tours to evaluate how the program meets ABET's criteria. The typical visit agenda involves initial team meetings and meetings with campus administrators over a 2-day period.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she engaged in various assignments exploring research in distance education, critically evaluated examples of distance education implementations, and constructed an online course using CMS tools. Key assignments included discussion boards analyzing learning theories and effective environments, a presentation on quality assurance standards, and an annotated bibliography on learning strategies for distance education.
The document summarizes a parent meeting for 9th and 10th grade students about preparing for college. It outlines seven topics: 1) an introduction to the college transfer office and defining a good college experience; 2) the structure of college advising; 3) a mock college admissions activity; 4) establishing a timeline and current actions students can take; 5) standardized testing requirements; 6) financial considerations and understanding college costs; and 7) a question and answer period.
The document contains the minutes of the first committee meeting of the Linara ICT Technology Club held on 3 August 2000. Key discussions included the chairwoman's address, apologies for absences, positive membership growth, successful past activities, stable club finances, and a proposal for a trip to the main ICT office and involvement in an upcoming campus carnival. A second committee meeting is scheduled for 4 July 2010 to discuss these matters further.
HospitalityLawyer.com | 2013 Hospitality Law Conference Brochure | Hospitalit...HospitalityLawyer.com
For 11 years, the Hospitality Law Conference has converged the country's hospitality thought leaders, breaking down silos, creating cross-functional dialogues for more effective execution and career enhancement. Lawyers have learned about the financial aspects of deals and the financial experts get a better understanding of the legal and compliance aspects. We also break down the barriers between legal, risk, loss prevention and HR for the operation. Together we do more deals, and we make hotels and restaurants safer and more secure for customers and employees. The Conference provides intensive education (CLE,CPE, HRCI and EI credit) and exceptional networking among legal, development, risk, finance, HR and operations.
The Pre-Conference Workshops, including the Owner-Management Summit, includes intensive education in the following verticals:
- Owner-Management Summit
- New Hotel Development
- Management Agreements
- Hotel Investments Boot Camp
- Hotel and Restaurant Corporate Counsel Only
- The Convergence of Risk Management, Legal Compliance and Loss Prevention
The Hospitality Law Conference begins on February 12th with general sessions as well as break-out sessions in three different topic areas in the following verticals:
- Food & Beverage
- Human Resources & Labor Relations
- Lodging
For more information, visit http://www.hospitalitylawyer.com or follow the #HLC13 conversation on Twitter at http://twitter.com/Hospitality_Law.
Parliamentary Procedure Script National Convention 2011Adrienne Homer
The document summarizes a meeting where members discussed sending delegates to a national convention. A main motion was made to provide funding for one delegate, and it was amended to pay travel and lodging up to $500 per delegate. Another motion was made to refer the issue to a committee, but it was defeated. Finally, the motion was amended again to send three delegates instead of one, and the amended motion was passed.
Leading effective meetings facilitator guideLaura Staley
A facilitator guide for a class on leading effective meetings. It goes with this presentation - http://www.slideshare.net/LauraStaley1/leading-effective-meetings-slides.
The document provides an agenda and script for United Way of Greater Knoxville's 2014 Annual Recognition Luncheon. It summarizes the organization's accomplishments in 2013, recognizes volunteers, and looks ahead. Key points include exceeding their 2013 fundraising goal of $12 million, thanking campaign chair Bob Kesling and other volunteers, recognizing long-time employee Cheryl Hair, and a speech from guest Cynthia Gibson on the organization's community partnerships and competitive grant-making process.
The document provides guidance on writing agendas and meeting minutes. It discusses what an agenda is and how it should be formatted, including listing attendees, time, place, and topics for discussion. It recommends distributing the agenda in advance of the meeting. It also discusses what information should be included in meeting minutes, such as decisions made and actions items assigned. The document outlines the typical structure for minutes, including headings, attendees, discussions, and decisions. It emphasizes the importance of accurately documenting meetings for record-keeping purposes.
