The document summarizes a presentation by Lindsay McGloon and Katy Lee Kemp on non-traditional education and the importance of co-curricular activities. It discusses trends in non-traditional student enrollment, defining characteristics of non-traditional students, challenges they face like time management and balancing work/family responsibilities, and literature on adult learning theories and involvement. It presents a case study on services for adult students at Keuka College and findings from a student satisfaction survey. Suggestions are made for student advocate associations, adapting programs to meet developmental needs, and examples of helpful program types.
The first in a two-part webinar series presented by US Healthiest and its HealthLead initiative, this webinar will focus on student peer-to-peer "Wellness Champions" within institutions of higher learning. Featuring Ohio State University's student well-being program and its student wellness champions as a case study.
Learning Objectives
As a participant, you will learn how to:
Recruit and train student wellness champions
Leverage your network to promote your wellness initiatives
Engage your student population in wellness initiatives
Interested in Student Health?
Join us as we present initial findings that uncover how mobile technology can support student engagement and health.
What you'll learn:
Learn how expert researchers from Duke University Medical Center, in partnership with Ready Education, created a series of resources to proactively provide students with behavioral health information
Learn new strategies to improve mental health and well-being for first year students
Learn how to increase your students' awareness of mental health issues and other high-risk behaviours
Learn best practices on effective implementation and alignment of stakeholders around mental health interventions
Developing Holistic Approaches: Exploring Sexual Violence at the Intersection...healthycampuses
This Deep Dive Session was held at the 2016 Healthy Minds | Healthy Campuses Summit. Participants considered the intersections of two pressing issues on post-secondary campuses: sexual violence and mental health. Working from the Framework for Post-Secondary Student Mental Health, participants engaged in a broader discussion around these issues, as well as discussions regarding education, skill building, services and support. This session offered opportunities to learn from existing work that has been done in these areas and to think through new possibilities for campus awareness campaigns, the integration of mental health frameworks into policies and procedures, and broader shifts in campus culture.
The first in a two-part webinar series presented by US Healthiest and its HealthLead initiative, this webinar will focus on student peer-to-peer "Wellness Champions" within institutions of higher learning. Featuring Ohio State University's student well-being program and its student wellness champions as a case study.
Learning Objectives
As a participant, you will learn how to:
Recruit and train student wellness champions
Leverage your network to promote your wellness initiatives
Engage your student population in wellness initiatives
Interested in Student Health?
Join us as we present initial findings that uncover how mobile technology can support student engagement and health.
What you'll learn:
Learn how expert researchers from Duke University Medical Center, in partnership with Ready Education, created a series of resources to proactively provide students with behavioral health information
Learn new strategies to improve mental health and well-being for first year students
Learn how to increase your students' awareness of mental health issues and other high-risk behaviours
Learn best practices on effective implementation and alignment of stakeholders around mental health interventions
Developing Holistic Approaches: Exploring Sexual Violence at the Intersection...healthycampuses
This Deep Dive Session was held at the 2016 Healthy Minds | Healthy Campuses Summit. Participants considered the intersections of two pressing issues on post-secondary campuses: sexual violence and mental health. Working from the Framework for Post-Secondary Student Mental Health, participants engaged in a broader discussion around these issues, as well as discussions regarding education, skill building, services and support. This session offered opportunities to learn from existing work that has been done in these areas and to think through new possibilities for campus awareness campaigns, the integration of mental health frameworks into policies and procedures, and broader shifts in campus culture.
LEADERSHIP DEVELOPMENT: HOW A STUDENT ORGANIZATION DEVELOPS LEADERSHIP SKILLS...Iowa Campus Compact
This session will present the findings from a study conducted to determine how the
decisions and actions of students based on the depth and breadth of participation in
a student association impacts their perception of their own learning and leadership
development in the area of nonprofit management.
