This six-week course provides training for the resident assistant position at Pace University. Students will learn about the roles and responsibilities of resident assistants, diversity and inclusion, leadership skills, and mental health support. The course involves weekly journal assignments where students reflect on topics like privilege, self-awareness, and developing a leadership philosophy. Students must complete all journal entries, participate fully in class discussions, and achieve a minimum grade of C to pass the course and be eligible for a resident assistant position.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Spring 2019 SyllabusEd Batista
This is the syllabus for the Spring 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Spring 2019 SyllabusEd Batista
This is the syllabus for the Spring 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Professor Samy Azer Your Role As A Problem-Based Facilitator: 12 Keys For Suc...Professor Samy Azer
This presentation is based on my paper titled:
AZER SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. Med Teach. 2005 Dec;27(8):676-681.
The paper has been translated into more than 13 languages is widely used in medical, dental, nursing and allied health schools worldwide.
Karen Colaric and Susan Lee presented this process in use at Park Day School in Oakland, CA. The SDA process (Support, Development and Assessment) for teachers was created by a committee led by the lower school director, Karen, and a group of teachers at PDS, including Susan. It is intended to appropriately acknowledge and celebrate the work of teachers and to promote their continued growth. This process is useful and relevant for teachers and a philosophical fit for progressive schools.
This presentation highlights what it takes to get into a top college. This is the English version and covers the following topics -
1. The types of colleges your kids can attend
2. What you need to know about High School
3. The college admissions process
4. Checklist for each year of high school
This presentation was given at Yuba City Gurdwara on October 18th, 2009.
Professor Samy Azer Your Role As A Problem-Based Facilitator: 12 Keys For Suc...Professor Samy Azer
This presentation is based on my paper titled:
AZER SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. Med Teach. 2005 Dec;27(8):676-681.
The paper has been translated into more than 13 languages is widely used in medical, dental, nursing and allied health schools worldwide.
Karen Colaric and Susan Lee presented this process in use at Park Day School in Oakland, CA. The SDA process (Support, Development and Assessment) for teachers was created by a committee led by the lower school director, Karen, and a group of teachers at PDS, including Susan. It is intended to appropriately acknowledge and celebrate the work of teachers and to promote their continued growth. This process is useful and relevant for teachers and a philosophical fit for progressive schools.
This presentation highlights what it takes to get into a top college. This is the English version and covers the following topics -
1. The types of colleges your kids can attend
2. What you need to know about High School
3. The college admissions process
4. Checklist for each year of high school
This presentation was given at Yuba City Gurdwara on October 18th, 2009.
Maritza kerekes – certified bilingual school psychologistMaritza Kerekes
Maritza Kerekes is a Licensed Psychologist and acupuncturist. She received her Bachelor of Arts degree in Psychology and graduated Cum Laude from Mount Holyoke College in 1983. She attended Pace University and graduated in 1991 with a Masters degree in School Psychology. She completed her education in 1993 when she received her Doctor of Psychology degree in 1993 from Pace University as well. She is also proud to have graduated from the East West College of Natural Medicine with a Masters degree in Traditional Chinese Medicine in 2011.
CompTIA exam study guide presentations by instructor Brian Ferrill, PACE-IT (Progressive, Accelerated Certifications for Employment in Information Technology)
CompTIA exam study guide presentations by instructor Brian Ferrill, PACE-IT (Progressive, Accelerated Certifications for Employment in Information Technology)
"Funded by the Department of Labor, Employment and Training Administration, Grant #TC-23745-12-60-A-53"
Learn more about the PACE-IT Online program: www.edcc.edu/pace-it
CompTIA exam study guide presentations by instructor Brian Ferrill, PACE-IT (Progressive, Accelerated Certifications for Employment in Information Technology)
"Funded by the Department of Labor, Employment and Training Administration, Grant #TC-23745-12-60-A-53"
Learn more about the PACE-IT Online program: www.edcc.edu/pace-it
Assignment 6.2- Response Paper #2Compose your response paper adh.docxrock73
Assignment 6.2- Response Paper #2
Compose your response paper adhering to the guidelines set forth under the Instructions & Information page. Review the response paper rubric for grading criteria. Submit it to turnitin.com and to Drop Box 6.2 by the designated due date.
Information/Instructions
Three response papers are due during the quarter (Week 3, 6 and 10). These papers are not book reviews. They are based on what you learned from each of the three books, the articles, discussions, lecture materials, Skill Soft materials, videos, and classmate interactions. The length required for each response paper is three to five pages (double-spaced, APA style, including proper grammar and correct spelling). Click here to view the grading rubric that is used for scoring your written papers. Your response papers are to be turned in through turnitin.com and the corresponding drop box.