The English Language Department meeting discussed two main issues: 1) the decline in English SPM trial results and 2) improving facilities in the English laboratory. For the SPM results, the department voted to hold a motivation camping program after a mentor-mentee initiative. For the laboratory, they agreed to get a new TV, survey LCD TV prices, and add an Astro package to enhance English learning.
The board meeting of the [NAME OF ASSOCIATION] was called to order at 7:00 p.m. on [DATE]. Minutes from the previous meeting were approved, and treasurer, management, and attorney reports were presented. The board voted against resurfacing the pool for $26,000 but voted to amend association rules to restrict leasing and accept a landscaping contract. The meeting adjourned at 8:30 p.m.
The document discusses the need to update K-12 curriculum for 21st century learners. It advocates designing curriculum around essential questions, big ideas, and skills that prepare students for an uncertain future. Curriculum mapping is presented as a way to align curriculum within and across grade levels, integrate new technologies and resources, and make curriculum more globally connected and socially networked.
The document summarizes an IT department strategic planning meeting. It discusses the institution's priorities of increasing enrollment, creating an attractive environment, and integrating services. It outlines the department's roadmap to develop a vision and mission, build a team, and become more responsive, accountable, and consultative. The nature of planning, benchmarking, and financial resources are also covered. Plans should align with the institution's mission and goals and affect budgeting.
Academic Recruitment Best Practices -Project Report-Final 7.8.15Brian Groeschel, MA
The document provides a summary of a project conducted by GLW Consultants for the UC Davis Academic Affairs department to develop best practices for academic recruitment. It includes:
1. An introduction describing the objectives of identifying common practices and inconsistencies across UC Davis schools to develop recruitment best practices.
2. A description of the challenges faced, including limiting participation in focus groups and the decentralized structure of academic recruiting at UC Davis.
3. The outcomes of best practices charts, tip sheets for the UC Recruit system, and a draft online toolkit.
4. Recommendations to conduct additional focus groups to develop a more comprehensive best practices list, and to organize resources into an online toolkit to increase accessibility.
Using a standards alignment model as a framework for doctoral candidate asses...CPEDInitiative
This document outlines the process an institution took to redesign its doctoral program in alignment with CPED principles. It began with conducting a needs assessment and developing a theory of action linking program components to intended outcomes. Key aspects of the redesign included establishing program standards, designing authentic assessments like a scholarly practitioner portfolio and dissertation in practice, and using these assessments for continuous program improvement. The goal was to create a coherent program design that prepared students as scholarly practitioners who could apply research to solve problems of practice.
Doctor of Education in Educational LeadershipThe Doctor of EDustiBuckner14
The Doctor of Education in Educational Leadership program at Temple University prepares students to become effective administrators and visionary leaders through coursework that combines theoretical foundations with an applied focus. Students learn skills in leading organizations, managing change, and applying research to solve real-world problems. The executive cohort-based program consists of fixed courses offered one weekend per month over three years. Graduates are prepared to conduct research and lead schools, districts, and other organizations by developing professional wisdom to manage complex change.
Graduate attributes Michael Rowe - t&l induction workshopAndre Daniels
The document discusses graduate attributes which are the qualities, skills, and understandings that universities aim for students to develop during their time at the institution, including qualities that prepare graduates for social good. It provides definitions and goals of graduate attributes from various sources, including developing skills like critical thinking, problem solving, and lifelong learning. The document also discusses factors that impact student success and the benefits of embedding graduate attributes into university curricula and culture.
How can students share their growth and mastery of Global Competence? Two key elements of student work from the Global School Design Model serve as vehicles to capture students’ integration of college readiness and global competence skills - the senior capstone project and the senior portfolio. The focus of this session is to share examples of these culminating student products and how they can evidence the core of student experiences outlined in the Matrix and the Global Leadership Performance Outcomes. Explore the essential components of capstones and portfolios and investigate samples from a variety of ISSN campuses showing how they have chosen to design these important experiences for students. Participants will leave the session with sample resources and a set of key questions to guide the efforts for implementing capstones and portfolios on their campus.
