Student services professionals are responsible for ensuring their institutions become true learning communities committed to providing transformative educational experiences for all students. The document discusses establishing student learning outcomes for student services which describe what students will be able to do, know, and demonstrate as a result of participating in student services programs and activities. It provides examples of learning outcomes for financial aid workshops, test proctoring, and officer training that are measurable and describe improved skills.
The document discusses implementing student learning outcomes across student services divisions at colleges and universities. It emphasizes that student affairs professionals are responsible for ensuring their institutions become true learning communities committed to transformative educational experiences for students. The document provides examples of learning goals and objectives for different student services, and explains that assessing student learning outcomes can demonstrate how student services promote student learning, development, and academic success. It also describes the process of developing student learning outcomes as iterative and requiring consensus-building among stakeholders.
The document discusses the evolution of program review and accreditation standards over time. Initial standards in the 1960s focused on basic structures and processes, while later standards emphasized continuous improvement, assessment of institutional effectiveness, and program review. The most recent 2002 standards center on student learning outcomes and require institutions to assess learning at the course, program, and degree levels to drive improvements. An effective integrated system uses ongoing program review and assessment of student achievement and learning to inform planning, budgeting, and other decisions that lead to institutional betterment.
The document discusses coaching and mentoring at a college. It provides an overview of coaching and mentoring, noting that some academic departments have advisors while others use faculty advisors. The goal is to expand participation. Coaching and mentoring is defined as a collaborative process to help students with educational and career goals through problem-solving and overcoming obstacles. It combines teaching, mentoring, and career counseling.
The college uses a three-stage coaching and mentoring model from admission through graduation. Stage one focuses on pre-enrollment advising. Stage two creates academic/career plans and offers orientation. Stage three provides specific academic and career advice linked to programs of study. Over time, the model aims to have all students
The document discusses key aspects of effective teamwork between teachers and paraprofessionals. It states that for a team to be successful, the teacher and paraprofessional must view themselves as partners and solicit input from all members. Clear communication and mutual respect are important. Role clarification is also important for the team to function effectively and reach their goals.
The 2012 Make-It-Work Program was a partnership between Fairfax County, Virginia and Fairfax County Public Schools that provided paid internships to 10 high school students with disabilities. The program aimed to help students develop job skills and gain work experience to increase their competitiveness in the job market. Students gained skills in areas like communication, computer use, and time management through completing tasks like data entry, filing, and receptionist duties in various county agencies. Both students and employers benefited from the program through real-world work experience and skills development. Lessons learned will help strengthen and expand the program in the future.
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
This document discusses the importance of collaboration between university career centers and academic departments to promote co-ops and internships. It recommends identifying priorities, opportunities for campus buy-in, and using a liaison model where career center staff are embedded within academic departments. The liaison model strengthens relationships between career centers, students, faculty, employers and has led to increased referrals, resource sharing and experiential learning opportunities. Regular communication and identifying champions within departments are keys to successful collaboration.
Student services professionals are responsible for ensuring their institutions become true learning communities committed to providing transformative educational experiences for all students. The document discusses establishing student learning outcomes for student services which describe what students will be able to do, know, and demonstrate as a result of participating in student services programs and activities. It provides examples of learning outcomes for financial aid workshops, test proctoring, and officer training that are measurable and describe improved skills.
The document discusses implementing student learning outcomes across student services divisions at colleges and universities. It emphasizes that student affairs professionals are responsible for ensuring their institutions become true learning communities committed to transformative educational experiences for students. The document provides examples of learning goals and objectives for different student services, and explains that assessing student learning outcomes can demonstrate how student services promote student learning, development, and academic success. It also describes the process of developing student learning outcomes as iterative and requiring consensus-building among stakeholders.
The document discusses the evolution of program review and accreditation standards over time. Initial standards in the 1960s focused on basic structures and processes, while later standards emphasized continuous improvement, assessment of institutional effectiveness, and program review. The most recent 2002 standards center on student learning outcomes and require institutions to assess learning at the course, program, and degree levels to drive improvements. An effective integrated system uses ongoing program review and assessment of student achievement and learning to inform planning, budgeting, and other decisions that lead to institutional betterment.
The document discusses coaching and mentoring at a college. It provides an overview of coaching and mentoring, noting that some academic departments have advisors while others use faculty advisors. The goal is to expand participation. Coaching and mentoring is defined as a collaborative process to help students with educational and career goals through problem-solving and overcoming obstacles. It combines teaching, mentoring, and career counseling.
The college uses a three-stage coaching and mentoring model from admission through graduation. Stage one focuses on pre-enrollment advising. Stage two creates academic/career plans and offers orientation. Stage three provides specific academic and career advice linked to programs of study. Over time, the model aims to have all students
The document discusses key aspects of effective teamwork between teachers and paraprofessionals. It states that for a team to be successful, the teacher and paraprofessional must view themselves as partners and solicit input from all members. Clear communication and mutual respect are important. Role clarification is also important for the team to function effectively and reach their goals.