These papers are not book reviews. They include reading materials, discussions, web assignments, lecture materials, and interactions between classmates. Criteria for the response papers include:
· You must be in the paper. You have been trained your entire academic career to present, critique, analyze ideas and issues. This paper moves away from ideas and issues to focus on you (not just your ideas either). You may find this process difficult and your resistance strong.
· Your response should include the impact of the course material addressed prior to the paper due date or all material addressed between paper due dates including reading assignments, discussion assignments, web assignments, and lecture assignments, as well as interaction between classmates.
· The impact means describing the impact the course material is having on you. If you tell the instructor how wrong you think someone’s ideas, discussion, or opinions are, then you are reflecting on the impact of your thinking on the material. RATHER: Tell your instructor the material’s impact on your thinking.
· If you tell the instructor about the issues, the arguments, the facts then you are reflecting on things outside of you. RATHER: Tell your instructor the issues, the arguments, the facts impacts upon you.
· You have been trained to learn from the professors and give back information. The information these papers require from you (for an “A) is information an instructor cannot give to you… Nor is it information you already have. What is required in the response paper is the information that arises in and through the process of interaction with the course material.
· If this course material has no impact on you, then either you are not participating in the class or you do not know how to reflect on yourself. In any case, your resistance to the material is greater than your ability to be open, vulnerable or self-aware. Resistance to or lack of openness or vulnerability or lack of self-awareness will stand in the way of being the best negotiator possible for you. This usually indicates some form of protectio ...
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD .docxjeremylockett77
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
Grief counseling is a very broad topic. You will need to narrow bo.docxwhittemorelucilla
Grief counseling is a very broad topic. You will need to narrow both the population and the presenting problem a bit further when developing your group. For example, it will be important to think about the nature of the grief/loss you may focus on in your group (death of a spouse, child, extended family member, etc). Additionally, there are a lot of group plans out there that focus on grief and loss. It is important to develop your own plan and not simply copy one that is already in place.
Group Counseling Plan Instructions
· July 15 by 11:59pm
· Points None
Key Performance Indicator Assignment: Group Counseling Plan
You are required to choose a group counseling topic you would like to research and for which you will develop a six-week group framework plan. The instructor must approve your topic in advance.
Sample topics could include:
1. Grief counseling
2. Self-esteem building
3. Conflict resolution
4. Social skills
5. Interpersonal communication
6. School achievement skills
7. Decision making (college/career focus)
8. School transitions
9. Addictions
10. Parenting education
Your counseling plan needs to specify the population for whom the group is tailored. You also need to include relevant research regarding effective small group intervention plans for this topic and population. You will then design (in outline form) a 6-week, small group counseling plan based on this research. You are required to submit the assignment in written form. Your written paper needs to follow the outline form below. Please make sure you address each point in the outline.
Instructions: The outline of this group counseling plan will include the following sections:
I. Introduction
a. Is this topic more appropriate for small or large group? Highlight why individual counseling wasn’t chosen.
b. What is your specific population of focus for this group? (e.g., court mandated clients, children who have lost a loved one, adolescents with school difficulties, couples, etc.)
II. Characteristics of Group Leaders
a. What group leader characteristics are necessary for successful group facilitation?
b. How does the type and formulation of the group impact your group leader selection and facilitation?
III. Culturally Relevant Strategies for Designing and Facilitating Groups
a. How do cultural and diversity factors impact development and facilitation of your group?
b. What steps have you taken to insure these strategies are in place?
IV. Research
a. What does the research suggest as effective interventions for this population?
b. What does the research show was ineffective for working with this population?
V. Group Counseling Plan
a. Clearly outline at least 6 sessions for the group
b. Include the following for each session:
i. Objectives for each session
ii. Materials needed for each session
iii. Step-by-step instructions for leading the lessons, including process questions the leader should ask with the activities
iv. Any additional materials (e.g., worksheets, handouts ...
1 HGED 676 Student Development Theory II1 The grea.docxtarifarmarie
1
HGED 676: Student Development Theory II1
“The great aim of education is not knowledge, but action” ~ Herbert Spencer
Spring 2013 | Lago N102 | Tuesday & Thursday, 2:10-5:00 pm
Instructor Natasha N. Croom, Ph.D. | [email protected] | 515.294.4916 | N247E
TAs Lorraine Acker, M.S. | [email protected] (Section I)
Aja Holmes, M.S. | [email protected] (Section II)
Office Hours By appointment only (for all)
Accommodations
Students with (dis)abilities that may affect participation in this course are invited to contact the Student
Disability Resources (SDR) office, located in Student Services Building, Room 1076. The phone number is
515.294.7220. Additionally, students are encouraged to speak with the instructor so that every plausible effort
can be made to arrange appropriate accommodations.
