The document summarizes key information from a presentation about the Innovation through Institutional Integration (I-Cubed) program at the University of Florida. I-Cubed began in 2009 with a $1 million NSF grant. Its mission is to transform graduate education through interdisciplinary collaboration. It provides resources like workshops, grants, and a website to enhance graduate students' education and professional development. The presentation covers important considerations for graduate students such as forming committees, attending conferences, acquiring funding, maintaining work-life balance, and utilizing support networks.
This document outlines an agenda for a course development kick-off meeting. The agenda includes introductions, discussions around big questions in course design, course mapping, available course development resources, an overview of the Quality Matters standards, and the peer review process. It also provides examples of course development projects and a schedule of events for the course development process.
This document outlines a 10 step framework for developing eportfolios in schools. It includes introductions and discussions around eportfolios as well as presentations from schools that have implemented eportfolios. The workshop runs from 10:00am to 4:30pm and includes introductions, discussing the 10 step framework, lunch, presentations from schools using eportfolios in different ways, afternoon tea, focus group discussions, and finishing up. Participants are asked to introduce themselves and share their experience and questions about eportfolios.
What is a Teaching Portfolio & Why do you need one?nancyabney
The document discusses the teaching portfolio: what it is, why you need one, and how to get started. It defines a teaching portfolio as a collection of materials that documents a faculty member's teaching philosophy, goals, methods, and effectiveness. An effective portfolio balances evidence of teaching and research for career advancement, such as preparing for job interviews or tenure review. The document provides tips for developing a teaching philosophy and collecting evidence of teaching quality, including student and peer evaluations, examples of student work, and reflections on teaching improvements.
This document discusses electronic portfolios and their use for students. It defines a portfolio as a collection of a student's work that tells their story of learning and knowledge. Electronic portfolios allow work to be stored digitally and include various media types. The benefits of e-portfolios include enhancing technology skills, empowering students by sharing work, and easily storing and organizing artifacts. The document provides guidance on the stages of developing an e-portfolio, including defining goals, collecting and selecting artifacts, reflecting, organizing, and presenting the portfolio. It also discusses the types of artifacts and files that can be included in an e-portfolio.
Specific topics, assignments, and activities are outlined for each of the 8 weekly sections. The course aims to help students gain skills to obtain employment through projects, discussions, and assessments. Accessibility standards and faculty training are also addressed.
The document provides information to lecturers at Kennesaw State University on preparing their promotion portfolio, including:
1) An overview of the performance review process for lecturers, which includes reviews at the third, sixth, and subsequent years, by various department and college committees.
2) Details on the criteria used to evaluate lecturers, which focuses on teaching effectiveness, as well as requirements for promotion to senior lecturer.
3) Guidelines on the contents of the portfolio, which should include a narrative, vitae, teaching evaluations, and other review materials, to demonstrate a pattern of highly effective teaching performance.
This document provides an overview of a workshop to familiarize student teachers with creating electronic portfolios. The workshop covers the concepts of different types of portfolios, introduces Google Sites as a platform for creating efolios, and provides examples of efolios for students to reference as they begin constructing their own. The objectives are for students to understand portfolio types and elements, and to build a basic efolio structure on Google Sites. Key points covered include course vs. professional portfolios, components to include, and guidelines for an effective portfolio. Students participate in activities like surveying portfolio experience and reviewing sample efolios.
A teaching portfolio is a collection of materials that documents a faculty member's teaching experience, philosophy, and effectiveness. It includes components such as a teaching philosophy statement, documentation of teaching experience, teaching materials and assessments, evidence of teaching effectiveness through student and peer evaluations, documentation of professional development activities, and examples of student work. The purpose of a teaching portfolio is to demonstrate a candidate's qualifications and approach to teaching for purposes such as job applications, tenure and promotion reviews, and professional development and improvement.
This document outlines an agenda for a course development kick-off meeting. The agenda includes introductions, discussions around big questions in course design, course mapping, available course development resources, an overview of the Quality Matters standards, and the peer review process. It also provides examples of course development projects and a schedule of events for the course development process.
This document outlines a 10 step framework for developing eportfolios in schools. It includes introductions and discussions around eportfolios as well as presentations from schools that have implemented eportfolios. The workshop runs from 10:00am to 4:30pm and includes introductions, discussing the 10 step framework, lunch, presentations from schools using eportfolios in different ways, afternoon tea, focus group discussions, and finishing up. Participants are asked to introduce themselves and share their experience and questions about eportfolios.
What is a Teaching Portfolio & Why do you need one?nancyabney
The document discusses the teaching portfolio: what it is, why you need one, and how to get started. It defines a teaching portfolio as a collection of materials that documents a faculty member's teaching philosophy, goals, methods, and effectiveness. An effective portfolio balances evidence of teaching and research for career advancement, such as preparing for job interviews or tenure review. The document provides tips for developing a teaching philosophy and collecting evidence of teaching quality, including student and peer evaluations, examples of student work, and reflections on teaching improvements.