The 2012 Make-It-Work Program was a partnership between Fairfax County, Virginia and Fairfax County Public Schools that provided paid internships to 10 high school students with disabilities. The program aimed to help students develop job skills and gain work experience to increase their competitiveness in the job market. Students gained skills in areas like communication, computer use, and time management through completing tasks like data entry, filing, and receptionist duties in various county agencies. Both students and employers benefited from the program through real-world work experience and skills development. Lessons learned will help strengthen and expand the program in the future.
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
This document discusses the importance of collaboration between university career centers and academic departments to promote co-ops and internships. It recommends identifying priorities, opportunities for campus buy-in, and using a liaison model where career center staff are embedded within academic departments. The liaison model strengthens relationships between career centers, students, faculty, employers and has led to increased referrals, resource sharing and experiential learning opportunities. Regular communication and identifying champions within departments are keys to successful collaboration.
The Student Success Plan is a Open Source software system and supported processes for student success, designed to increase the persistence, success, and graduation rates of targeted students. This presentation by Russ Little offers an overview of the system and how it works for faculty, advisors, and students.
This document discusses teaching excellence from the perspectives of several educators at Newcastle University. Key points discussed include:
- Dr. Phil Ansell raises the question of what constitutes excellent teaching with small vs. large class sizes.
- Katie Wray provides an example of an innovative teaching approach using multidisciplinary teams.
- Jason Steggles discusses his approach to lecturing large classes and the challenges of marking and feedback.
- Various educators reflect on their experiences with the university's teaching excellence award process and criteria.
- The discussion considers how to define teaching excellence and whether innovation is required, or if fitting the context is most important. Student perspective is also acknowledged as important.
The document discusses the need for quality education in light of changing global and technological landscapes. It advocates for a student-centered learning environment where instructional factors are meaningful, relevant, and adapt to individual student needs. Technology can support this approach by providing real-world contexts, connections to experts, visualization/analysis tools, and opportunities for feedback and revision. Successful implementation requires educators to receive training, design student-centered courses, and use technology and assessment to understand its impact on student learning.
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
How to Properly Create a Faculty Development Program in Technology EducationChristopher Barrows
The document discusses best practices for creating an effective faculty development program in technology education. It emphasizes the importance of planning, understanding trainees' experience levels, providing technology resources for home use, and conducting evaluations throughout the program. The conclusion notes that technology training is essential, as tools require instruction, and technology alone provides no guidance. Overall, the document provides guidance on establishing a faculty development program that prepares educators to integrate technology effectively.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
This e-learning module provides an overview of the steps for writing effective annual goals, including expected outcomes, present levels, educational needs, annual goals, services, progress monitoring, and evaluation of effectiveness. Users can access details and examples for each step through different tabs. A brief quiz is also available to test knowledge of the effective goal writing process.
What, why, how and who?: supporting cpd in he and beyondSEDA
The document provides information on SEDA's Professional Development Framework (PDF), which offers recognition and accreditation for professional development activities in higher education. It began in 1993 with teacher accreditation based on outcomes and values. The PDF now comprises 19 awards that support staff development needs at different career stages. Institutions apply for recognition to deliver SEDA-accredited awards through a mentored process involving documentation review and site visits every 5 years. The awards offer national certification for individuals and support institutions' professional development strategies.
The document discusses assistive technology and what individuals need to know about it. It defines assistive technology as tools that match a person's needs, abilities, and tasks. It provides examples of different types of assistive technology that can help with areas like communication, academics, visual and hearing impairments, and more. It also discusses the process of evaluating whether a student needs assistive technology and which technologies may be appropriate.
The document discusses moving from a consumerist model of student feedback to a partnership model where students are engaged as co-creators in the learning process. It advocates for surveys to be embedded within broader student representation and engagement, with students and staff jointly responsible for identifying issues, developing solutions, and implementing changes. Case studies from Gloucestershire and Glasgow universities demonstrate iterative evaluation processes where student feedback directly impacted module improvements. Principles for research emphasize empowering students and staff to work together towards a shared quality agenda through open access to information and ensuring feedback leads to timely actions and solutions developed in partnership.
Academic assessment plan. under constructionOAAVFAC
The document summarizes an academic assessment plan under development at a college. It outlines accomplishments made so far, including inventorying existing assessment tools and aligning goals and outcomes across levels. A proposed timeline is provided seeking feedback by specific dates. The purpose is to advance the academic plan, connect it to learning goals, and promote assessment to internal and external audiences including accreditors. Input is requested from an assessment task force and college community.
