This document provides an overview of a conference on recognition and development for programme representatives. It discusses reflection and using eportfolios to build evidence of work. Programme reps are encouraged to act as change agents and complete initial training, action plans, and provide evidence of fulfilling their job duties to earn rewards and recognition. Their job involves liaising with programme leaders, participating in committees, representing students, addressing issues, and promoting activities. Reflection activities are suggested to help reps examine their experiences.
Community-Based Learning: Pedagogies, Partnerships, and Practices: Bonner Foundation
Slides for plenary session at Bonner 2014 SLI with Ariane Hoy, Ashley Cochrane, Consuelo Gutierrez-Crosby, Kristine Hart, Bryan Figura, and David Roncolato. For the faculty and administrator track at Berry College.
The Superintendent’s Role as a Community LeaderNAFCareerAcads
For superintendents to be perceived as community leaders, they have to be actively involved in the right organizations. We will discuss how superintendents can impact community engagement and develop the strong community resources necessary for work-based learning and advocacy of college and career readiness for all. Come learn how you can be more effective as a true community leader.
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Presented by Caroline Twiggs (Mars Hill University) and Ashley Cochrane (Berea College), with materials adapted from the Bonner Foundation and Eric Hearst. This workshop will provide an opportunity to focus on and discuss the concepts of wellness and well-being in the Bonner Program. During this session, participants will reflect on what makes up wellness – including the notion of mental health, physical health, thriving, and resilience – and also talk about some of the challenges (like stress and depression). Then, we'll have a chance to identify and discuss what campus resources students can access to support their own wellness. As Bonner Program Staff, we will discuss what we can do to promote wellness in our programs.
Contemporary Leadership Challenges in Nursing EducationDevon Berry
Slide presentation to the faculty and staff of the University of Portland School of Nursing in 2019. Focuses on several areas of challenge for the future of academic nursing.
This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
his workshop describes how the UH Bonner Program operates within the context of community partner based service, how those service relationships are formed, sustained, and expanded, and how these student-developed projects revolutionize service in the community.
Introduction
Objectives
Nature, Meaning, and Need of Activity Method
Individual Project
Group Projects
Research Projects
Activity/Exercise
Self Assessment Questions
References
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
In my talk I will share the Project Based Learning (PjBL) Toolkit and how resources within this can be used to scaffold effective and meaningful multimedia reflective practice, develop confident communication skills and digital capabilities.
Community-Based Learning: Pedagogies, Partnerships, and Practices: Bonner Foundation
Slides for plenary session at Bonner 2014 SLI with Ariane Hoy, Ashley Cochrane, Consuelo Gutierrez-Crosby, Kristine Hart, Bryan Figura, and David Roncolato. For the faculty and administrator track at Berry College.
The Superintendent’s Role as a Community LeaderNAFCareerAcads
For superintendents to be perceived as community leaders, they have to be actively involved in the right organizations. We will discuss how superintendents can impact community engagement and develop the strong community resources necessary for work-based learning and advocacy of college and career readiness for all. Come learn how you can be more effective as a true community leader.
Bonner Fall Directors Meeting 2017 Continued WellnessBonner Foundation
Presented by Caroline Twiggs (Mars Hill University) and Ashley Cochrane (Berea College), with materials adapted from the Bonner Foundation and Eric Hearst. This workshop will provide an opportunity to focus on and discuss the concepts of wellness and well-being in the Bonner Program. During this session, participants will reflect on what makes up wellness – including the notion of mental health, physical health, thriving, and resilience – and also talk about some of the challenges (like stress and depression). Then, we'll have a chance to identify and discuss what campus resources students can access to support their own wellness. As Bonner Program Staff, we will discuss what we can do to promote wellness in our programs.
Contemporary Leadership Challenges in Nursing EducationDevon Berry
Slide presentation to the faculty and staff of the University of Portland School of Nursing in 2019. Focuses on several areas of challenge for the future of academic nursing.
This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
his workshop describes how the UH Bonner Program operates within the context of community partner based service, how those service relationships are formed, sustained, and expanded, and how these student-developed projects revolutionize service in the community.
Introduction
Objectives
Nature, Meaning, and Need of Activity Method
Individual Project
Group Projects
Research Projects
Activity/Exercise
Self Assessment Questions
References
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
In my talk I will share the Project Based Learning (PjBL) Toolkit and how resources within this can be used to scaffold effective and meaningful multimedia reflective practice, develop confident communication skills and digital capabilities.
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Have you ever been tasked with designing a training program for student workers, creating a seminar or workshop for your staff, or developing an on-campus event? This session will walk you through how to create a learning experience for your participants through tying together goals and objectives, learning/instructional activities, as well as assessments to ensure that your participants are gaining the knowledge and information you set out to provide. Learn more about this model and hear from a variety of institutions that have had success adopting this intentional approach with various student organizations and staff.