This document discusses electronic portfolios and their use for students. It defines a portfolio as a collection of a student's work that tells their story of learning and knowledge. Electronic portfolios allow work to be stored digitally and include various media types. The benefits of e-portfolios include enhancing technology skills, empowering students by sharing work, and easily storing and organizing artifacts. The document provides guidance on the stages of developing an e-portfolio, including defining goals, collecting and selecting artifacts, reflecting, organizing, and presenting the portfolio. It also discusses the types of artifacts and files that can be included in an e-portfolio.
Specific topics, assignments, and activities are outlined for each of the 8 weekly sections. The course aims to help students gain skills to obtain employment through projects, discussions, and assessments. Accessibility standards and faculty training are also addressed.
The document provides information to lecturers at Kennesaw State University on preparing their promotion portfolio, including:
1) An overview of the performance review process for lecturers, which includes reviews at the third, sixth, and subsequent years, by various department and college committees.
2) Details on the criteria used to evaluate lecturers, which focuses on teaching effectiveness, as well as requirements for promotion to senior lecturer.
3) Guidelines on the contents of the portfolio, which should include a narrative, vitae, teaching evaluations, and other review materials, to demonstrate a pattern of highly effective teaching performance.
This document provides an overview of a workshop to familiarize student teachers with creating electronic portfolios. The workshop covers the concepts of different types of portfolios, introduces Google Sites as a platform for creating efolios, and provides examples of efolios for students to reference as they begin constructing their own. The objectives are for students to understand portfolio types and elements, and to build a basic efolio structure on Google Sites. Key points covered include course vs. professional portfolios, components to include, and guidelines for an effective portfolio. Students participate in activities like surveying portfolio experience and reviewing sample efolios.
A teaching portfolio is a collection of materials that documents a faculty member's teaching experience, philosophy, and effectiveness. It includes components such as a teaching philosophy statement, documentation of teaching experience, teaching materials and assessments, evidence of teaching effectiveness through student and peer evaluations, documentation of professional development activities, and examples of student work. The purpose of a teaching portfolio is to demonstrate a candidate's qualifications and approach to teaching for purposes such as job applications, tenure and promotion reviews, and professional development and improvement.
The document discusses a study that used eportfolios and volunteer coaches to help students reflect on skills gained from extracurricular activities. It found that:
1) Coaches adopted various roles like mentor, tutor, or activity provider to support students' reflection and skill development.
2) The eportfolio was useful for organizing coach feedback and assets to create a final presentation, but some students and coaches struggled with reflective writing.
3) Allowing coaches autonomy led to diverse approaches, but coaches with relevant experience provided valuable career perspectives for students.
The document discusses developing a teaching portfolio. It describes a teaching portfolio as a collection of materials that document teaching performance and represent a teacher's approach and efforts to promote student learning. Developing a teaching portfolio has benefits both as a product to communicate teaching to potential employers and students, and as a process for teachers to reflect on their development, strengths, and areas for improvement. The document provides guidance on the types of materials and artifacts to include in a teaching portfolio such as a teaching philosophy statement, examples of course materials, and feedback from students and peers.
The document provides an agenda for a professional development session focusing on student-centered classrooms. The session will (1) share the vision for student-centered learning and review data on student performance, (2) demonstrate a reading strategy and allow teachers to practice and receive coaching, and (3) have teachers collaborate to plan lessons incorporating student-centered strategies and review technology for enhancing lessons.
21st century conferences presentation 2 no videossfink1204
The document provides an agenda and overview for a professional development session on implementing student-centered classrooms using technology. The session will:
1) Help teachers understand the vision for professional development and attributes of student-centered classrooms;
2) Provide examples of using technology like Google Docs and videos to enhance learning; and
3) Guide teachers to analyze student data and plan lessons integrating researched strategies.
Preparing To Teach In The Lifelong Learning Sector PTLLSThe Pathway Group
This document provides an overview of a course to prepare individuals to teach in the lifelong learning sector. The course is a 6-credit Certificate that can be completed within 2 years through group and individual learning. It covers mandatory units on understanding one's role and responsibilities as a teacher, teaching approaches for a specialist area, session planning skills, delivering inclusive sessions to motivate learners, and using different assessment methods along with record keeping.
Vermette Uf 300 syllabus hybrid fall 2013lindavermette
This document provides information about a course called UF 300 Transitional Foundations at Boise State University. The course is designed for students who have an associate's degree or have completed some foundational courses. It focuses on developing 21st century skills like critical thinking, communication, collaboration and creativity.
Some key learning activities include a technology presentation about students' intended careers, a presentation on a global issue like women's rights, an ethics reflection paper, goal setting, and developing an electronic portfolio. Students are expected to participate in weekly discussions, complete assignments, and pass a syllabus quiz for the course. Required readings include the book Half the Sky about women's issues in developing countries, and a book on professional skills.
A short walk through the features of Mahara for imoot 2010 presentation. http://www.imoot.org
Presented by Gavin Henrick, Enovation Solutions, http://www.enovation.ie/
This document discusses the benefits of teacher blogging. It outlines seven reasons why teachers should blog, including opportunities for exposure, engagement, and networking. Blogs allow teachers to construct professional identities and develop social alliances through shared practices and goals. Blogs also provide opportunities for reflection, including descriptive reflection, dialogic reflection, and critical reflection. Reflective practice through blogging can help teachers recognize teaching as an art, challenge tradition, and foster understanding of diversity while increasing teaching effectiveness.