The document discusses the need for professional learning communities (PLCs) in education due to changing economic and technological conditions. It outlines characteristics of effective PLCs, including shared interests, respect, skills and goal of knowledge production among members. PLCs require focusing instruction on student learning, working collaboratively in teams, and using data to monitor student mastery and provide additional support. Technology can support PLCs by facilitating real-world connections, visualization tools, feedback and opportunities for reflection. Leaders must develop PLCs through clarifying essential learning goals and implementing systems for monitoring student progress.
This document contains best practices for student services at Whatcom Community College. It includes sections on various topics such as the 5 steps for a student's first day, access and disability services, advisor training, closing the opportunity gap, and ending events with appreciations. The sections provide details on practices and programs to support students and promote their success.
Let me think about it audience ida dolci - 14 april 2012TAEDTECH Sig
This document discusses teaching portfolios and their uses. It defines a teaching portfolio as a living document created by teachers for reflection, critique of their work, and evaluation of lesson effectiveness. Portfolios can be used formatively to provide feedback and help teachers improve, or summatively to evaluate teacher effectiveness for decisions like contract renewal. The document recommends including reflections, lesson plans, student work samples, and evaluations in a portfolio. It also outlines the portfolio requirements and purposes from the perspectives of both university management and teaching faculty.
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 provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
The document discusses eight focal points for embedding public engagement at institutions. It focuses on mission, leadership, partnership, support, learning, reward, and recognition. Specifically, it discusses recognizing and rewarding staff involvement in public engagement through recruitment, promotion, workload plans and performance reviews. It provides examples from different universities of how they have incorporated public engagement into appraisals, promotions criteria, job descriptions, awards and incentives.
"Student Affairs and Academic Support 2017 Workplace Survey Results," presentation by Nathan Strong, Kim Pruitt and Stacey Bradley delivered at the monthly division meeting March 24, 2017.
The document outlines 18 steps to register for courses at Trident Technical College, including logging into the student portal, searching for courses by term and subject, selecting preferred courses and sections, submitting course selections, registering for selected courses, checking registration status, reviewing and printing schedules, and being reminded to pay tuition by deadlines to avoid being purged.
This document provides information and advice about effective time management techniques for students. It begins with a time management quiz to assess a reader's current habits. It then discusses managing one's time rather than time itself, prioritizing goals, and calculating how 168 hours in a week are spent. The document provides tips for managing time including using a schedule, studying most difficult subjects first, and preventing procrastination. It emphasizes breaking large projects into smaller tasks and taking care of oneself to sharpen the saw and stay energized.
The Student Success Plan is a Open Source software system and supported processes for student success, designed to increase the persistence, success, and graduation rates of targeted students. This presentation by Russ Little offers an overview of the system and how it works for faculty, advisors, and students.
This document discusses teaching excellence from the perspectives of several educators at Newcastle University. Key points discussed include:
- Dr. Phil Ansell raises the question of what constitutes excellent teaching with small vs. large class sizes.
- Katie Wray provides an example of an innovative teaching approach using multidisciplinary teams.
- Jason Steggles discusses his approach to lecturing large classes and the challenges of marking and feedback.
- Various educators reflect on their experiences with the university's teaching excellence award process and criteria.
- The discussion considers how to define teaching excellence and whether innovation is required, or if fitting the context is most important. Student perspective is also acknowledged as important.
The document discusses the need for quality education in light of changing global and technological landscapes. It advocates for a student-centered learning environment where instructional factors are meaningful, relevant, and adapt to individual student needs. Technology can support this approach by providing real-world contexts, connections to experts, visualization/analysis tools, and opportunities for feedback and revision. Successful implementation requires educators to receive training, design student-centered courses, and use technology and assessment to understand its impact on student learning.
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
How to Properly Create a Faculty Development Program in Technology EducationChristopher Barrows
The document discusses best practices for creating an effective faculty development program in technology education. It emphasizes the importance of planning, understanding trainees' experience levels, providing technology resources for home use, and conducting evaluations throughout the program. The conclusion notes that technology training is essential, as tools require instruction, and technology alone provides no guidance. Overall, the document provides guidance on establishing a faculty development program that prepares educators to integrate technology effectively.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
This e-learning module provides an overview of the steps for writing effective annual goals, including expected outcomes, present levels, educational needs, annual goals, services, progress monitoring, and evaluation of effectiveness. Users can access details and examples for each step through different tabs. A brief quiz is also available to test knowledge of the effective goal writing process.
What, why, how and who?: supporting cpd in he and beyondSEDA
The document provides information on SEDA's Professional Development Framework (PDF), which offers recognition and accreditation for professional development activities in higher education. It began in 1993 with teacher accreditation based on outcomes and values. The PDF now comprises 19 awards that support staff development needs at different career stages. Institutions apply for recognition to deliver SEDA-accredited awards through a mentored process involving documentation review and site visits every 5 years. The awards offer national certification for individuals and support institutions' professional development strategies.