Dr. Julianne Gassman, Assistant Professor and Executive Director of the Nonprofit
Leadership Alliance, and Angela Widner, Instructor and Assistant Director of the
Nonprofit Leadership Alliance, both at the University of Northern Iowa
Parental, Provider, and Federal Policy Perspectives on Increasing Access to Early Childhood Care for Children in Homeless Situations. Credit:
- Chuck Kieffer, The Cloudburst Group
- Carie Bires, Ounce of Prevention Fund
- Marsha Basloe, Administration for Children and Families
Parental Involvement for Sixth Grade Centersguest2b32b2e
Dr. W.A. Kritsonis and Shuana Williams-Thomas.
The purpose of this research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Second, to develop an effective parent involvement program at the sixth grade level.
Approaches To Solve the Problem of Truancy among Secondary School Students in...iosrjce
This study examines approaches to solve the problem of truancy among secondary school students in
Kuala Terengganu, Malaysia. The study investigated school-based interventions, role of teachers and role of
parent teachers’ association in solving truancy. Descriptive survey research design was used where selfadministered
questionnaires wereg iven to 100 teachers and 100 parents in five selected secondary schools
within Kuala Terengganu district. The schools include:Sekolah Menengah Kebangsaan Kompleks Gong Badak,
Sekolah Menengah Kebangsaan Ibrahim Fikri, Sekolah Menengah Agama Khairiah, Sekolah Menengah
Kebangsaan Mengabang Telipot, and Sekolah Menengah Kebangsaan Bukit Besar. The data obtained was
analyzed using the Statistical Package for Social Sciences (SPSS) version 19.0. Descriptive statistics was used
to determine the mean, frequency, percentages and standard deviation of the respondents. The findings of the
study indicated that school-based interventions have a positive impact in solving truancy. Role of teachers was
also found to have a significant impact in solving truancy. However, based on the result, role of parent
teachers’ association was significant in solving the problem of students’ truants’ behaviour. Finally,
recommendations were given to school administrators, teachers and parents
College Readiness & Career Exploration: The Value of Engaging High School Students in Experiential Learning Before Collge
Naviance Summer Institute 2015
Project Cal-Well is a five-year initiative led by the California Department of Education, in partnership with ABC Unified, Garden Grove Unified, and San Diego County Office of Education. Project Cal-Well’s mission is to increase awareness of and improve mental health and wellness of California’s K–12 students. This workshop will describe how schools can replicate Project Cal-Well’s three-tier approach to improve school climate, increase access to school-based mental health services, and build community partnerships. The University of California, San Francisco’s project evaluation will also be described, including how data can be used to track progress toward improving students’ mental health.
Txt 4 Success: Utilizing text messaging to shift students' college-going beha...Jessica Vodden
Across the world, outreach professionals are finding that text messaging can be an effective platform to address social issues by prompting changes to individuals' behavior and serving as an outlet to provide personalized counseling and support. This presentation focuses on the experiences of two organizations - the West Virginia Higher Education Policy Commission (HEPC) and uAspire - in utilizing text messaging to promote college access and support college retention and success. The projects featured are supported by the work of Signal Vine, LLC, a company specializing in personalized, two-way text messaging platforms tailored to the needs of education organizations. HEPC is a state agency which serves as the coordinating body for West Virginia's public four-year colleges and universities. uAspire is a non-profit organization focusing on college affordability. This work is informed by the research of Drs. Ben Castleman and Lindsay Page and funded in part by the Kresge Foundation. Co-authors/presenters: Dr. Sarah Beasley, Alexandra Chewning, and Brian Kathman.
This workshop will explore the barriers and opportunities within our schools and in our communities to building relationships and partnerships with our families. It is essential to engage family members in culturally responsive ways as partners in the healing process but the traditional methods of reaching families are not effective, especially for students and families experiencing trauma. Participants will hear personal stories, reflect on how our beliefs and practices impact families, and learn concrete strategies to engage and empower families.
