Alexander Kissel is a psychology student at Oakland University expected to graduate in Spring 2018 with a 3.58 GPA. He has held several leadership roles on campus including Orientation Group Leader, Resident Assistant, and Teaching Assistant. Through these roles, he has helped new students, overseen residential floors, led educational programs, and facilitated classroom discussions. Kissel has also participated in various honors societies, professional conferences, and held leadership positions within his residence hall association.
Using an Inventory of Current Practices to Improve Environmental EducationJeanineSilversmith
Slides from the NAAEE 2018 workshop delivered by Rhode Island Environmental Education Association (RIEEA) Board Member, Kelly Shea and Project Manager, Jeanine Silversmith
Using an Inventory of Current Practices to Improve Environmental EducationJeanineSilversmith
Slides from the NAAEE 2018 workshop delivered by Rhode Island Environmental Education Association (RIEEA) Board Member, Kelly Shea and Project Manager, Jeanine Silversmith
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
1. ALEXANDER D. KISSEL
7229 Theather Court Fenton, MI 48430 cell (810) 394-8476 adkissel@oakland.edu
EDUCATION
Oakland University, Rochester, MI Expected Graduation: Spring 2018
Bachelor of Arts in Psychology, 3.58 G.P.A.
Minor in Sociology
Dean’s List - 2014-2015
Honors College Student
Alpha Lambda Delta Honors Society Member
WORK EXPERIENCE
Orientation Group Leader
Oakland University, Orientation and New Student Programs April 2015 – September 2015
Rochester, MI
Assisted Academic Advisors register students forclasses
Led new, incoming Freshman on interactive campus tours
Helped inspire school pride among new students,Orientation staff, and on campus as a whole
Resident Assistant
Oakland University, University Housing August 2015 – Present
Rochester, MI
Operate as a campus resource for a floor of 46 residents in personaland academic issues
Plan and execute floor, building, and campus wide programs to help and teach residents
Participate in weekly nighttime crisis response in a building of 450 residents
Collaborate with otherResident Assistant staffmembers to create educational and charity programs in our building
Teaching Assistant April 2015 – December 2015
Oakland University, Honors College
Rochester, MI
Worked in a group of 21 Teaching Assistantsto help a class of 275 students through the 100 level Honors College
Colloquium class
Individually created weekly lesson plans for a group of 15 students
Facilitated group discussions and projects,as well as graded quizzes and paper proposals
PROFESSIONAL DEVELOPMENT EXPERIENCE
National Orientation Directors Association (NODA) conference – Attendee 2015
Great Lakes Association of College and University Housing Officers (GLACUHO) – Attendee 2015
CAMPUS INVOVLEMENT
Member of the Oakland University’s Honors College
Residence Halls Association
o Floor Representative for Financial Supreme Court
o President of the Grizz Games Committee
o Programming Board Committee Member
o Chartwells Outreach Committee Member
Honors College Student Association Member
ACHIEVEMENT
Orientation Spirit Award Winner (2014)
NRHH Of the Month Recipient (December 2014)
NRHH Program of the Month Recipient (2015)
NODA Region VII Case Study Competition Outstanding Communication Award (March 2015)