The document discusses assistive technology and what individuals need to know about it. It defines assistive technology as tools that match a person's needs, abilities, and tasks. It provides examples of different types of assistive technology that can help with areas like communication, academics, visual and hearing impairments, and more. It also discusses the process of evaluating whether a student needs assistive technology and which technologies may be appropriate.
The document discusses moving from a consumerist model of student feedback to a partnership model where students are engaged as co-creators in the learning process. It advocates for surveys to be embedded within broader student representation and engagement, with students and staff jointly responsible for identifying issues, developing solutions, and implementing changes. Case studies from Gloucestershire and Glasgow universities demonstrate iterative evaluation processes where student feedback directly impacted module improvements. Principles for research emphasize empowering students and staff to work together towards a shared quality agenda through open access to information and ensuring feedback leads to timely actions and solutions developed in partnership.
Academic assessment plan. under constructionOAAVFAC
The document summarizes an academic assessment plan under development at a college. It outlines accomplishments made so far, including inventorying existing assessment tools and aligning goals and outcomes across levels. A proposed timeline is provided seeking feedback by specific dates. The purpose is to advance the academic plan, connect it to learning goals, and promote assessment to internal and external audiences including accreditors. Input is requested from an assessment task force and college community.
The document discusses the need for professional learning communities (PLCs) in education due to changing economic and technological conditions. It outlines characteristics of effective PLCs, including shared interests, respect, skills and goal of knowledge production among members. PLCs require focusing instruction on student learning, working collaboratively in teams, and using data to monitor student mastery and provide additional support. Technology can support PLCs by facilitating real-world connections, visualization tools, feedback and opportunities for reflection. Leaders must develop PLCs through clarifying essential learning goals and implementing systems for monitoring student progress.
This document contains best practices for student services at Whatcom Community College. It includes sections on various topics such as the 5 steps for a student's first day, access and disability services, advisor training, closing the opportunity gap, and ending events with appreciations. The sections provide details on practices and programs to support students and promote their success.
Let me think about it audience ida dolci - 14 april 2012TAEDTECH Sig
This document discusses teaching portfolios and their uses. It defines a teaching portfolio as a living document created by teachers for reflection, critique of their work, and evaluation of lesson effectiveness. Portfolios can be used formatively to provide feedback and help teachers improve, or summatively to evaluate teacher effectiveness for decisions like contract renewal. The document recommends including reflections, lesson plans, student work samples, and evaluations in a portfolio. It also outlines the portfolio requirements and purposes from the perspectives of both university management and teaching faculty.
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 provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
The document discusses eight focal points for embedding public engagement at institutions. It focuses on mission, leadership, partnership, support, learning, reward, and recognition. Specifically, it discusses recognizing and rewarding staff involvement in public engagement through recruitment, promotion, workload plans and performance reviews. It provides examples from different universities of how they have incorporated public engagement into appraisals, promotions criteria, job descriptions, awards and incentives.
"Student Affairs and Academic Support 2017 Workplace Survey Results," presentation by Nathan Strong, Kim Pruitt and Stacey Bradley delivered at the monthly division meeting March 24, 2017.
The document outlines 18 steps to register for courses at Trident Technical College, including logging into the student portal, searching for courses by term and subject, selecting preferred courses and sections, submitting course selections, registering for selected courses, checking registration status, reviewing and printing schedules, and being reminded to pay tuition by deadlines to avoid being purged.
This document provides information and advice about effective time management techniques for students. It begins with a time management quiz to assess a reader's current habits. It then discusses managing one's time rather than time itself, prioritizing goals, and calculating how 168 hours in a week are spent. The document provides tips for managing time including using a schedule, studying most difficult subjects first, and preventing procrastination. It emphasizes breaking large projects into smaller tasks and taking care of oneself to sharpen the saw and stay energized.
The document discusses stress, its causes and effects. It defines stress as the inability to cope with perceived threats to one's well-being. It notes that not all stress is bad, distinguishing between good stress from threats like the fight or flight response, and bad stress. Causes of stress discussed include organizational, individual, environmental factors and a poor diet. Negative effects of stress include emotional impacts like fatigue, alienation and depression, as well as physical impacts. The document provides tips for managing stress through developing internal resources like creativity and humor, external resources like social support, and personal coping skills like time management.
The document provides tips for building a basic professional wardrobe for job interviews and work. It recommends starting with one navy or charcoal wool suit, one navy wool blazer, one pair of charcoal wool dress pants, one white dress shirt with a spread collar, and one solid-colored tie. Additional tips include only buttoning the top button of the jacket, keeping sleeves at the wrist bone, and making sure clothes are tailored, clean, and comfortable.
This document discusses preparing for leadership and provides quotes from various leaders. It outlines key aspects of preparing for leadership such as education, skill set, and networking. It emphasizes the importance of having a guiding vision, passion for your work, integrity, and knowing the world. It also notes that leaders must be willing to learn, work hard, make mistakes and learn from them, and find the right mentors. Leaders separate who they are from what others want them to be and determine their own path.