This workshop will introduce Fathers and Families of San Joaquin’s Trauma Recovery Center and their partnership with Stockton Unified School District and AmeriCorps to implement a comprehensive Transformative Healing Initiative in seven South Stockton schools. Participants will learn how the program is creating healthier school climates and reductions in student discipline while promoting student leadership and empowerment. This session will include an overview of the initiative and practical organizing strategies that provide the foundation for the partnership.
UC Berkeley Sustainability Co-Curricular Education- Summary as of January 2015
Co-curricular education, a sub-category within the Sierra Cool Schools Report, seeks to recognize institutions that provide their students with sustainability learning experiences outside the formal curriculum. Engaging in sustainability issues through co-curricular activities allows students to deepen and apply their understandings of sustainability principles. Institution-sponsored co-curricular sustainability offerings, often coordinated by student affairs offices, help integrate sustainability into the campus culture and set a positive tone for the institution.
The following information has been synthesized from the annual UC Berkeley Campus Sustainability Report, the Student Environmental Resource Center records, and the UC Berkeley’s submissions to the Sierra Cool Schools Report.
LEADERSHIP DEVELOPMENT: HOW A STUDENT ORGANIZATION DEVELOPS LEADERSHIP SKILLS...Iowa Campus Compact
This session will present the findings from a study conducted to determine how the
decisions and actions of students based on the depth and breadth of participation in
a student association impacts their perception of their own learning and leadership
development in the area of nonprofit management.
Dr. Julianne Gassman, Assistant Professor and Executive Director of the Nonprofit
Leadership Alliance, and Angela Widner, Instructor and Assistant Director of the
Nonprofit Leadership Alliance, both at the University of Northern Iowa
Parental, Provider, and Federal Policy Perspectives on Increasing Access to Early Childhood Care for Children in Homeless Situations. Credit:
- Chuck Kieffer, The Cloudburst Group
- Carie Bires, Ounce of Prevention Fund
- Marsha Basloe, Administration for Children and Families
Parental Involvement for Sixth Grade Centersguest2b32b2e
Dr. W.A. Kritsonis and Shuana Williams-Thomas.
The purpose of this research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Second, to develop an effective parent involvement program at the sixth grade level.
Approaches To Solve the Problem of Truancy among Secondary School Students in...iosrjce
This study examines approaches to solve the problem of truancy among secondary school students in
Kuala Terengganu, Malaysia. The study investigated school-based interventions, role of teachers and role of
parent teachers’ association in solving truancy. Descriptive survey research design was used where selfadministered
questionnaires wereg iven to 100 teachers and 100 parents in five selected secondary schools
within Kuala Terengganu district. The schools include:Sekolah Menengah Kebangsaan Kompleks Gong Badak,
Sekolah Menengah Kebangsaan Ibrahim Fikri, Sekolah Menengah Agama Khairiah, Sekolah Menengah
Kebangsaan Mengabang Telipot, and Sekolah Menengah Kebangsaan Bukit Besar. The data obtained was
analyzed using the Statistical Package for Social Sciences (SPSS) version 19.0. Descriptive statistics was used
to determine the mean, frequency, percentages and standard deviation of the respondents. The findings of the
study indicated that school-based interventions have a positive impact in solving truancy. Role of teachers was
also found to have a significant impact in solving truancy. However, based on the result, role of parent
teachers’ association was significant in solving the problem of students’ truants’ behaviour. Finally,
recommendations were given to school administrators, teachers and parents
College Readiness & Career Exploration: The Value of Engaging High School Students in Experiential Learning Before Collge
Naviance Summer Institute 2015
Project Cal-Well is a five-year initiative led by the California Department of Education, in partnership with ABC Unified, Garden Grove Unified, and San Diego County Office of Education. Project Cal-Well’s mission is to increase awareness of and improve mental health and wellness of California’s K–12 students. This workshop will describe how schools can replicate Project Cal-Well’s three-tier approach to improve school climate, increase access to school-based mental health services, and build community partnerships. The University of California, San Francisco’s project evaluation will also be described, including how data can be used to track progress toward improving students’ mental health.