This document provides information about a level 5 module on business venturing. The 20-credit module is elective and will be offered in semester 2 starting in February 2010. The module aims to facilitate understanding of an entrepreneur's life and business venturing process through investigation, comparison and reflection. Students will develop understanding of an entrepreneur's life and venturing process, compare examples, and critically discuss different approaches. Assessment includes a biography interviewing an entrepreneur (40%), a group presentation comparing interviews (30%), and a reflection on learning about entrepreneurship (30%). The module will be delivered using lectures, seminars, projects and simulations to accommodate different learning styles.
The document discusses blending language learning with Moodle by combining traditional classroom experiences with e-learning activities. It describes four dimensions of language use - modes, context, function, and locus of control. Various examples are provided of how activities can incorporate different modes (interpersonal, interpretive, presentational) across different contexts and using different components in Moodle like discussion boards, quizzes, blogs and wikis. The role of Moodle is to integrate and continue language activities outside of class, increasing English use and student-centered learning with modern tools.
1. The document outlines the requirements for chapters to achieve different levels in Phi Theta Kappa's Five Star Chapter Development Plan, from the One Star level up to the Five Star level.
2. Requirements at the lower levels include conducting membership recruitment, holding induction ceremonies, meeting regularly, and researching topics related to the honors program.
3. Higher levels require taking on leadership roles at regional and national levels, implementing service projects, and entering awards programs.
4. Meeting certain requirements allows chapters to progress through the levels and be recognized for their participation and development.
The PC3 project aims to develop a personalized curriculum framework centered around coaching. It will place coaching at the core of curriculum design, learning, and assessment. The framework includes several key components: a coaching lab for training, a health check for skills assessment, a learning bank of resources, an e-portfolio called Studeo, and a commons for social learning. The project will trial the framework with different user groups from 2011-2012 and evaluate the benefits of a more flexible, learner-centered approach enabled by coaching.
This document discusses effective approaches to professional development for teachers. It emphasizes that professional development needs a clear plan that includes ongoing coaching and mentoring, not just single workshops, in order to effectively support implementation in the classroom. It also stresses the importance of professional development given changing student and technology landscapes. Key elements of effective professional development identified include knowledge resources, collaboration, evaluation, and sustainability.
Work experience introductory workshop 1 Kevin LimKhee Leng Lim
1) The document summarizes a workshop about gaining work experience. It outlines the objectives of developing skills, understanding what employers seek, and making the most of work experience.
2) To receive accreditation for the work experience module, students must attend workshops, submit application materials, complete at least 40 hours of work, maintain a reflective journal, and present a portfolio assessing their experience.
3) The workshop emphasizes that work experience is important for developing employability skills and standing out to graduate employers.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
The document describes the Arena Blended Connected (ABC) curriculum design method.
ABC addresses three key UCL educational initiatives through a rapid curriculum design workshop based on Laurillard's framework. The workshop uses learning type cards to map activities, assess blend, and design a connected curriculum with formative and summative assessment. The result is a storyboarded module plan with graphs showing the design's evolution. Next steps include an action plan, student journey map, and Moodle site development.
This document provides an overview of blended learning and guidance for designing a blended course. It defines blended learning as combining traditional face-to-face instruction with online instruction. It describes three common blended learning models: supplemental, replacement, and emporium. The document then outlines a 5-step process for designing a blended course: 1) diagram the face-to-face and online structure, 2) establish learning goals, 3) create instructional plans, 4) determine materials, and 5) construct modules. It emphasizes integrating the online and face-to-face components and clearly communicating expectations to students.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
UWE Skills development for researchers 2011UWE Bristol
The document provides information about skills development workshops for researchers at UWE, Bristol. It discusses the Researcher Development Framework which outlines skills researchers should develop. The workshops aim to help researchers develop skills not covered within their subject area. They are free of charge and cover topics such as software skills and research skills. Researchers can register for workshops on the RBI website.
Academic Job Panel/Timelines to Graduation, Spring 2012utepgrad
Presentation given by Dr. Flores and several successful UTEP doctoral graduates focused on graduating on time, building a strong CV and finding an academic job.
The Innovation through Institutional Integration (I-Cubed) program at the University of Florida aims to enhance graduate education through interdisciplinary collaboration. It provides resources like funding opportunities, research grants, and professional development workshops. The Graduate Student Advisory Council (GSAC) works with I-Cubed to identify gaps in graduate training and improve programming, such as by organizing an annual research day and ethics symposium. The goal is to better prepare students through expanded mentoring, teaching, networking, and career-readiness opportunities.
This document outlines the requirements and purpose of a professional school counselor portfolio that must be completed by graduate students in a school counseling program. The portfolio is a collection of materials and reflections that demonstrate the student's experience, philosophy, skills, and development as a counselor. It begins in the first semester and is added to throughout the program. The portfolio serves several purposes, including facilitating engagement in graduate studies, providing opportunities for feedback, demonstrating competencies, and assisting with job searches. It must include five required sections showcasing leadership, advocacy, teaming, counseling, and use of data skills. The portfolio is ultimately assessed before graduation to ensure students have met program requirements.