STRESS MANAGEMENT AND HOW TO DEAL WITH ITRanjeet Kumar
Stress is the body's response to demands placed on it and is caused by stressors like work, school, family, health, and finances. There are two types of stress - distress, which is bad stress that becomes too much to cope with, and eustress, which is good stress that motivates. Stress can lead to physical issues like changes in appetite and weight as well as emotional problems like mood swings and anxiety. Managing stress involves relaxation techniques, exercise, meditation, and counseling to improve physical, emotional, and focus benefits. The key to managing stress is balance.
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Hobsons
Facilitating change utilizing Starfish for an Institutional Approach to Student Success Ramapo College of New Jersey
Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
The mission of advising is to use a teaching and learning approach that empowers students as they clarify and realize their goals through both curricular and co-curricular engagement.
The document discusses Christchurch Polytechnic Institute of Technology's (CPIT) introduction and development of its self-assessment and external evaluation processes from 2007-2011. It outlines CPIT's principles for self-assessment, including embedding it in regular practice and focusing on student learning outcomes and stakeholder feedback. The document also describes CPIT's generic self-assessment process of stocktaking, evaluative conversations, reporting, and closing loops.
Building a Highly Effective Coaching and Mentoring Program at ScaleInsideTrack
Developing an effective, scalable coaching program requires cross-functional commitment and success requires clear and realistic goals, based on current realities.
The document outlines an orientation program for new admissions counselors at a university. It includes the following stages:
1) A meet and greet program where counselors learn about the university, meet staff and deans, and learn expectations for their role.
2) Shadowing current counselors on interviews and tours for a week to observe and ask questions.
3) A seminar to learn and apply the university's policies and procedures through an online assessment test that must be passed.
4) At the conclusion of training, counselors must pass a knowledge test covering topics from orientation and provide feedback on the effectiveness and areas for improvement of the training through a survey.
Discussions about the current engineering education scenario existing in self-financing colleges in Tamilnadu (2007-2008). All problems and ideas discussed are purely based on my personal experiences only.
What It Takes To Be The Best It Trainer?Aravinth NSP
The document discusses the various responsibilities and expectations of an effective info-tech trainer. It outlines the vision of imparting quality education while ensuring students gain technical competency and are employable. It emphasizes the importance of soft skills training, laboratory work, evaluation methods, publications, industrial interaction and ensuring students meet industry requirements to achieve placement goals. The trainer is encouraged to continuously improve and add value through consultation, research, and innovative teaching practices.
WBL IN ACTION Event Slides Feb. 17, 2015innovatetk
Educators, work-based learning partners, superintendents, and those involved in Linked Learning get together to adopt and celebrate common definitions and effective practices along the College & Career Continuum for Tulare and King Counties. www.innovatetk.com/wbl-in-action
Using research to_create_effective_on-linetrtkaren
The document discusses evaluating the effectiveness of FCPS online professional development courses. It outlines the current state of the courses and issues that need addressing per research. An evaluation plan is proposed using surveys, test scores, and expert reviews to determine if the courses impact teaching and learning, and if they meet criteria for high-quality professional development. If not effective, the courses would be redesigned or replaced with new courses following best research practices for online teacher training.
The document outlines an orientation program for new admissions counselors at a university. It includes the following stages: 1) an introduction to the university president and mission, 2) a one-week "Meet & Greet" to learn about departments and majors, 3) shadowing current counselors for a week, 4) a review of policies and procedures which includes an online assessment test, 5) a discussion of learning styles and how to effectively train counselors, and 6) a concluding knowledge assessment test and survey to evaluate the program's effectiveness.
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Program...Dillard University Library
Articulate the genesis of development of a culture of assessment; Identifies the components of institutional effectiveness emanating from a system of data sharing and program improvement; Distinguish the purpose and verbage of a program, course, and student learning outcome
Designing Effective and Measurable Student Learning OutcomesBonner Foundation
This document discusses designing effective and measurable student learning outcomes. It begins with an overview of the goals for the workshop, which are to help participants determine what needs to be assessed, why, and how outcomes translate to assessments. It then covers various topics around developing outcomes such as getting input from participants on their confidence levels, why outcomes and assessment are important, the importance of asking good questions, rigor in research, and using reflective practice. Key terms are defined and the document emphasizes starting with outcomes in mind and providing a process for developing outcomes that was used at IUPUI.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
The role of Academic Professionals in Non-Academic Student Success MattersInsideTrack
The document discusses the important role that academic professionals play in supporting student success both inside and outside of the classroom. It states that faculty and staff set expectations, motivate students, guide them towards achieving their goals, help overcome obstacles, and forge lasting connections between students and the institution. Additionally, the document emphasizes that student success relies on effective communication between different support areas to provide a positive student experience. It also explores how insights from student support services can help improve academic programs and tailor interactions and content for incoming students. Finally, it recommends several best practices for academic professionals to support all students, such as reinforcing identity and purpose, being proactive, encouraging engagement, and providing consistent feedback.