Course Objective, Organization, & Content
This is a topical discussion based course concerned with social identity development theory. A stated goal of the
student affairs profession is to maximize student learning through the facilitation of the many aspects of
personal and interpersonal development. To accomplish this goal, student affairs professionals must have a clear
understanding of the developmental issues facing students and the process by which development occurs. They
must also be aware of factors that effect development and be able to work with individuals, groups, and
organizations within the diverse campus community to establish environments conducive to the development of
students from a variety of backgrounds. Knowledge of theories of social identity development and the
application of principles of social justice in college settings will assist student affairs professionals in
accomplishing these goals.
This course is organized around concepts of individual level social identity theories and systemic level theories
of intersectionality, privilege, and power. Each week the class will be engaged in activities and discussion about
particular individual-level identity theories (race, ethnicity, gender, sexual orientation, class, ability, spirituality)
with particular attention paid to how these identities intersect and the social and systemic implications of
identity.
Class Expectations & Policies
Class will start promptly at 2:10 p.m. You are expected to be in your seat and ready to begin class at this time.
Arriving late to class is disruptive and disrespectful to your classmates and instructor(s). If a prior commitment
will affect your ability to arrive on time, please notify the instructor prior to class.
Class participation is an expectation of all of us. Given that participation and engagement are crucial to the
success of this course, you are expected to refrain from the use of cell phones and laptops in class. The use of
cell phones, particularly text messaging is inappropriate and disruptive. If your work or personal situations
require you to be “on c.
Mentoring Up encourages mentees to learn how to pro-actively manage their mentoring relationships. This presentation was delivered at the SACNAS conference in 2014.
1. 1
Resident Assistant Class Syllabus
[Insert Instructor, Day and Time of Session]
Course Description
This course provides an introduction to the Resident Assistant position, diversity and inclusion,
self reflection, and current obstacles within housing. Students will explore the culture of Housing
and Residential Life Office, Pace University, and the greater New York community. Explore
how these cultures and other broader societal structures influence residence life and the
connections we build within the residence halls. This course will be conducted over six weeks
facilitated by a professional staff member of the Housing and Residential Life Office.
Learning Outcomes of Course
Upon successful completion of the RA Class, students will be able to
1. Describe the roles and responsibilities of a Resident Assistant at Pace University.
2. Identify resources within Pace University and the community to better serve their
residents and peers during presentations and guest speakers throughout the sessions.
3. Develop knowledge on diversity, inclusion, and equity and how they play a role in
development of community and interpersonal relationships through discussions on
systematic oppression and privilege.
4. Display skills to respond and intervene with residents with mental difference in crisis and
non-crisis situations through mental health training.
5. Demonstrate their leadership philosophy they will use as a Resident Assistant through a
final presentation at the end of the course.
Assignments
The students will be responsible for six journal entries over the course of the class. Following the
prompts, listed below, students will display their knowledge in current events, self awareness,
systematic oppression, and housing. The journals will be graded based on the Journal Rubric
listed in the rubric section. Journal entries should be saved as LastName.WeekNumber.Date
Journals must be at least two pages in length but no more than three pages. Journals that do not
meet these requirements will receive an automatic zero.
Journal Prompts
Week1 Introduce yourself. This week is very open to how you want to introduce yourself.
Some questions you can answer to help: What are you passionate about? What is one
thing you would like your instructor(s) to know about you? Why do you want to be
an RA?
Week2 What has your experience been during your time at Pace University? Do you know
what office you would go to talk about financial issues? Stress? Class schedule
issues?
Week3 When someone asks “who are you?” how do you respond? Name a compassionate
2. 2
way you’ve supported a friend recently. How can you do that for yourself? What is
one topic you need to learn more about to help you live a more fulfilling life?
Week4 Privilege is defined as a special right, advantage, or immunity granted or available
only to a particular person or group of people (Webster Dictionary definition). In
order for a group to be privileged, there needs to be groups who are oppressed. These
groups face unjust treatment or control based on their identities. Discuss the areas in
which you are privileged. What do those identities mean in society, your
relationships and you personally? Have you had to think about these privileges
before writing this? How?
Week5 Currently in the United States, mental health is being discussed more than ever
before. This has lead to more college students talking about these issues and
developing help seeking behaviors. As a resident assistant, you may see mental
health within you community. How do you define mental health? What does mental
health mean to you? What does it mean to our community we are trying to create?
Week6 A leadership philosophy describes who and what influences the way you lead. This
could be previous mentors or supervisors, identities, life experiences, or
relationships. Take a moment to reflect how these different areas of your life
influence the way you interact with others and your leadership style. Based on this
reflection, describe your leadership philosophy. How will you use those identities
and relationships to lead others?
Journal Rubric
Excellent
Organizationisclearandconsistent.Nogrammatical errors.Answers
promptin-depth.
