Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
This session provides an insight into how the AUA’s CPD Framework can be applied to maximum effect at team level. You will have the opportunity to consider case studies and to share ideas, and practical tips and exercises for developing your team that you can adapt to suit your team’s needs.
The workplace equivalent of “teaching to the test” might be “we need training”. Why do individuals or organizations require training? Ideally, training is not applied as a one-size-fits-all answer to development, nor is it a knee-jerk reaction to a bad situation. Rather, effective training should be a planned and tailored implementation to elevate an employee’s skills required for efficacy in a current role, advancement to a future role or advancement of an enterprise-wide competency. Life Cycle Institute discusses actionable steps for assessing the current state of an employee or organization and developing a plan to advance towards competency through thoughtful and targeted training techniques
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
This session provides an insight into how the AUA’s CPD Framework can be applied to maximum effect at team level. You will have the opportunity to consider case studies and to share ideas, and practical tips and exercises for developing your team that you can adapt to suit your team’s needs.
The workplace equivalent of “teaching to the test” might be “we need training”. Why do individuals or organizations require training? Ideally, training is not applied as a one-size-fits-all answer to development, nor is it a knee-jerk reaction to a bad situation. Rather, effective training should be a planned and tailored implementation to elevate an employee’s skills required for efficacy in a current role, advancement to a future role or advancement of an enterprise-wide competency. Life Cycle Institute discusses actionable steps for assessing the current state of an employee or organization and developing a plan to advance towards competency through thoughtful and targeted training techniques
1) Introduction to the Open University,and why we need to continue to build our change capability
2) What we're doing and how we're doing it
3) Challenges and opportunities: now and in the future
This will be an interactive workshop covering the themes of transformation and change management in the context of a project to design and build and move in to a new home for the School of Mathematics Statistics and Actuarial Science at the University of Kent. The session will cover multiple aspects of the project from planning, through design to realisation and will draw on the experiences of the School Administration Manager tasked with representing the School and the University Head of Space Management tasked with implementing the change. A. Design and Planning The participants will be split into groups of 5-6 people. In undertaking this participants will be asked to:
(i) undertake “blue sky thinking” about creative use of space and how this can provide an opportunity to review current practices.
(ii) consider the stakeholders, who what and why?
(iii) consider impact on and benefits for end users.
(iv) explore what could be achieved by considering different ways of working within spaces.
Groups will be asked to prioritise their example list and share it and their reasoning with the wider audience. Examples of how this process was undertaken at University of Kent will then be discussed to illustrate the process and thinking that went into designing a new facility to house an academic school. B. Negotiation and Realisation: This part of the session will focus on the process of change management. Groups will be asked to consider how they would plan to implement their changes. Anticipating issues and possible blocks to progress and how these might be overcome. We will think about the impact of these reductions and compromises on the original design. This will touch on managing expectations of stakeholders and end users and taking staff through a process of change. Again this part of the session will be finished with reference to the case study at Kent and discussion of some of the issues encountered at Kent. In particular we will highlight how the design and initial concept changed when reality started to bite (budgetary constraints, attitudes to work and the necessary compromises involved) and how these challenges can be overcome to enhance the final product.
Securing a place on the Ambitious Futures Management Trainee scheme offers an unparalleled opportunity to start building a career in Higher Education. Developing contacts and networks and making constructive use of conferences are a crucial part of your continuing development as an HE professional. In this session, Nicola Owen and Christine Abbott will talk about how to get the most out of the AUA and Conference, to help build your future from here. Using the AUA framework of Behaviours and working in small groups, the session will provide you with real insight into how to identify your key strengths and areas for development. You will consider how to navigate the Conference programme to really make the most of what’s on offer – so that you can use the time away from the day to day to broaden and deepen your knowledge of the opportunities that the sector offers and make connections with others. Finally this session will suggest ways to help you to identify your career goals, and your next steps.
AHDS Conference November 2014 - Workshop; Scottish GovernmentAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Scottish Government workshop on local authority/university partnership working presented by David Roy from Scottish Government and John Stodter of ADES.