The document outlines the themes and criteria used for accreditation. It discusses five criteria: mission and integrity; preparing for the future; student learning and effective teaching; acquisition, discovery, and application of knowledge; and engagement and service. Each criterion has core components and examples of evidence are provided. Cross-cutting themes of being future-oriented, learning-focused, connected, and distinctive are discussed. Position statements on assessment of student learning, diversity, and general education are also summarized.
The document discusses developing learning outcomes for outcome-based education. It emphasizes that learning outcomes should be specific, measurable, achievable, relevant and timed. Learning outcomes can be defined at different levels, including program objectives, program outcomes, course outcomes and weekly outcomes. Developing learning outcomes involves mapping them to learning activities and assessing their achievement. Stakeholders such as students, academics and employers should be involved in preparing learning outcomes. Periodic review and improvement of learning outcomes is also discussed.
This document discusses best practices for career preparation programs at Elmhurst College. It outlines several programs and initiatives aimed at helping undergraduate students explore careers and develop skills for future employment. These include:
1. A required "Professional Foundations of Career Development" course for freshmen to explore interests and strengths and interview professionals.
2. An optional "First LEAP" program for students to experience the link between academics and careers through experiential learning opportunities.
3. Integrating career preparation across the curriculum and cocurricular activities to help students identify their talents and develop competencies for meaningful employment and life after college. The goal is to graduate students who are confident and capable of finding employment in their field of
Cynthia Roberts has over 15 years of experience in higher education, most recently serving as the Program Coordinator for Humanities & Arts at The Art Institute of Portland from 2012-2015. She scheduled courses, recruited and managed faculty, and ensured program courses supported student success. Under her leadership, first to second term retention increased by 7-8% through development of a first-year seminar course. She also increased support for veteran students and held several leadership roles in committees focused on student success, retention, faculty development, and assessment. Roberts holds an Ed.D. in Instructional Leadership and teaches courses in business, marketing, graphic design, and humanities. Her leadership philosophy focuses on being genuine, observant, supportive
Trident Technical College's Student Support Services program provides resources to help students learn how to manage their money through organizing their finances, setting financial goals and creating budgets. The document outlines six steps for students: 1) Organize personal financial records and accounts, 2) Review current income and expenses, 3) Set short, mid, and long-term financial goals, 4) Create a budget and identify areas for improvement, 5) Understand different types of bank and credit accounts, and 6) Save for emergencies, goals and the future by investing money wisely. Additional resources for students seeking financial help include on-campus programs, tax credits, discounts, and online financial planning tools.
Goal setting involves defining goals and objectives to help achieve desired results. Goals are destinations while objectives are the steps to reach goals. Effective objectives are specific, time-bound, measurable, and achievable. When setting objectives, consider potential obstacles and have contingency plans. Periodically evaluate progress towards goals and objectives, and make adjustments if needed. Staying motivated requires identifying rewards and focusing on desired outcomes. Proper goal setting with objectives helps ensure plans are worked to achieve goals.
This document discusses different learning styles and provides tips for students and instructors. It describes four categories of learning styles: active vs reflective, sensing vs intuitive, visual vs verbal, and sequential vs global. Mismatches between a student's learning style and an instructor's teaching style can lead to frustration. The document provides suggestions for students on how to study based on their individual learning style. It also suggests instructors provide a variety of materials and explanations to engage different types of learners.
The document discusses the causes and effects of stress, as well as strategies for managing stress. It defines stress as the inability to cope with perceived threats to one's well-being. Both good and bad stress are discussed. The stress response involves physiological reactions like increased heart rate and blood pressure. Common causes of stress include work, family responsibilities, health issues, and the environment. Negative effects can be emotional like fatigue or physical like stomach problems. The document provides tips for developing personal coping skills through humor, optimism, and time management as well as utilizing social support networks and counseling services.
This document discusses withdrawing from a course and provides information on the pros and cons to consider. A withdrawal results in a grade of W on the transcript, which does not affect GPA but can negatively impact financial aid status. Reasons for withdrawing include illness, changes in personal situations, or missing too many classes. Withdrawing may allow more time for other courses but can impact time to graduation and financial aid. The document advises students to think carefully about their reasons for withdrawing and discuss options with instructors, advisors or financial aid officers before making a decision.
This document provides tips for college survival skills similar to reality TV survival shows. It recommends planning course schedules, using a planner, paying attention in class, networking with advisors and other resources. The document outlines important terms, time management strategies, studying techniques, and accessing academic resources and support services to help students succeed and earn their college degree and future higher income.
