The document discusses the importance of developing students' soft skills and argues that academic affairs departments should take the lead in this area. It notes an example of students not knowing how to properly shake hands and have to be coached. It argues that with increased specialization in higher education, soft skills instruction can fall through the cracks if responsibilities are not clearly defined. While faculty teach aspects of soft skills already, coordinating a comprehensive approach and ensuring all students receive instruction could help students succeed after graduation. Marketing soft skills to faculty by linking them to concepts like "Habits of the Mind" may help increase support for dedicating more time and effort to soft skills in coursework and curricula.
The document discusses developing an online presence for teaching. It provides information on establishing presence through community of inquiry, teaching presence, and course design. Specific strategies are outlined, such as communicating clearly with students, providing feedback, facilitating discussions, and overcoming obstacles to presence. Stages of teacher readiness with technology are also defined from non-readiness to fully redefining teaching with technology. The overall goal is to immerse students in an online experience and make them forget they are taking a class online through active engagement and a strong sense of presence.
The document discusses India's current "talent crunch" problem, where there are ample job opportunities but not enough qualified candidates. It attributes this to shortcomings in India's educational system, which focuses on rote learning and memorization rather than skills like critical thinking, problem solving, and communication. As a result, many students can pass exams but lack the abilities employers seek. The document proposes reforms to the education system to develop well-rounded students, including emphasizing hands-on learning, creativity, public speaking skills, and case studies to better prepare students for careers. It also stresses the importance of soft skills like communication and teamwork for professional success.
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.
How important_ _is_ _skill_ _development_ _for_ _students_ _in_ _2021__RohitBisht96
Skills development is becoming more and more important for students. With all of the new opportunities that are arising in the world due to advancements in science and technology,
The document discusses effective teaching strategies for engaging modern students. It summarizes that:
1. Teacher expectations can influence student performance, as shown in Rosenthal's experiment where teachers were told some students were late bloomers.
2. Creative thinking declines sharply from childhood to adulthood, as seen in Land's tests of divergent thinking.
3. Effective teaching strategies include using problem/case-based learning, student-centered instruction, and competency-based learning to actively engage students and relate lessons to real-world applications.
The Personal and Intellectual Development of Studentsnoblex1
We think we know some useful things about what happens to students on the way to a college degree. We still have to make some educated guesses as to why it happens, but perhaps research will gain more insight into causal factors in the next years. At this point, however, the sheer volume of information available has encouraged some pragmatically-inclined folks to try to condense and simplify the findings into something that teachers and administrators can and will read and use.
I confess that I am about to deliver yet another list - one that will not continue the upward count of things to do to improve education, but that will pull from the existing lists those items that I think are most relevant to the unique educational mission of the service academies. Since you know the educational characteristics of your academies far better than I, it may be presumptuous of me to attempt this feat, but breathe easy; my list has only six items. The first three are what might be called environmental factors that create the cumulative overall impact on the personal and intellectual development of students. These factors are most likely to affect attributes such as leadership and character. They are: 1) the coherence and reinforcement of a consistent educational message, 2) the socialization of the student into the values of the institution, and 3) the integration of education and experience. The second set of three items are instructional or classroom factors that promote the development of academic and intellectual skills such as critical thinking, problem solving, and effectiveness in communication. The three items in that list are: 1) the communication of high expectations, 2) the encouragement of active student learning, and 3) the provision of assessment and prompt feedback.
Environmental Factors: The educational environment of the service academies is probably one of the most potentially potent that exists on any campus in the United States. Students are immersed in a consistent and reinforcing environment from the day they arrive to the day they graduate. Thus, I have listed coherence and reinforcement of the educational message as first on my list of research-documented characteristics known to have an impact on students. This characteristic represents one of your most distinctive departures from the average college campus. First and perhaps most powerfully, you are residential institutions. Your students live on campus and are subject 24 hours a day to the influence of the people and environment of your academies. That, says the research, makes for a peculiar potency that affects values, attitudes, self-concept, intellectual orientation, and a host of other personal variables that contribute to what you might call leadership and character.