10 points
Good
Organizationislogical butnotevident.1or 2 grammatical errors.Parts of
the promptare answeredin-depth.
8 points
Average
Ideasare scatteredormisplaced.Multiple grammatical errors.Prompts
are answeredona surface level withfew in-depthareas.
6 points
Poor
Organizationishardto follow orunderstand.Consistentgrammatical
errors.Promptansweredonlyonsurface level.
4 points
Unsatisfactory
No clearor logical organization.Grammar difficulttounderstandand
almostillegible.Promptanswersappeartobe unoriginal ormissing.
2 points
No Submission Journal entrywasnot submitted. 0 points
Due Dates and Late Policies
Journal entries will be emailed to the instructor(s) before the class session begins. Journal
submitted after the beginning of class will receive an automatic zero. If an emergency situation
arises, contact your instructor immediately to develop a solution.
Inclusive Excellence (adapted from Vianden, 2015)
We recognize that our individual differences can deepen our understanding of one another and
the world around us, rather than divide us. In this class, people of all ethnicities, genders and
gender identities or expressions, religions, ages, sexual orientations, disabilities, socioeconomic
3. 3
backgrounds, regions, and nationalities are strongly encouraged to share their rich array of
perspectives and experiences. This includes students from dominant social groups. If you feel
your differences may in some way isolate you in this course or if you have a need of any specific
accommodations, please speak with the instructor(s) early about your concerns and what we can
do together to help you become an active and engaged member of this course and community.
Attendance and Participation
Students are expected to attend and participate in every class session. Students will be given a
point value based on their participation in discussion and activities during the class session. The
overall participation grade will be determined by the cumulative points acquired over the six
weeks.
Attendance/Participation Rubric
Engaged Always inclasscontributionsandengagementof others 10 points
Participatory Ofteninclasscontributionandengagement 8 points
Average Sometimes inclasscontributionsandengagement 6 points
Poor Little tonow inclasscontributionsandengagement 4 points
Nearly Absent No contributions,appearsdistractedordisinterested 2 points
Absent Notin attendance forclass 0 points
The following are examples of factors considered when evaluating participation:
Verbally contributing interesting, insightful comments
Building on the comments of others
Raising thoughtful questions
Listening to and engaging others’ comments
Being on time for each class
Staying on task (e.g., no side conversations or distracting self and others with laptop)
Using inclusive and appropriate language
Students who do not attend all six sessions will receive a failing grade in the course. Emergency
situations or circumstances must be discussed with the instructor(s) as soon as possible.
Grading
In order to pass the class, students must receive a C or higher. Failure to do so will result in
failing the class and losing your position as an RA. The grade for the course will be calculated
based on the following assignments.
Journals 60 points
Attendance/Participation 60 points
Total 120 points
4. 4
A= 108 points B= 96 points C= 84 points D= 72 points F=71 points or lower
Classroom Etiquette
The class space should be an open space for all identities, beliefs, opinions, and values. Multiple
perspectives are encouraged for an enlightened conversation; however remember to be open to
other’s viewpoints, cultures, and experiences. Respect one another mutually and provide each
other opportunities to join the discussion and learn.
Cell phones are to be kept on silent and out of sight. The use of cell phones during the class
session will result in being asked to leave the class and be marked absent. If there is an
emergency and you need to have your cell phone accessible, connect with your instructor before
class.
If your class session interferes with a meal time, you are allowed to bring food to the session.
Please be respectful of others and do not bring any distracting, overly smelly or loud food. Clean
up after yourself when you are finished. All drinks (except alcoholic beverages) are permitted
during the session.
5. 5
Meeting and Assignment Schedule
Date Topic Assignmentdue
Week 1
[Insert date]
FindingYour Why
Discoveryourwhyforwhat youwant
to do.Discusshow thisplaysintowho
youare as an RA and as a mentor.
Journal #1
Week 2
[Insert date]
Welcome toPace: Res Life 101
Introductiontoresources,culture,
and general overview of residence life
at Pace University.
Journal #2
Week 3
[Insert date]
SelfAwarenessand Time Management
Get to knowyourfellow classmates
and yourself better.Alsolearneffective
time managementskills.
Journal #3
Week 4
[Insert date]
Know Your Privilege
Explorationof systematicoppression
privilege,intersectingidentities,and
howtheyall playa role inthe
developmentof yourhousing
community.
Journal #4
Week 5
[Insert date]
Mental Health Workshop
Currenttrends,signs,androle
playingactivities todevelopadeeper
understandingof mental healthin
highereducation.
Journal #5
Week 6
[Insert date]
Wrap Up
Reflectionof the RA classand
opportunitytoansweranyfinal
questions.
Journal #6