The document discusses a study that used eportfolios and volunteer coaches to help students reflect on skills gained from extracurricular activities. It found that:
1) Coaches adopted various roles like mentor, tutor, or activity provider to support students' reflection and skill development.
2) The eportfolio was useful for organizing coach feedback and assets to create a final presentation, but some students and coaches struggled with reflective writing.
3) Allowing coaches autonomy led to diverse approaches, but coaches with relevant experience provided valuable career perspectives for students.
The document discusses developing a teaching portfolio. It describes a teaching portfolio as a collection of materials that document teaching performance and represent a teacher's approach and efforts to promote student learning. Developing a teaching portfolio has benefits both as a product to communicate teaching to potential employers and students, and as a process for teachers to reflect on their development, strengths, and areas for improvement. The document provides guidance on the types of materials and artifacts to include in a teaching portfolio such as a teaching philosophy statement, examples of course materials, and feedback from students and peers.
The document provides an agenda for a professional development session focusing on student-centered classrooms. The session will (1) share the vision for student-centered learning and review data on student performance, (2) demonstrate a reading strategy and allow teachers to practice and receive coaching, and (3) have teachers collaborate to plan lessons incorporating student-centered strategies and review technology for enhancing lessons.
21st century conferences presentation 2 no videossfink1204
The document provides an agenda and overview for a professional development session on implementing student-centered classrooms using technology. The session will:
1) Help teachers understand the vision for professional development and attributes of student-centered classrooms;
2) Provide examples of using technology like Google Docs and videos to enhance learning; and
3) Guide teachers to analyze student data and plan lessons integrating researched strategies.
Preparing To Teach In The Lifelong Learning Sector PTLLSThe Pathway Group
This document provides an overview of a course to prepare individuals to teach in the lifelong learning sector. The course is a 6-credit Certificate that can be completed within 2 years through group and individual learning. It covers mandatory units on understanding one's role and responsibilities as a teacher, teaching approaches for a specialist area, session planning skills, delivering inclusive sessions to motivate learners, and using different assessment methods along with record keeping.
Vermette Uf 300 syllabus hybrid fall 2013lindavermette
This document provides information about a course called UF 300 Transitional Foundations at Boise State University. The course is designed for students who have an associate's degree or have completed some foundational courses. It focuses on developing 21st century skills like critical thinking, communication, collaboration and creativity.
Some key learning activities include a technology presentation about students' intended careers, a presentation on a global issue like women's rights, an ethics reflection paper, goal setting, and developing an electronic portfolio. Students are expected to participate in weekly discussions, complete assignments, and pass a syllabus quiz for the course. Required readings include the book Half the Sky about women's issues in developing countries, and a book on professional skills.
A short walk through the features of Mahara for imoot 2010 presentation. http://www.imoot.org
Presented by Gavin Henrick, Enovation Solutions, http://www.enovation.ie/
This document discusses the benefits of teacher blogging. It outlines seven reasons why teachers should blog, including opportunities for exposure, engagement, and networking. Blogs allow teachers to construct professional identities and develop social alliances through shared practices and goals. Blogs also provide opportunities for reflection, including descriptive reflection, dialogic reflection, and critical reflection. Reflective practice through blogging can help teachers recognize teaching as an art, challenge tradition, and foster understanding of diversity while increasing teaching effectiveness.
This document provides information about a level 5 module on business venturing. The 20-credit module is elective and will be offered in semester 2 starting in February 2010. The module aims to facilitate understanding of an entrepreneur's life and business venturing process through investigation, comparison and reflection. Students will develop understanding of an entrepreneur's life and venturing process, compare examples, and critically discuss different approaches. Assessment includes a biography interviewing an entrepreneur (40%), a group presentation comparing interviews (30%), and a reflection on learning about entrepreneurship (30%). The module will be delivered using lectures, seminars, projects and simulations to accommodate different learning styles.
The document discusses blending language learning with Moodle by combining traditional classroom experiences with e-learning activities. It describes four dimensions of language use - modes, context, function, and locus of control. Various examples are provided of how activities can incorporate different modes (interpersonal, interpretive, presentational) across different contexts and using different components in Moodle like discussion boards, quizzes, blogs and wikis. The role of Moodle is to integrate and continue language activities outside of class, increasing English use and student-centered learning with modern tools.
1. The document outlines the requirements for chapters to achieve different levels in Phi Theta Kappa's Five Star Chapter Development Plan, from the One Star level up to the Five Star level.
2. Requirements at the lower levels include conducting membership recruitment, holding induction ceremonies, meeting regularly, and researching topics related to the honors program.
3. Higher levels require taking on leadership roles at regional and national levels, implementing service projects, and entering awards programs.
4. Meeting certain requirements allows chapters to progress through the levels and be recognized for their participation and development.
The PC3 project aims to develop a personalized curriculum framework centered around coaching. It will place coaching at the core of curriculum design, learning, and assessment. The framework includes several key components: a coaching lab for training, a health check for skills assessment, a learning bank of resources, an e-portfolio called Studeo, and a commons for social learning. The project will trial the framework with different user groups from 2011-2012 and evaluate the benefits of a more flexible, learner-centered approach enabled by coaching.