Net(work) yourself a job? CETL student engagement and employabilitycilass.slideshare
Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Recognition and development
To help you to be change agents
To introduce the concept of reflection
specifically as programme reps
To provide an overview of Pebble Pad the
eportfolio
To identify steps needed to achieve evidence
building and success as a programme rep
3. Rethinking the values of higher education
- students as change agents?
By Professor Janice Kay (Senior DVC, Education),
Elisabeth Dunne (Head of Project
Development, Education Enhancement) and James
Hutchinson (CEO, Students' Guild), University of
Exeter
4. University & Students’ Union Committee Structure
Students’ Union City University
*Academic Practice, Programmes There may be slight variations in the above
& Standards Committee between Schools
6. Reflection
What?/So What?/Now
What?
Reflection is an active process of
witnessing one’s own experience
in order to take a closer look at
it, sometimes to direct attention
to it briefly, but often to explore it
in greater depth. This can be
done in the midst of an activity or
as an activity in itself. The key to
reflection is learning how to take
a perspective on one’s own
actions and experience—in other
words, to examine that
experience rather than just living
it.
8. Evidence
Rewards & Recognition Scheme
Completion of the Programme Rep Initial Training
on Moodle (completed checklist submitted to SU)
Completion of an Action Plan for the year
Evidence of working to the Programme Rep Job
Description
9. Your Job
To liasewith programme leaders and tutors on a regular basis
To play an active part on appropriate academic committees such as
Staff-Student Liaison Committee.
To represent the students on your programme or course.
To keep abreast of academic issues raised by students on your
programme.
To interact with students on your course to establish their
educational wants and needs.
To be a point of information for students on your programme.
To run local campaigns on academic issues if appropriate
To feed back information and decisions from committee meetings to
the students on your programme.
To work collaboratively with the SRO for your School.
To actively promote Students’ Union activities.
To actively promote the National Student Survey and other surveys
designed to collect student feedback and to encourage student
participation in these surveys.
To attend the SU Representation Network event in the autumn and the
School level network event in the spring term.
To complete initial Programme Rep training and additional training where
10. Activity
Using the descriptions provided in your
group identify the tasks needed to achieve
objective, the concerns that may arise in
doing the work effectively and solutions that
could be used to overcome that may aid
your reflection.
You will be expected to feedback to the
rest of the group in 8 min
Im going to help in today is helping you become involved in your role as programme rep. In my life as a careers coach I used to often get studnets in who may have siged up for such a role so they could put on their CV but when I probed further on their achievemenbts within that role, there was a silence as many hadnt reflected on doing this role, many had also just mechanicaly done what they were suppoiosed to do ie attending a committee of some sort but very rare when they had gone that extra mile. I want you to go that extra mile. Tell me what is the current statistic for job interviews and applications? Also ask them if they’d like any more from this session.
2010 articleHow many of you have read it?Aaron Porter makes some interesting pointsFor many years now, students have been members of university committees, though not necessarily full members, and often expected to disappear at 'reserved business'. Student involvement in structures and systems, like student-staff liaison committees, once highlighted as good practice in Subject review and Institutional audit, isnow routine.new kind of message and a changing agenda: students can take a more activerole in improving their educational experiences. The passive power of the 'student voice', whilecreating significant institutional benefits in understanding student perceptions and needs, hasarguably also reinforced the notion of students as customers, with all its attendant dangers:'If students are envisioned only or primarily as consumers, then educators assume the role ofpanderers, devoted more to immediate satisfaction than to offering the challenge of intellectualindependence'. (Schwartzman, 1995.)
Complicated – there is a danger that you may feel overwhelmned once yioyu start attendiung meetings and you are pushed between pillar and post! So in the daily drama you forget what you are there to do! You are there to work as a change agent and to suppory the student experiemnce. You also want to estabnlish high level objectivbes for yourself which can be conveyed to an employer once graduated.
I wnat you to ijtroduce yourself to your oartner. Ok then face them and dont look at me! Then repeat after me with gusto ..Im a champion! Im a change agent! I believe in you. Do you believe in me? I have what it takes , You have what it takes, I see a greatness in you. Lets make this job work together!
Reflection implies looking in the mirror ..and in someway analysing yourselves one of the problems with this is not all of us like looking at ourselves and we don't always like what we see. Even if you are happy with yourselves in this way it may be that you’ve never been taught how to do it properly. I'm going to go through some do’s and don'tsGive my example:in my previous work I had agreed to coordinate a project which involved a range of staff. Unfortunately in one of the initial meetings i ran, i had assumed that all could attend and had provided no criteria or information in advance about what was expected at the meeting. With no surprise staff felt put out and i received a range of emails expressing their thoughts. I made a point to reflect on this and although it was after the meeting, it provided me with the ability to plan in advance of meetings that i attend or chair in my later life.
Point to make is evidence building and yes although you want to consider that this is more aboit gaining recognisitioon. Don't forget that this is also about your potential to be employable as employers value good reflectors not do gooders!
Its not my job to do appraisals with you but what i can do is help you how to do this effectively and that is PP!