The document discusses Ivy Tech Community College's efforts to develop an academic advising program to support its Achieving the Dream initiative. It recommends a modified shared advising model using a proactive approach. Key elements would include establishing regular communication channels between advising coordinators, developing advising resources and training for advisors, and creating an organizational structure and culture to support advising across the institution. The goal is to enhance student retention, learning, and career outcomes through improved academic advising.
Change Agent Network - Viewpoints cards - Capabilities development and accred...balham
The document discusses good practices for developing student capabilities for innovation and change projects. It recommends that institutions:
1) Define core student capabilities and attributes and development frameworks aligned with learning outcomes, curriculum design, and external accreditation.
2) Develop courses and training resources for students and staff that map to the development framework, use open educational resources and technology-enhanced approaches, and involve collaboration.
3) Implement student personal and professional development planning using reflective practice, e-portfolios, and collaboration between students, mentors, and tutors.
The document discusses effective use of rubrics for international students. It notes that the College of Management and Technology has simplified language on rubrics and broken them into manageable chunks for courses with many international students. Well-composed rubrics provide clear grading expectations and reduce time students spend searching for information. From an instructor's perspective, well-crafted rubrics make grading and feedback less burdensome, especially for classes with international students. Overall, rubrics aid communication between instructors and students and help international students understand expectations for assignments in American universities.
Issotl2010 conference presentation.scoping internationalisation in learning, ...Rajesh Dhimar
This document summarizes a review of internationalization practices at Sheffield Hallam University, specifically regarding learning, teaching, and assessment. It finds that while staff are generally aware of internationalization, it is not necessarily a core part of curriculums. The review also finds a lack of staff development and resources to support international activities. It recommends celebrating good practices, providing staff support, and undertaking further research involving international stakeholders to better integrate international perspectives in teaching and learning.
A Methodology To Analyze Self-Reflection In E-PortfoliosRick Vogel
This document presents a methodology for analyzing self-reflection in e-portfolios created by students in the Grand Challenge Scholars Program at the University of Maryland, Baltimore County. The methodology applies two existing frameworks - Robert Grossman's levels of reflection and AAC&U's Integrative Learning rubric - to assess self-reflection. An initial analysis of e-portfolios from the first two cohorts found students did not reach high levels of reflection with a generic prompt. The analysis is ongoing and expects to see deeper reflection in newer portfolios with changes to expectations and prompts. The goal is to evaluate the program and identify interventions to enhance students' learning experiences.
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Mock advisory board meeting agenda global competence badge proposal
1. Mock Simulation: Advisory Board, Division of International Studies
Facilitated by Michelle Mazzeo
Agenda:
1. Understand Roles (2 minutes)
2. Review Context (5 minutes)
3. Consider a proposal for the Student Global Engagement Division within the new
structure of the Division of International Studies (8 minutes)
1. In this meeting, you will represent:
Caitilyn Allen (Professor, College of Agriculture and Life Sciences)
Marianne Bird Bear (Assistant Dean, Division of International Studies)
Michael Corradini (Professor, Engineering)
Elizabeth Covington (Executive Director, Center for European Studies; Letters and Science)
Suzanne Dove (Special Assistant to the Dean, School of Business)
Margaret Hawkins (Professor, School of Education Curriculum and Instruction)
Yoshiko Herrera (Associate Professor, Letters and Science)
David McDonald (Professor, Letters and Science and Chairperson)
Kristopher Olds (Professor, Letters and Science Department of Geography)
Jonathan Patz (Professor, School of Medicine and Public Health)
Mark Sidel (Professor, Law School)
*Laurie Cox (Assistant Dean and Director, International Student Services)
*All but Laurie Cox, who was added for the International Student Perspective, are
actual members of the Advisory Board
2. Review.
Advisory Board Mission: To guide the formation of a clear, efficient and effective
approach to addressing internationalization at the University of Wisconsin- Madison
via the restructuring of the Division of International Studies
This handout includes information from two documents, the Global Competence
Task Force Report to the Division of International Studies (2008) and the Advisory
Board Recommendations Report to the Division of International Studies (2013).