This document discusses effective approaches to professional development for teachers. It emphasizes that professional development needs a clear plan that includes ongoing coaching and mentoring, not just single workshops, in order to effectively support implementation in the classroom. It also stresses the importance of professional development given changing student and technology landscapes. Key elements of effective professional development identified include knowledge resources, collaboration, evaluation, and sustainability.
Work experience introductory workshop 1 Kevin LimKhee Leng Lim
1) The document summarizes a workshop about gaining work experience. It outlines the objectives of developing skills, understanding what employers seek, and making the most of work experience.
2) To receive accreditation for the work experience module, students must attend workshops, submit application materials, complete at least 40 hours of work, maintain a reflective journal, and present a portfolio assessing their experience.
3) The workshop emphasizes that work experience is important for developing employability skills and standing out to graduate employers.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
The document describes the Arena Blended Connected (ABC) curriculum design method.
ABC addresses three key UCL educational initiatives through a rapid curriculum design workshop based on Laurillard's framework. The workshop uses learning type cards to map activities, assess blend, and design a connected curriculum with formative and summative assessment. The result is a storyboarded module plan with graphs showing the design's evolution. Next steps include an action plan, student journey map, and Moodle site development.
This document provides an overview of blended learning and guidance for designing a blended course. It defines blended learning as combining traditional face-to-face instruction with online instruction. It describes three common blended learning models: supplemental, replacement, and emporium. The document then outlines a 5-step process for designing a blended course: 1) diagram the face-to-face and online structure, 2) establish learning goals, 3) create instructional plans, 4) determine materials, and 5) construct modules. It emphasizes integrating the online and face-to-face components and clearly communicating expectations to students.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
UWE Skills development for researchers 2011UWE Bristol
The document provides information about skills development workshops for researchers at UWE, Bristol. It discusses the Researcher Development Framework which outlines skills researchers should develop. The workshops aim to help researchers develop skills not covered within their subject area. They are free of charge and cover topics such as software skills and research skills. Researchers can register for workshops on the RBI website.
Academic Job Panel/Timelines to Graduation, Spring 2012utepgrad
Presentation given by Dr. Flores and several successful UTEP doctoral graduates focused on graduating on time, building a strong CV and finding an academic job.
The Innovation through Institutional Integration (I-Cubed) program at the University of Florida aims to enhance graduate education through interdisciplinary collaboration. It provides resources like funding opportunities, research grants, and professional development workshops. The Graduate Student Advisory Council (GSAC) works with I-Cubed to identify gaps in graduate training and improve programming, such as by organizing an annual research day and ethics symposium. The goal is to better prepare students through expanded mentoring, teaching, networking, and career-readiness opportunities.
This document outlines the requirements and purpose of a professional school counselor portfolio that must be completed by graduate students in a school counseling program. The portfolio is a collection of materials and reflections that demonstrate the student's experience, philosophy, skills, and development as a counselor. It begins in the first semester and is added to throughout the program. The portfolio serves several purposes, including facilitating engagement in graduate studies, providing opportunities for feedback, demonstrating competencies, and assisting with job searches. It must include five required sections showcasing leadership, advocacy, teaming, counseling, and use of data skills. The portfolio is ultimately assessed before graduation to ensure students have met program requirements.
This document discusses the importance of creating a student profile or portfolio. It states that students should begin working on their portfolio as early as freshman year of high school to showcase their academic and extracurricular accomplishments. When included with a college application, a well-prepared student profile can help admissions evaluators determine if the student is a good fit. The document provides tips for what to include in a portfolio, such as academic records, accomplishments, awards, and samples of work. It stresses that a strong portfolio is an ongoing process that demonstrates a student's dedication and work ethic.
Planning an Academic Career (15.2.2012)Tracy Bussoli
The document provides advice for PhD students considering an academic career. It outlines the typical roles and progression in an academic career ladder from PhD student to professor. It emphasizes gaining research, teaching, and networking experience. It notes the requirements for publications, teaching qualifications, and experience presenting research. It also highlights potential drawbacks like short-term contracts and intense competition for funding. The document advises students to explore career options and develop transferable skills in case an academic path is not possible.
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
The document provides information about a project on analyzing certified recruitment in the education sector for management faculty. It discusses the growing demand for management education in India and provides statistics on the increase in business schools. It then outlines the global trends seen in business school platforms, including an emphasis on real-world experience, specialized curricula with a global focus, and outcome-based pedagogical approaches. Finally, it describes the job responsibilities and requirements for three key roles: Program Director, Head of Department, and Placements and Corporate Relations Officer.
This document provides information about preparing a successful application for an NIH Institutional Training Grant (T32). It discusses the evolution of NIH research training programs and funding mechanisms. Key points emphasized in developing a strong T32 application include: starting early in the application process; clearly demonstrating an organized training program beyond individual research projects; using data to show the program's training record and outcomes; and evaluating the program on an ongoing basis. Review criteria focus on the quality of the training environment, leadership, mentors, trainees recruited, and career outcomes achieved by past trainees. An effective program provides structured training, career development, and evaluation beyond independent research.