Txt 4 Success: Utilizing text messaging to shift students' college-going beha...Jessica Vodden
Across the world, outreach professionals are finding that text messaging can be an effective platform to address social issues by prompting changes to individuals' behavior and serving as an outlet to provide personalized counseling and support. This presentation focuses on the experiences of two organizations - the West Virginia Higher Education Policy Commission (HEPC) and uAspire - in utilizing text messaging to promote college access and support college retention and success. The projects featured are supported by the work of Signal Vine, LLC, a company specializing in personalized, two-way text messaging platforms tailored to the needs of education organizations. HEPC is a state agency which serves as the coordinating body for West Virginia's public four-year colleges and universities. uAspire is a non-profit organization focusing on college affordability. This work is informed by the research of Drs. Ben Castleman and Lindsay Page and funded in part by the Kresge Foundation. Co-authors/presenters: Dr. Sarah Beasley, Alexandra Chewning, and Brian Kathman.
This workshop will explore the barriers and opportunities within our schools and in our communities to building relationships and partnerships with our families. It is essential to engage family members in culturally responsive ways as partners in the healing process but the traditional methods of reaching families are not effective, especially for students and families experiencing trauma. Participants will hear personal stories, reflect on how our beliefs and practices impact families, and learn concrete strategies to engage and empower families.
This workshop will introduce Fathers and Families of San Joaquin’s Trauma Recovery Center and their partnership with Stockton Unified School District and AmeriCorps to implement a comprehensive Transformative Healing Initiative in seven South Stockton schools. Participants will learn how the program is creating healthier school climates and reductions in student discipline while promoting student leadership and empowerment. This session will include an overview of the initiative and practical organizing strategies that provide the foundation for the partnership.
UC Berkeley Sustainability Co-Curricular Education- Summary as of January 2015
Co-curricular education, a sub-category within the Sierra Cool Schools Report, seeks to recognize institutions that provide their students with sustainability learning experiences outside the formal curriculum. Engaging in sustainability issues through co-curricular activities allows students to deepen and apply their understandings of sustainability principles. Institution-sponsored co-curricular sustainability offerings, often coordinated by student affairs offices, help integrate sustainability into the campus culture and set a positive tone for the institution.
The following information has been synthesized from the annual UC Berkeley Campus Sustainability Report, the Student Environmental Resource Center records, and the UC Berkeley’s submissions to the Sierra Cool Schools Report.
Beyond the Co-Curricular Transcript: What about a personal outcomes record?Stan Dura
Discusses efforts to directly measure student competencies in co-curricular experiences in a manner that aggregates students' performance data over time resulting in a record of the skills they've demonstrate and how well they performed in those skills.
Presentation by Dr. Richard Sealana (University of San Francisco) at the California Council for Adult Education (CCAE) on May 2, 2015. Dr. Sealana discusses how traditional barriers to learning combined with contemporary factors create what he calls the "Convenience Factor."
This leadership ppt is based on a research project involving 200 specially selected high-potential leaders from 120 co's around the world. Reference- "What Got You Here Won't Get You There " by Marshall Goldsmith
How to Become a Thought Leader in Your NicheLeslie Samuel
Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
Symposium presentation by Dr Greer Bennett, Hunter Institute of Mental Health, for the Society of Mental Health Research Conference 2016.
For more information visit www.himh.org.au
The school purposes in curriculum developmentMica Navarro
it includes:
Curriculum and School Purposes
Meaning and Application
School Goals and Sources of Curriculum
Data on the Learner
Data on the Contemporary Society
The Fund of Knowledge
Levels of School Goals
Symposium on Parent Engagement - Session 3 "How Family Engagement Impacts Stu...Schoolwires, Inc.
One of the nation’s leading experts in educational leadership and partnership shares critical findings from her extensive research on family engagement and how it impacts student achievement. Gain a deeper understanding of how to implement a capacity-building framework to engage families more effectively, and explore the specific components required to create successful family engagement initiatives.