After defining and recommending how the UW Madison can best “Develop Globally
Competent Graduates” in 2008, the conversations have been focused on a bigger
picture discussion on restructuring of the Division of International Studies.
Today, the group meets again to discuss how some of the 2008 suggestions can
be re-integrated into the plans to restructure the DIS.
The development of a Global Competence Badge System will help the Advisory
Board members envision a clear path for getting the ball rolling immediately after
formalizing and implementing the restructure.
2. A. Summary of Efforts to Develop Globally Competent Graduates
Before the proposed reorganization, programs and opportunities for developing
Global Competence were bountiful*, but decentralized and “buried.”
“Inventory of UW Madison’s undergraduate “international”
opportunities” Pg. 13-24 (GCTF, 2008)
As a response, the reorganization of the Division into four administrative/functional sub-units
or “pillars”, under the supervision of associate and assistant deans as described on
page 16 (DIS, 2013)
Research: Led by an Associate Dean (faculty) this pillar would house research
and graduate training, incorporating oversight of existing centers, programs and
initiatives currently included in the International Institute (which would cease
to exist in its current form), in addition to the coordination of programs and
initiatives across campus that are not currently part of the International
Institute.
Global Student Engagement: Also headed by an Associate Dean (faculty),
this pillar would oversee undergraduate exchanges, study programs, degree
programs, and vocational activities involving international or global study.
Finance and Operations: As its title states, this pillar would manage
administration, budget, human resources, IT, and support activities, under the
supervision of an Assistant Dean (staff).
External Communications, Advancement and Outreach, under an
Assistant/Associate Dean responsible for coordinating and integrating all
Division activities in these areas.
B. Global Student Engagement Division as a part of the new DIS restructuring pg. 15-
17 (DIS, 2013)
On such a large campus, a comprehensive approach aims to bring clarity to the
many paths to achieving global competence on both the individual and institutional
level. We now have an end goal that to work backwards from: producing globally
competent graduates. We agree that creating clear pathways for gaining global
competence is necessary.
As my presentation will cover, research shows that not all ‘international’
experiences are created equal and that intervention from faculty and staff is
essential. So, as we consider how to create clear pathways, we must also consider
how to ensure quality through our programs’ design and faculty’s expertise.
3. C. As we restructure for clarity, let us not lose sight of an opportunity to ensure quality so
that we might more effectively achieve our goal to produce globally competent graduates.
3. Proposal
A. As you consider this proposal for piloting a campus-wide “Global Competence
Badge,” please note the following matrix proposed by the Global Competence Task
Force (2008) to align the UW Madison’s Essential Learning Outcomes for
undergraduates with the general employer-endorsed indicators of global
competence [Kuh, 2008].
4.
5.
6. B. Presentation Guide
The Global Competence Badge: A Proposal to the Advisory Board of the Division of
International Studies (8 minutes)
1. Understand supporting research (3 minutes)
*Literature Review: The Importance of Pedagogy and Program Design in Building
Globally Competent Graduates
2. Review examples (2 minutes)
3. Visualize outcomes (1 minute)
4. Making it relevant (2 minutes)
7. The GLOBAL COMPETENCE badge system will hold each of the many components
[programs] of the DIS restructure accountable to its mission [policy] by offering a
clear method for tracking outcomes [student development].
Presentation Goal 1: Clearly present the learning sciences research that shows the
importance of educators’ roles and therefore, a need for more “facilitation” [ELT] in
providing and tracking student development of global competence. Employers, after
all, never ask for your transcript- an archaic piece of paper that lists all your college
classes and grades. They ask for your cv or resume with hopes of learning whether
your experiences have prepared you enough to transfer and succeed in their
environment.