This document discusses teaching-learning and evaluation processes. It begins with an introduction on the importance of effective teaching-learning and how it should be outcome-based and promote the advancement of knowledge. It then provides a brief historical background of modern teaching pedagogy from the 1950s to present. Some key concepts in teaching-learning and evaluation are then outlined such as identifying student learning styles and examples of teaching-learning methods like problem-based learning and participative learning. The document also discusses evaluation processes and attaining program and course outcomes. It concludes with remarks on the need for examination procedures to better evaluate student learning rather than just syllabus.
The document summarizes the MarylandOnline COAT Online Adjunct Faculty Training Project, which aimed to design and pilot an online training course for adjunct faculty. The project had three phases: research and needs assessment (2008-2009), course design and pilot testing (2009-2010), and implementation (2010-2011). The course was well-received and saw higher-than-expected enrollment from both adjunct and full-time faculty across Maryland and other states. Unexpected outcomes included other institutions adopting parts of the course for their own faculty training. The next steps involve using research findings to improve the course and conduct further evaluations.
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.
This document is a learning module on training design, development, and implementation. It was written by Henry John Nueva and published in 2018. The module uses the ADDIE model of instructional design and is comprised of 10 units to be completed over multiple sessions. It teaches learners how to analyze organizational needs, design training programs, develop learning activities, implement training, and evaluate results. The target audience is training professionals and HR personnel. The overall goal is to equip learners with the skills to create effective employee training that supports organizational strategic goals.
This document provides information on the Introduction to Business module (BUS30104) including the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan and weekly schedule. The key points are:
1. The module aims to provide understanding of basic business concepts including different business types and factors affecting operations.
2. Students will develop skills in human resources, marketing, production, and finance theories through lectures, tutorials and self-study.
3. Assessment includes assignments, tests, projects and an e-portfolio, with the largest weightings on a group project and individual test.
Bus30104 new course outline september semesterJoe Onn Lim
This document provides information on a 4 credit hour module called "Introduction to Business" taught over 18 weeks. It includes the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment details like assignments and projects, grading scale, and a weekly schedule covering topics such as business environment, marketing strategies, and financial management. The module aims to provide students with an understanding of basic business concepts and functions.
This document provides advice on how to get an academic job, including strategies for applying, preparing materials like CVs and cover letters, and responding to selection criteria. It recommends applying for many jobs over several years to gain experience, networking within one's field, developing a record of publications and teaching experience, and tailoring application materials to highlight how one's qualifications match the specific job description and institution. The document also discusses common selection criteria for academic positions and provides tips on effectively addressing criteria in cover letters and applications.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
This document summarizes research on advisor training and the development of Clark College's advisor training program. It found that most advisors received on-the-job rather than formal training, which inadequately prepared them. Clark initially provided printed manuals and observations, but switched to a blended model using an online learning platform. This allowed for consistent, accessible training while reducing costs and increasing convenience. Future areas for improvement include learning objectives, assessments, and cultural competency training.
This document provides an overview of the Indian higher education system, including its structure, governance, quality assurance mechanisms, and key challenges. Some of the main points covered are:
- India has a diverse higher education system comprising of universities, colleges, and standalone institutes, with over 30 million students.
- The system is overseen by the Ministry of HRD and UGC at the central level, along with state-level bodies. Accreditation is provided by bodies like NAAC, NBA, and NIRF.
- Challenges facing Indian universities include limited global visibility and rankings, attracting more international students and faculty, and developing world-class research output on par with top global universities.
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
This document discusses seven foundations for sustaining learning-centered education practices. It summarizes research on course redesign at the University of Southern Maine that led to improved student outcomes. The foundations are: 1) leadership prioritizing learning goals and resources, 2) a history of collaborative problem-solving, 3) supportive faculty beliefs, 4) faculty experience with practices, 5) appropriate infrastructure, 6) institutional data and evaluation support, and 7) personnel policies incentivizing improvement. The document provides examples of how institutions can strengthen each foundation to spread innovative teaching approaches.
Similar to Navigating Graduate Student Life: Advice from your Peers (20)
3. Innovation through Institutional Integration (I3) at UF
Began January 2009 and is a five year program.
$1 Million National Science Foundation (NSF) Grant
The Mission of I-Cubed at UF is: to transform graduate research-based education at the University of Florida
through an integrative and interdisciplinary program that links various programs on campus to achieve synergies
in education, research and professional development
4. Through its collaborative efforts, I-Cubed provides four main resources to enhance the
graduate education experience at UF:
Resource Hub
Website with funding
updates and opportunities
continuously disseminated
to grad students
Research &
Workshops Teaching Grants
Identify missing I3 Organize Graduate Student
elements in graduate Research Day and other
student training professional development
activities
Program
Evaluation
Provide feedback to improve existing
professional development
opportunities
6. I-Cubed’s top 10 things to consider in
order to succeed in graduate school
7.
8. 1. The PhD committee is typically formed before your proposal in your 1 st or 2nd year
* (This varies by department so it is important to FIND OUT!)