Formulation of a reward management tool at bethania schoolEnock Kasimbazi
A presentation which shows the initial steps of formulation of a reward management tool at Bethania Primary School a school owned by Kemondo Orphan Care Center. The presentation also includes other activities done by the trainee during internship period
Presented by:
Dr. Lisa D’Adamo-Weinstein, Director of Academic Support , SUNY Empire State College
Dr. Tacy Holliday, Governance Coordinator, Montgomery College, NCLCA Learning Center Leadership Level
Description: Measuring and evaluating student success is crucial to retention efforts and program development. Join us as we talk about the key elements necessary to measure student success in your tutoring and learning centers. We will assist you in developing an assessment plan for your own center.
1) Introduction to the Open University,and why we need to continue to build our change capability
2) What we're doing and how we're doing it
3) Challenges and opportunities: now and in the future
This will be an interactive workshop covering the themes of transformation and change management in the context of a project to design and build and move in to a new home for the School of Mathematics Statistics and Actuarial Science at the University of Kent. The session will cover multiple aspects of the project from planning, through design to realisation and will draw on the experiences of the School Administration Manager tasked with representing the School and the University Head of Space Management tasked with implementing the change. A. Design and Planning The participants will be split into groups of 5-6 people. In undertaking this participants will be asked to:
(i) undertake “blue sky thinking” about creative use of space and how this can provide an opportunity to review current practices.
(ii) consider the stakeholders, who what and why?
(iii) consider impact on and benefits for end users.
(iv) explore what could be achieved by considering different ways of working within spaces.
Groups will be asked to prioritise their example list and share it and their reasoning with the wider audience. Examples of how this process was undertaken at University of Kent will then be discussed to illustrate the process and thinking that went into designing a new facility to house an academic school. B. Negotiation and Realisation: This part of the session will focus on the process of change management. Groups will be asked to consider how they would plan to implement their changes. Anticipating issues and possible blocks to progress and how these might be overcome. We will think about the impact of these reductions and compromises on the original design. This will touch on managing expectations of stakeholders and end users and taking staff through a process of change. Again this part of the session will be finished with reference to the case study at Kent and discussion of some of the issues encountered at Kent. In particular we will highlight how the design and initial concept changed when reality started to bite (budgetary constraints, attitudes to work and the necessary compromises involved) and how these challenges can be overcome to enhance the final product.
Securing a place on the Ambitious Futures Management Trainee scheme offers an unparalleled opportunity to start building a career in Higher Education. Developing contacts and networks and making constructive use of conferences are a crucial part of your continuing development as an HE professional. In this session, Nicola Owen and Christine Abbott will talk about how to get the most out of the AUA and Conference, to help build your future from here. Using the AUA framework of Behaviours and working in small groups, the session will provide you with real insight into how to identify your key strengths and areas for development. You will consider how to navigate the Conference programme to really make the most of what’s on offer – so that you can use the time away from the day to day to broaden and deepen your knowledge of the opportunities that the sector offers and make connections with others. Finally this session will suggest ways to help you to identify your career goals, and your next steps.
AHDS Conference November 2014 - Workshop; Scottish GovernmentAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Scottish Government workshop on local authority/university partnership working presented by David Roy from Scottish Government and John Stodter of ADES.
Formulation of a reward management tool at bethania schoolEnock Kasimbazi
A presentation which shows the initial steps of formulation of a reward management tool at Bethania Primary School a school owned by Kemondo Orphan Care Center. The presentation also includes other activities done by the trainee during internship period
Presented by:
Dr. Lisa D’Adamo-Weinstein, Director of Academic Support , SUNY Empire State College
Dr. Tacy Holliday, Governance Coordinator, Montgomery College, NCLCA Learning Center Leadership Level
Description: Measuring and evaluating student success is crucial to retention efforts and program development. Join us as we talk about the key elements necessary to measure student success in your tutoring and learning centers. We will assist you in developing an assessment plan for your own center.
Work based learning for all my students help!NAFCareerAcads
Are you supposed to place all of your students in work-based learning experiences, but
don’t know how? Participants in this workshop will identify the desired outcomes of workbased learning and explore new, specific ways to provide these outcomes for all students. Participants will explore how to expand traditional workplace models and use technology based models, school-based strategies and group approaches.