2011 Male Leadership Conference In ReviewTTC Webmaster
The 2011 Male Leadership Conference brought together over 200 male leaders from across various industries for a day of learning and networking. Keynote speakers addressed challenges facing men in leadership and strategies for overcoming obstacles. Participants left feeling energized and with new ideas to strengthen their leadership skills and make positive impacts in their organizations and communities.
The document discusses the importance of personal grooming and appearance in creating a positive first impression in a professional setting. It notes that visual cues like appearance account for over half of initial impressions formed about someone. Specific grooming tips mentioned include keeping hair, nails, and skin clean and well-maintained, dressing appropriately for the occasion in a conservative manner, and avoiding heavy fragrances or distracting jewelry. The document emphasizes that grooming is not about vanity but presenting oneself in a way that conveys competence and professionalism.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
SLO Across the Division
1. We Are All Accountable:
Student Learning Outcomes Across the Division
NASPA
Assessment and
Persistence Conference
June 9-12, 2011
Elise Davis-McFarland, Ph.D., VP for Student
Service
Sharon Kearns, M.Ed., Director of Testing
2. Student Affairs professionals have
the responsibility for ensuring that
institutions of higher education
become
true learning communities
committed
to providing transformative
educational experiences
for all students.
Learning Reconsidered – ACPA, NASPA
3. The institution provides student support
programs, services, and activities consistent
with its mission that promote student
learning and enhance the development of its
students.
(Student Support Services)
4. Norht North Central Association
Commission on Accreditation and School
Improvement
Learning goals are designed to press all
students to excellence and focus on enhancing
the intellectual, personal, physical, social, and
career development of students.
PS 2 Objectives are:
identified for the specific subject areas and the
various programs such as the activity
programs, and student personnel services;
5. Different Student Services
Outcomes
Student service outcomes
Satisfaction, needs, program quality
Student development outcomes
Values,
attitudes, beliefs, psychosocial
development
Learning outcomes
Knowledge and skills
6. Why Student Learning
Outcomes?
The business of colleges is teaching and
learning. If you’re not a major player in that
business you’re just sitting on the bench.
7. Assessment should show that
Student Services
Plays a significant role in student learning
Makes a difference in academic success
Promotes retention and persistence
Enhances cognitive development
Enhances affective development
9. What if a student asks…
What should I be able to do as a result of my
interaction with the______ office in Student
Services?
What should I be able to learn from meetings with
my financial aid officer?
What would you say?
Think of what you expect students to be
able to do/know as a result of their
interactions or participation.
10. What should students gain
from Student Services?
Essential life skills
Personal responsibility
Perseverance
Decision making/critical thinking
Financial responsibility
Technology use
11. What should students gain
from Student Services?
Essential social skills
Effectivecommunication
Interpersonal skills
Civic mindedness
Ethical behavior
Adherenceto legal and ethical
requirements
12. Mission Statement Example
BEFORE Orientation Services
Our Purpose...
The mission of Orientation Services at Trident Technical College is to
provide a welcoming environment in which new students and their
families obtain information necessary for a successful transition into
college life. Through our orientation program, we encourage campus
involvement, academic success, and student retention. Our aim is to
integrate new students and families into campus life while easing the
transitions and stresses associated with starting college.
In order to achieve these objectives, students and families who attend
an orientation will…..
View a video to familiarize them with the campus environment and
physical facilities
Explore Trident Technical College’s Website
Talk with an Orientation Leader to
Verify the student’s major
Learn about important processes, like registration
Be assigned an academic advisor
Receive important printed materials about the College
Find out about student services and organizations
Have questions answered
Take a walking tour of the campus, if desired
Register for courses during the registration period in the
Orientation Services Centers if they are non-degree students
13. AFTER
Orientation Services
In support of the Student Services Division
mission of
encouraging student success, Orientation
Services
provides a comprehensive orientation program
to
encourage campus involvement, academic
success,
and student retention.
14. A good learning outcome…
Indicates what the student should
know or be able to do
Is measurable
Relates to experiences you provide
Is realistic
Aligns with vision, mission and values
Adapted from Bentrim-Tapio, 2008
15. Learning Outcome
Statements
Specify what students will be able to
do, know, and/or demonstrate as a result of
participating in or completing an
activity/service/program.
Should be expressed as
knowledge, skills, attitudes or behaviors.
Adapted from Bentrim-Tapio, 2008
16. The wording…
Active Verb EXPECTATION
As a result of • Demonstrate • 50% improvement
• Average performance
• Identify • Pre-test post-test
• Explain improvement
BEHAVIOR INTENTION
• Meeting Will be able to
• Participating • Mock interview
• Working with
• Time
management
ACTIVITY Who
• Program • Students
• Service • Athletes
• Activity • Officers
Adapted from Bentrim-Tapio
17. Learning Outcome Examples
As a result of students attending resume
workshop, students will develop a
professional grade essay.
As a result of instruction from the test
proctor, students will manage their time in
order to complete their tests within the allotted
time.