2. Forming your committee is a VERY IMPORTANT step in your graduate education!
3. Your committee members decide if you graduate…
4. Variation in their evaluation method for graduation
5. Who makes up the committee?
a) Advisor (normally chair of the committee) is still most important
b) Other faculty (internal and external to your department)
c) Present the expertise necessary for your PhD research
6. What should you do when selecting committee members?
a) Interview faculty, find out their interests – you are more likely to succeed if you have similar
interests as your committee members
b) Have they demonstrated a willingness to assist?
c) Is it someone who you can respect?
8. Be strategic with your picks. They must compliment each other but be able to advance your research.
• For additional information you can visit the UF Graduate School website -> Personnel and Policy ->Roles and Responsibilities
of Graduate Faculty
AND
• The Graduate Student Handbook!
9. Conferences are important because:
a) They keep you up to date with trends in your field
b) They allow you to network
c) Important for post-graduation plans!
Attending conference requires money. You can find funding through GSC, the Graduate School, your
department, national student organizations
10. When you select courses, attend workshops, or participate in organizations you should think about what
skills you will obtain that will make you marketable post-graduate school.
11. While graduate school will
provide you with the
opportunity to create a
program distinct to you
interests, there are rules
at every level
(committee, department,
college, and graduate
school) that guide that
creation process.
In addition to being
familiar with the rules you
should find people that
support you (at every level
and also outside
academia).
12. Graduate school is expensive.
Funding is very important not only
for tuition and research but for
food, rent, and health insurance.
Be flexible and seek opportunities for
funding if you are only partially
supported.
Look for TA-ships, graduate and
undergraduate teaching
opportunities, curriculum
development. They all pay.
Just remember that acquiring and
maintaining funding also has its own
rules so make sure that you are
familiar with those rules also.
13.
14. Mentors, guides, and helpers come from the most unlikely places - Be open!
1. Advisors have a stake in your success
a) They want you to succeed just as much as you want to
b) You both need to be clear about expectations
2. Utilize your committee members!
a) They have experience that can benefit your graduate studies
3. Advisors are busy!
a) Appreciate the time you have scheduled with advisors/committee
members
I. Respond promptly
II. Be proactive
4. Be realistic about goals
a) Don’t overpromise
b) Think in terms of deliverables
15.
16. 1.You work hard during graduate school and should be proud of
your work
2.Presenting and publishing your work allows you to get
feedback on your research early
3.It creates great networking opportunities
4.It gets your name out!
a)Will help with finding funding and jobs
5.Could be your ticket to faculty jobs and post docs
17.
18. UF offers TONS of workshops, training opportunities, and
seminars to help you through the tough times.
Examples:
• I-Cubed sponsored “Presentation Boot Camp”
• How to apply for an NSF Graduate Research
Fellowship
• Expanding the Teaching Toolbox
• How to write a good interdisciplinary proposal
If you are not sure what is going on, check out the I-
Cubed website!
19.
20. 1.Internships or any opportunity that provides industry or
academic experience outside of the classroom or your
home lab.
2.These real world experiences help to build your tool kit
and identify what type of career you want after grad
school (industry, academia, national lab)
3.Valuable work experience
4.If you have questions about where to get started visit
the Career Center, attend conferences, and of course
check out the I-Cubed website.
21. 1. Your graduate school education journey may be long and filled with
obstacles, challenges, and distractions but you can find ways to
make it easier.
2. Be strategic when you are scheduling classes, choosing
assignments, and presenting papers.
3. Remember to enjoy life. Work/Life balance is the most challenging
part of the process.
22.
23. Make a list of things you want to accomplish while you are here at UF.
Identify who/what you want to become at the end of this process.
Start building your support networks.
Stay in touch with us!
HAVE FUN & ENJOY LIFE!!!!!!!
24. University of Florida International Center
1765 Stadium Road Suite 170 HUB | PO Box 113225 |
Gainesville, Fl 32611
P: (352) 273-1519 | F: (352) 392-5575 |
www.ufic.ufl.edu |http://i3.institutes.ufl.edu
Editor's Notes
Notes:GSAC ( Graduate Student Advisory Committee to I- Cubed), is a group of students dedicated to enhancing the graduate education experience at the University of Florida.Instructions:Introduce GSAC Members leading the workshop. Ask the audience to write down there responses to “Where do you see yourself after grad school?”Give them approximately one minute ask some audience members what they wrote. (You can note when their responses fall into the following categories “industry, academia, policy”
Notes:The Innovation through Institutional Integration (I-Cubed) program began in 2009 and is funded by a five year institutional level NSF grant. It is a collaborative effort to enhance your graduate experience.Instruction:If you want to you can mention the program’s mission:Transform graduate research-based education at the University of Florida through an integrative and interdisciplinary program that links various programs on campus to achieve synergies in education, research and professional development
Notes:Through its collaborative efforts, I-Cubed provides four main resources to enhance the graduate education experience at UF:WORKSHOPS: Identify missing elements in graduate student trainingPROGRAM EVALUATION: Provide feedback to improve existing professional development opportunitiesRESEARCH FUNDING: Organize Graduate Student Research Day and other professional development activities RESOURCE HUB: Website with funding updates and opportunities continuously disseminated to grad students
Notes:Now that you know what I-cubed is…let’s talk about why you are here! Take a moment to Reflect on what your greatest concerns about graduate school.Instructions:Provide audience with a max. of 1 minute to write down their responses. Explain that their responses will be discuss at the end of the workshop
Notes:1.The PhD committee is typically formed before your proposal in your 1st or 2nd year * (This varies by department so it is important to FIND OUT!)2. This is a VERY IMPORTANT step in your graduate education!!!! 3. They decide if you graduate…4. Variation in their evaluation method for graduation 5. Who makes up the committee?: a)Advisor ( normally chair of the committee) is still most important b) Otherfaculty ( internal and external to your department c) Present the expertise necessary for your PhD research6. What should you do when selecting committee members?:7.Interview faculty, find out their interests, more likely to succeed with similar interests a) Have they demonstrated a willingness to assist? b) Is it someone who you can respect?8. Be strategic with your picks. They must compliment each other but be able to advance your research.For additional information you can visit the UF Graduate School website-> Personnel and Policy ->Roles and Responsibilities of Graduate FacultyANDTheGraduate Student Handbook!