Speaker: Dr. Karen Mapp, Senior Lecturer on Education – Harvard Graduate School of Education
This presentation by Dr Mary Kimani discusses a qualitative study exploring success stories of refugee students from Sub-Saharan Africa. It considers African refugee students’ experiences in schools, what African refugee students bring to schools that can be incorporated positively into their learning and school experiences, and how best schools can serve African refugee students. Presented at The Centre of Excellence for Equity in Higher Education (CEEHE) inaugural one-day symposium on students from refugee backgrounds in higher education, at the University of Newcastle on 20 November 2015.
What's the difference between school counselors, school psychologists, and sc...James Wogan
School Counselors, School Psychologists, and School Social Workers have overlapping but distinct roles. This powerpoint describes how each role is similar and unique and outlines the ways each position can be used in traditional ways, as well as innovative approaches. Depending on the needs of the school community, under the framework of Mutli-Tiered System of Support MTSS, schools and school districts may realign Pupil Personnel Support Services Positions to meet the educational needs of students.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
Promising Practices in Transitions Programming:
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-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
2021 Training of Ohio Financial Aid AdministratorsLisa Dickson
This training for Ohio Association of Student Financial Aid Administrators was attended by financial aid administrators from all over the state, and facilitated by Tina Jacob of Ohio Reach, Lisa Dickson of ACTION Ohio, and Ohio Reach Peer Mentors Kyajah Rodriguez, Cloe Cooper, Amadea Jennings and Lamar Graham.
Dropout Prevention in California Schools through Civic EngagementMichelleHerczog
Learn how civically engaging students through service-learning is a proven methodology for reducing dropout rates, building resiliency, and motivating students to become successful learners and effective citizens.
Disrupted Futures 2023 | Wisconsin's career guidance projectEduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Career pathway programmes “Wisconsin’s Youth Voice in Career Readiness Research Project”. Presented by Karin Smith and Alexis Burgos.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
1. Monday, March 23
1:15p-2:05p
Lindsay McGloon
Katy Lee Kemp
Non-Traditional
Education:
The Importance of
Co-Curricular
Activities
#NonTradCoCurricular
2. Current Trends of Non-Traditional Students
• There are over 17.6 million undergraduates enrolled in
American higher education.
– 38% percent of those students are over the age of 25 and
1/4 are over the age of 30.
– The share of all students who are over age 25 is projected
to increase another 23% by 2019. (Hess, 2011).
• A growing population of students with different needs,
learning styles, and barriers that must be addressed by
institutions if these students are to experience a
successful transition and, oftentimes, return to college.
(Hobsons, 2013).
3. What is a Non-Traditional Student?
• In recent years, this term has expanded to include students who
have at least one of the following characteristics:
– Entry to college delayed by at least one year following high school,
– Having dependents,
– Being a single parent,
– Being employed full time,
– Being an armed forces veteran,
– Being financially independent,
– Attending part time, and,
– Not having a high school diploma (Ross-Gordon, 2011, p. 26).
• The most distinguishing trait of many non-traditional students is
juggling other life roles while attending school. These roles may
include employee, spouse, caregiver, parent, community member,
or any combination of the above.
4. Issues Non-Traditional Students Face
• “The biggest hurdle that I have faced so far is how to have proper time
management” -Edwina, Junior, Mother of 4
• “My biggest challenge is when I have a full work week plus overtime and I
still have a paper to write. The life responsibilities that come with being a
non-traditional student are sometimes overwhelming and you don’t know
where and when you are going to fit your school work in.” -Julie, Senior,
full-time employee
• “Adult students have to attend classes and achieve the same rigorous
outcomes as "traditional" students who have fewer obligations. It's a
balancing act that requires significant dedication to be
successful. Soliciting support from family, friends, and leaving the laundry
and dishes undone is essential to get through some classes. You have to
make trade-offs and sometimes that means reading at 1 AM or doing
homework in the car while waiting for your daughter's play practice to
end.” -Anne, Graduate student, Administrator
7. Literature Review
Adults learn differently
from children and
therefore should be
taught differently from
children. Process
rather than content.