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
Initial Identification
When you hear the word "college," you might picture students hanging out in their dorm rooms or packing into large lecture halls for their studies. However, when more and more learning methods are made possible by technology, that representation is dated more and more. Indeed, the popularity of online and distant learning among college students has consistently grown, but does that indicate it's a good fit for you? To help you respond to that question, spend some time contrasting traditional versus online schooling. Since both traditional and online learning have benefits and drawbacks, students should be prepared before entering the classroom (or logging in). This head-to-head comparison concentrated on three crucial components that affect a student's experience. We'll also examine the advantages of "mixed learning" in more detail.
The project encourages Macomb Community College to increase the number of classes it provides to students, both in the physical classrooms and online. College is a time for self-discovery, and there is no better way to figure out one's capabilities and areas of interest than by enrolling in a wide array of subjects during your time there. Macomb analyses data on student learning to pinpoint areas that could benefit from altered rules and procedures. In order to improve the college's Academic Mobility Policy, data on student success is used. This policy establishes a procedure for ensuring that students are enrolled in the proper classes. The set course prerequisites must be met by all students enrolling in English composition, mathematics, reading, and English for Academic Purposes (EAPP) courses. The college has a "mobility period" in place to make sure that students are adequately positioned for success in these foundational courses. Math and English are the subjects where mobility happens the most frequently. As a student, I have participated in a diverse range of classes, and I never stop being astonished by the extent to which the topics overlap.
The Center for Teaching and Learning used the assessment results to provide additional opportunities and resources to support faculty initiatives to integrate communication-based teaching methods into their lessons. On the Macomb Community College Portal, a page titled "Using Assessment Results" was made with resources highlighting communication strategies faculty members can use. Workshops highlighting methods for assisting students in becoming successful researchers, thinkers, and writers in the disciplines were available as professional development opportunities. A book discussion on John C. Bean's book Engaging Ideas - The Professor's Guide to Integrating Writing, Critical-Thinking, and Active Learning in the Classroom was also provided by the Center for Teaching and Learning (2011). The focus of the faculty discussion was developing stimulating writing and critical thinking exercises and approaches.
For instance, completing classes in hi ...
Presentation was my vision for the Continuing Education/Corporate Training Departments. Presentation was given to Administrative members of the Selection Committee at Hill College.
Patricia Clark
Field Consultant, Career Academy Support Network
University of California, Berkeley
Berkeley, CA
Miya Hayes Melish
Assitant Director, School/University Partnerships
University of California, Berkeley
Berkeley, CA
Juan Sanchez
Office of President
University of California
Oakland, CA
With support from the James Irvine Foundation, the presenters have partnered to develop the college tools for schools website. In this session, participants will explore the new website and gain information about increasing access to the a-g curriculum, transcript evaluation, advancing the college and career culture, and academies. Bring your questions!
This session will explore the value of workgroups as a tool for building buy-in and developing best practices in a national non-profit. Breakthrough Collaborative has used the workgroup approach to standardize teacher training across the organization over the past few years, building expertise and site leadership in the process. This workshop will examine Breakthrough's experience and encourage participants to leave with takeaways for creating change in their own organizations.
Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...Tom Durkee
This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
Similar to NCCET Webinar - Connecting Your Community - The Anne Arundel Institute Model (20)
Session Description: Continuing Education departments can be the "front line" for new program development. CE provides strengths that are required for success: responsiveness; leveraging of resources; and sustainability. In a time when college resources are threatened, collaborations between CE and credit are one way to weather the storm. This webinar offers suggestions for ways CE and credit departments can partner, and provides examples of successful collaborations at several different community colleges. This webinar is based on the NCCET white paper "Continuing Education as ‘Incubator’ of New College Credit Programs” and was presented during the NCCET/NCWE Conference in October of 2011.