Notes:Conferences are important because:They keep you up to date with trends in your fieldThey allow you to networkImportant for post-graduation plans!Attending conference requires money. You can find funding through GSC, the Graduate School, your department, national student organizations
Notes:When you select courses, attend workshops, or participate in organizations you should think about what skills you will obtain that will make you marketable post-graduate school.
Notes:While graduate school will provide you with the opportunity to create a program distinct to you interests.There are rules at every level ( committee, department, college, and graduate school) that guide that creation process.In addition to being familiar with the rules you should find people that support you ( at every level and also outside academia).
Note:Graduate school is expensive.Funding is very important not only for tuition and research but for food, rent, and health insurance.Be flexible and seek opportunities for funding if you are only partially supported.Look for TA-ships, graduate and undergraduate teaching opportunities , curriculum development. They all pay.Just remember that acquiring and maintaining funding also has its own rules so make sure that you are familiar with those rules also.
Notes:Mentors, guides, and helpers come from the most unlikely places, be open.Advisors have a stake in your successThey want you to succeed just as much as you want toBe clear about expectationsUtilize your committee members!They have experience that can benefit your graduate studiesAdvisors are busy!Appreciate the time you have scheduled with advisors/committee membersRespond promptlyBe proactiveBe realistic about goalsDon’t overpromiseThink in terms of deliverables
Notes:Mentors, guides, and helpers come from the most unlikely places, be open.Advisors have a stake in your successThey want you to succeed just as much as you want toBe clear about expectationsUtilize your committee members!They have experience that can benefit your graduate studiesAdvisors are busy!Appreciate the time you have scheduled with advisors/committee membersRespond promptlyBe proactiveBe realistic about goalsDon’t overpromiseThink in terms of deliverables
Notes:You work hard during graduate school and should be proud of your workPresenting and publishing your work allows you to get feedback on your research early It creates great networking opportunitiesIt gets your name out!Will help with finding funding/jobsTicket to faculty jobs and post docs
Notes:You work hard during graduate school and should be proud of your workPresenting and publishing your work allows you to get feedback on your research early It creates great networking opportunitiesIt gets your name out!Will help with finding funding/jobsTicket to faculty jobs and post docs
Notes:UF offersTONS of workshops, training opportunities and seminars to help you through the tough times.Examples:Presentation BootcampHow to apply for an NSF Graduate Research FellowshipExpanding the Teaching ToolboxHow to write a good interdisciplinary proposalIf you are not sure what is going on check out the I-Cubed website
Notes:UF offersTONS of workshops, training opportunities and seminars to help you through the tough times.Examples:Presentation BootcampHow to apply for an NSF Graduate Research FellowshipExpanding the Teaching ToolboxHow to write a good interdisciplinary proposalIf you are not sure what is going on check out the I-Cubed website
Notes:Internships or any opportunity that provide industry or academic experience outside of the classroom or your home lab.These real world experiences help to build your tool kit and identify what type of career you want after grad school (industry, academia, national lab)Valuable work experienceIf you have questions about where to get started visit the Career Center, attend conferences, and of course check out the I-Cubed website.
Notes:Internships or any opportunity that provide industry or academic experience outside of the classroom or your home lab.These real world experiences help to build your tool kit and identify what type of career you want after grad school (industry, academia, national lab)Valuable work experienceIf you have questions about where to get started visit the Career Center, attend conferences, and of course check out the I-Cubed website.
Notes:Your graduate school education journey may be long and filled with obstacles, challenges, and distractions but you can find ways to make it easier.Be strategic when you are scheduling classes, choosing assignments, and presenting papers.Remember to enjoy life. Work/Life balance is the most challenging part of the process.
Notes:Use these as guidelines to steer your graduate experience to success.* Read first 4 items– then continue*While this discussion focused primarily on the research aspect of graduate school.It is important that we note that while your graduate education is important, your life as a daughter/son, sister/ brother, a parent, and friend will still continue.So in addition to the top 10 issues we have discussed we would like to add a bonus one: please make sure that you remember to have fun and enjoy life.