As a result of attending officer training
sessions and holding office, organization
officers will demonstrate improvement in their
leadership skills from the beginning of their
tenure through completion.
18. Satisfaction vs. Learning is
much like the relationship
between Reliability and Validity.
Just as reliability means nothing
when the problem is
validity, satisfaction doesn’t mean
much when students don’t learn.
19. Satisfaction surveys
don’thelp you understand all of the
contributions of your programs & services
don’ttell you how your programs and
services contribute to student
development & learning
don’t
tell you everything you need to know
about programs & service improvements
Bresciani, 2002
20. Satisfaction…
85% of students will agree
or strongly agree that mock
interviews helped them feel
more confident in their
interviewing skills.
Adapted from Bresciani, 2002
21. If you haven’t noticed, we’re
experiencing a paradigm shift.
22. Learning…
85% of students who attend the How to
Interview
workshop will score average or above
average on
a mock interview evaluation matrix.
23. Student Services Student
Learning Outcomes
Show Academics that Student Services
makes significant contributions to learning
Form the basis for collaborations that
Promote measurable student learning
Promote student engagement and socio-
academic integration
Provide models for indirect learning
Bresciani, 2002
24. Unit: VP’s Office
Department: Student Employment
Student Learning Outcomes 2010-2012:
Students develop the basic parts of an
acceptable resume.
Students prepare sufficiently for an interview.
Students are aware of the basic rules and
requirements of the institutional and/or
federal work-study program.
25.
26. Unit: Enrollment Management
Department: Admissions
Student Learning Outcomes 2010-2012:
Students with residency questions articulate
residency requirements.
International students demonstrate an
understanding of the matriculation requirements
for IS students.
27.
28. Unit: Enrollment Management
Department: Orientation
Student Learning Outcomes 2010-2012:
Students demonstrate an ability to adequately
prepare for an academic advising session.
Students demonstrate an ability to effectively
access and use the TTC website.
Students demonstrate the ability to correctly
answer questions about selected TTC policies
and procedures immediately after attending an
orientation session, as well as several days later.
29.
30. Unit: Enrollment Management
Department: Testing Services
Student Learning Outcomes 2010-2012:
Students adequately prepare for testing
appointments.
Students demonstrate adequate technical skills
to successfully complete a computer-based
process.
Students practice academic honesty.
31.
32. Unit: Student Development
Department: Counseling & Career
Development Services
Student Learning Outcomes 2010-2012:
Students identify occupations that match their
personal interests. (Career Development)
Students effectively self-advocate by
communicating their needs to their instructors.
(Services for Students with Disabilities)
Students identify appropriate academic and
personal resources. (Counseling)
33.
34. 2-year Student Learning Outcomes
Assessment Cycle:
2010-2012 and 2012-2014
Planning Cycle Academic Years Activities Time Frame Report Report Due
2010 – 2012 2010 – 2011 Plan for Assessment Aug – Sep 2010 2010 – 2012 SLOs Sep 2010
Planning Stages
(Columns A-E)
Collect Data Sep 2010 – Aug 2011 2010 – 2012 SLOs Sep 2011
(anytime during this Report
period) (Column F)
Sep 2011
Plan for Improvement Aug – Sep 2011 2010 – 2012 SLOs
Report
(Column G)
2011 – 2012 Implement Sep 2011 – Aug 2012 2010– 2012 Sep 2012
Improvement Plans Assessment Summary
(Cover Sheet)
2012 – 2014 2012 – 2013 Plan for Assessment Aug – Sep 2012 2012 – 2014 SLOs Sep 2012
Planning Stages
(Columns A-E)
Collect Data Sep 2012 – Aug 2013 2012 – 2014 SLOs Sep 2013
(anytime during this Report
period) (Column F)
Sep 2013
Plan for Improvement Aug – Sep 2013 2012 – 2014 SLOs
Report
(Column G)
2013 – 2014 Implement Sep 2013 – Aug 2014 2012 – 2014 Sep 2014
Improvement Plans Assessment Summary
(Cover Sheet)
35. Lay groundwork &
develop
consensus
Use findings to Form SLO Committee
improve programs & to initially oversee
services, enhance process
learning, decision-
making, planning/bud
geting
Assessment
Cycle Develop, review, re
Mission, Goals, Objectives, vise Mission
Analyze data & Statements
Outcomes , SLOs, expected
report findings
performance levels
w/ managers & IR
Collect Data Develop
surveys, forms, ru
(develop cycle) brics, etc.
36. Contact Info:
Elise Davis-McFarland, Ph.D.
Vice President for Student Services
Trident Technical College
Charleston, SC 29406
Elise.Davis-McFarland@tridenttech.edu
Sharon Kearns, M.Ed.
Director of Testing
Trident Technical College
Charleston, SC 29406
Sharon.Kearns@tridenttech.edu