• Erikson-
Psychosocial
Development
through crises
• Levinson- Age/Stage
Development
• Mazlow- Hierarchy
of Needs
8. Literature Review
• Astin’s Student Involvement Development
Theory (1984):
– The more a student is involved, the greater that
students learning and personal development will be.
– “Students who do not become involved in co-
curricular activities will not receive the benefits of an
enhanced and involved learning experience, which has
been shown to have an impact on retention” (Furr &
Elling, 2000).
9. Case Study: Keuka College’s Accelerated
Studies for Adults Program (ASAP)
• Keuka College Enrollment:
– 931 Traditional, Residential
– 980+ Accelerated Studies for Adults Program
• ASAP Overview:
– Distance Learning (22 locations)
– Accelerated Format, Hybrid/1-night per week, evenings
– 100% Transfer students
• Keuka College Student Service Satisfaction Survey
– Distributed to all active ASAP students. 20% response rate
10. Case Study Findings
• 55% do not feel acknowledged by Keuka College and another 59% do not feel connected to
the College
• Majority reported being satisfied, but nearly 60% of students reported wishing there were
more special services or programs dedicated to ASAP students
• Over 45% feel that offering more services and programs outside of the classroom would
enrich their experience
• Over 76% expressed desire for professional development workshops
• 61% expressed interest in participating in peer-run tutoring services -50/50
• 85% of participants reported that if Keuka College held special events for its ASAP students,
they would attend.
– 47% willing to attend either at their distance campus location or the home campus
– 52% would attend only if events were held at their distance campus
12. Student Advocate Association
• The University of North Texas Health Science Center’s Texas College of
Osteopathic Medicine has a registered student organization for spouses,
family members, and significant others of students.
– Purpose - support students and students’ families throughout medical school
– Provides- community, events, services, support
– Advantages- networking, support, knowledge
• A spouse’s perspective:
– “SAA has helped me better understand what to expect. When my wife was a
1st and 2nd year student, the 3rd and 4th year students explained a lot of the
examination process, the PE exam, the match process, etc. More than
anything, they helped me understand the stress, pressure, and hectic schedule
she'll be experiencing throughout school.” - Stephen C., Spouse of 4th Year
Medical Student
13. Student Testimonials about SAA
• Impact of spouse involvement on student academic engagement:
– “He had other spouses to commiserate with and it gave him a better understanding of the
demands as a medical student and a spouse to a medical student. It allowed me to study at
home and/or spend time at the library/school without hearing much complaint from my
husband. He understood how limited my free time was and tried his best to plan his schedule
accordingly so we could spend the free time I had together. He also has been much more
supportive because of the SAA support and resources.” - Megan S. 4th Year Medical Student
• Benefit of support network for your spouse:
– “They had their own “club” that I think really helped keep their spirits up throughout it all”-
Megan S.
• Impact of SAA support network on student:
– “SAA also came through in big ways when Micah was diagnosed with cancer. His diagnosis
came in the midst of board studying, and many SAA members brought over dinners, walked
our dogs and cleaned our house. We would not have made it through this very stressful time
without the support and encouragement of friends we have made through SAA.” - Emily C.,
4th Year Medical Student
14. Suggestions/Recommendations
• Adapting programs and services to accommodate people in various stages, you
would increase the involvement of students.
• Non-traditional students do not always want to be entertained, but really want
programs geared toward their developmental needs.
• Make good use of campus resources that already exist.
• Keep programs short and concise as many students have little free time.
• It is also most beneficial to keep the programs to little or no cost of the student.
• Convenience is important to non-traditional students so offering programs and
services at times that work for their schedule is likely to get the highest turnout.
• Programs and activities that could be beneficial to the non-traditional student fall
into categories such as career-related, self-improvement, social, family, and
volunteering.