Presenter: Kirk White, MSN, RN is the Director of the Center for Healthcare Professionals (CHP) at Houston Community College’s Coleman College for Health Sciences. Kirk is a Registered Nurse holding a Master’s of Science in Psychiatric/Mental Health Nursing from University of Texas at Austin, and a Bachelor’s of Arts in Environmental Design from Texas A&M University. He has worked in community college continuing education for over 11 years, holding the positions of Coordinator, Director, Executive Director, Interim Executive Dean and Associate Dean at Austin Community College. Kirk is a past President of the Texas Administrators of Continuing Education (TACE) and is currently on the Board of the National Council for Continuing Education and Training (NCCET).
I-BEST New York Style :Integrated Health Career Training Programs at LaGuardi...NCCET
Learn how faculty and staff from LaGuardia Community College’s adult education and career training departments have taken lessons learned from Washington’s I-BEST model and developed five professional health-care certification programs that are effectively helping adult basic education and ELL students earn credentials necessary to begin a new career. The success of LaGuardia’a integrated model is a result of the unique instructional environment resulting from the collaboration between occupational and basic skills instructors and a comprehensive program, the approach to professional and curriculum development, lessons learned, outcomes to date and implications for scaling up. Participants will have the opportunity to discuss the applicability to this health care career training model in their own workplace and educational setting.
NCCET December Webinar - Restructuring Continuing Education and Corporate Tra...NCCET
The Lone Star College CE and Corporate Training Divisions centralized the operations of 5 separate training divisions 3 years ago into two separate entities. Two years later, a reevaluation, with the collaboration of a consultant from NCCET, shaped the new structure and roles of the continuing education personnel as a more effective and streamlined organization focusing on operations, serving students and program/curriculum development to address workforce needs in a time of tightening budgets.
Nccet strategie sales approach to contract trainingNCCET
This webinar takes a "business model" structure in managing staff in a community college contract training unit. We will explore how to set up the structure, the need for marketing support tools, and how to establish accountability.
NCCET July Webinar - CE Entrepreneurship – Walk the TalkNCCET
Every continuing education division is capable of engaging in entrepreneurial ventures. The latitude that you have to be entrepreneurial, according to Dr. Patty Pool, starts with you! This session focuses on how you change the college conversations to include revenue generation to cover your division.
NCCET Webinar - Broaden Your Horizons and Increase Your SalesNCCET
For the last three years, Austin Community College has partnered with a technical school in Denmark to offer a Study Abroad Program to Danish students.
NCCET Webinar - Broaden Your Horizons and Increase Your SalesNCCET
For the last three years, Austin Community College has partnered with a technical school in Denmark to offer a Study Abroad Program to Danish students.
NCCET Webinar - Creating a Climate of Adultness in the CE ClassroomNCCET
Adult learners, whether in credit or continuing education classes, are in a class of their own. Because they engage in learning within the context of their life experiences, they have unique needs and expectations, including having an active role in their education.
NCCET Webinar - Connecting Your Community - The Anne Arundel Institute Model
1. Slow Busy Mood Connecting the Communities within Your College: The Institute Model Stacie Burch Colleen Eisenbeiser
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4. Slow Busy Mood In the beginning… Discussions about combining all AACC instructional programs and activities designed for education professionals into a single administrative and instructional department. Child Care Training Education Dept. Teacher Professional Development
8. INSTITUTE: a unit within …[higher education] organized for advanced instruction and research in a relatively narrow field of subject matter. -dictionary.reference.com
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11. Vision Advisor Mission Values Students Expertise Marketing Office Manager Advisory Board Synergy Instructors Director
15. Parenting Center Education Department Teacher Professional Development Child Care Training TEACH Institute & Parenting Center
16. A.A.T. / 4-year College Articulation Parenting Center Paraprofessional Training Licensure/ Relicensure Praxis/ParaPro Test Preparation Certification/ Recertification Childcare Home Provider Childcare Center Professionals Behavioral Emotional Support Training (BEST) TEACH Institute & Parenting Center Professional Development Contracts Alternative Certification program (RTC)
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19. Slow Busy Mood How might the institute model work for you and your college? What areas would benefit from being merged? What benefits and challenges would you face?
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21. Slow Busy Mood Stacie Burch [email_address] 410-777-2961 Colleen Eisenbeiser [email_address] 410-777-1963 www.aacc.edu/teach www.twitter.com/teachinstitute www.facebook.com (search for “The TEACH Institute”)