Presentation Goal 2: Profile the UCSD + Asia Society badge systems
Badges are indicators of skills and knowledge gained outside of the classroom and
jumpstart a commitment to lifelong learning- one of the missions that DIS adopted
from the ELOs
Presentation Goal 3: Propose a UW Global Competence Badge to go on transcript.
Show what this would look like [sample] and what skills it would reflect. The badge
would go on the transcript in the “certificates section” with designation of mastered
skills relating to global competence. Perhaps more importantly, the students would
be invited to put the badge on their linkedin profile next to their degree. This would
allow employers to read more about the skills they developed and to what extent.
One of the biggest reasons the DIS should consider this idea is that beyond
incentivizing students, staff and departments to put more attention and energy forth
on quality, ELT, global competence pathways, it ALSO gives them an easy in for
tracking their students after graduation, to see how the global comp badge may have
“transferred” into their careers. Not to mention, it will get everyone on linkedin, a
proven tool for facilitating global networking and employment!
Presentation Goal 4: How does a badge system fit into the context of the DIS
restructure? “The Board [you all!] feels that part of a UW ‘branding’ would be the
visible, interdisciplinary, fully integrated nature of global studies at UW…reflective
of our goals to ensure that students become world citizens.” The Badge System is a
clear deliverable and it gives “the visible, interdisciplinary, fully integrated nature of
global studies” a tangible form measurement
How will badges be awarded?
The UW Madison Division of Studies asserts, “By graduation, UW–
Madison students should be able to:
• Communicate effectively across linguistic and cultural boundaries
• See and understand the world from a perspective other than one’s own
• Understand and appreciate the diversity of societies and cultures
It will ultimately be left up to each unit (department) to decide how they will
interpret the proposed essential learning outcomes as aligned with global
competencies looks like [Exibit D] to their department’s goals. To ensure that all is
8. equal in rigor and quality, the Student Global Engagement Subdivison of the Division
of International Studies will “approve” and “accredit” each unit/department’s
assessment strategy. The Student Global Engagement Subdivision will be
responsible for providing suggestions and recommendations for designing and
assessing each program. A list of possible assessment tools are listed in your packet
to get an idea. http://www.sit.edu/SITOccasionalPapers/feil_appendix_f.pdf
The GSE will “accredit” all existing programs that already meet these standards and
grant permission to respective units to award a badge in “global competence.”
Students can earn badges from other accredited programs not within their
department.
The Research division will implement an ELT training for all programs, faculty, units
that still need to be approved for offering a “global competence” badge , and they will
pull from the already-accredited programs as examples- both as a reward to those
who are already moving the UW in the right direction, and also to maintain
consistency in approach and caliber as much as possible. Though we are well
equipped to design a course in house, there are online courses being offered for
professional development in the field: http://globalcompetency.org/
By the end of a 2 year accrediting and training process, the UW aims to offer
multiple pathways for students (regardless of major, college etc.) to earn the “global
competence” badge before graduating. Each of the units/programs under the new
DIS that serve students will be responsible for approving the GC badge for each
graduate. Graduates will get a badge on their transcript, a chord at graduation. The
first three years it will NOT be mandatory, so we can gather data on the number of
students who earn the badge and those who do not. Ideally, students could earn a
global competence badge as part of the movement toward creating “portfolios”
“capstones” “thesis” or other campus efforts to help student articulate their
experience/skill outside the classroom. Departments would be held accountable for
creating pathways for their students to gain these skills while still graduating on
time.
Note: The ethnic studies requirement could be changed out for approved global
competence experiences to enable students to earn the badge.
Universities can simply get out of the way of this movement, or they can guide
an increasing number of students toward self-direction by certifying and
assessing prior learning and multiple paths toward mastery