Source: https://ebookschoice.com/the-personal-and-intellectual-development-of-students/
Sattam Al shamary
HED 6503
Mid-term Exam
Dr. Pratt
1.)Describe the changes that you believe colleges will need to make over the next 3-7 years to adapt to the following groups in order to be effective in facilitating emotional, physical, intellectual, social, and spiritual development: Homelanders, Millenial students, and Adult learners. In the next few years colleges will need to change to the learning styles of new generations such as Homelanders, Millenial students, and adult learners. Virtual assistants, flipped classrooms and the quantified self are three of the six technological developments that will have a significant impact on higher education within the next five years. Instructors have presented information by lecture since Socrates to the benefit only of linguistic learners. If you're visual or hands-on you've been teacher disabled. Helping students learn according to their learning styles and multiple intelligence preference is finally becoming accepted as an instructional strategy. Many students naturally learn how to learn when they realize they learn better from one resource or strategy over another. For many learners, this concept is too refined or it flies in the face of the teacher authority. Young children like to learn with hands-on methods, but the system quickly moves them to learn by listening. Parents try to help by pointing to smart students and suggesting that their offspring emulate the learning strategies that work for others. Following the path set by others won't work. In fact, we all learn differently. It's a wise parent and facilitative instructor who realizes this and helps the student identify their strategies to meet it. As we work extensively in technology, we see that learners now have access to a variety of instructional strategies. In many cases, the learner selects the path to the strategy. The search for knowledge becomes the learner's intrinsic reward, rather than an extrinsic reward provided by external authority. This may make the learner more motivated because they find it easier to learn. Research in learning technologies may eventually show us that students learn more quickly and deeply so that they apply the information and solve problems. A school can be in the worst neighborhood, but a satellite dish on the roof and fast Internet access on ten classroom computers, positively impacts learning. It could be that we're saving generations of children. Many learning style models exist; my favorite is Albert Canfield's. It has a strong research base, uses clear language, reports in percentiles, and helps stude.
This document discusses high expectations in education. It begins by summarizing a conversation the author had about defining high expectations. It then argues that the phrase "high expectations" is often used to solely refer to high academic standards, which is a narrow view. The author believes true high expectations should include developing students' character through community service, extracurricular activities, ethical decision making, and more. Setting high expectations only for academics does a disservice to students and is disconnected from what universities and the world need. The document concludes by stating communities must clearly define and communicate what high expectations mean to them.
The document discusses developing an online presence for teaching. It provides information on establishing presence through community of inquiry, teaching presence, and course design. Specific strategies are outlined, such as communicating clearly with students, providing feedback, facilitating discussions, and overcoming obstacles to presence. Stages of teacher readiness with technology are also defined from non-readiness to fully redefining teaching with technology. The overall goal is to immerse students in an online experience and make them forget they are taking a class online through active engagement and a strong sense of presence.
The document discusses India's current "talent crunch" problem, where there are ample job opportunities but not enough qualified candidates. It attributes this to shortcomings in India's educational system, which focuses on rote learning and memorization rather than skills like critical thinking, problem solving, and communication. As a result, many students can pass exams but lack the abilities employers seek. The document proposes reforms to the education system to develop well-rounded students, including emphasizing hands-on learning, creativity, public speaking skills, and case studies to better prepare students for careers. It also stresses the importance of soft skills like communication and teamwork for professional success.
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.
How important_ _is_ _skill_ _development_ _for_ _students_ _in_ _2021__RohitBisht96
Skills development is becoming more and more important for students. With all of the new opportunities that are arising in the world due to advancements in science and technology,
The document discusses effective teaching strategies for engaging modern students. It summarizes that:
1. Teacher expectations can influence student performance, as shown in Rosenthal's experiment where teachers were told some students were late bloomers.
2. Creative thinking declines sharply from childhood to adulthood, as seen in Land's tests of divergent thinking.
3. Effective teaching strategies include using problem/case-based learning, student-centered instruction, and competency-based learning to actively engage students and relate lessons to real-world applications.
The Personal and Intellectual Development of Studentsnoblex1
We think we know some useful things about what happens to students on the way to a college degree. We still have to make some educated guesses as to why it happens, but perhaps research will gain more insight into causal factors in the next years. At this point, however, the sheer volume of information available has encouraged some pragmatically-inclined folks to try to condense and simplify the findings into something that teachers and administrators can and will read and use.
I confess that I am about to deliver yet another list - one that will not continue the upward count of things to do to improve education, but that will pull from the existing lists those items that I think are most relevant to the unique educational mission of the service academies. Since you know the educational characteristics of your academies far better than I, it may be presumptuous of me to attempt this feat, but breathe easy; my list has only six items. The first three are what might be called environmental factors that create the cumulative overall impact on the personal and intellectual development of students. These factors are most likely to affect attributes such as leadership and character. They are: 1) the coherence and reinforcement of a consistent educational message, 2) the socialization of the student into the values of the institution, and 3) the integration of education and experience. The second set of three items are instructional or classroom factors that promote the development of academic and intellectual skills such as critical thinking, problem solving, and effectiveness in communication. The three items in that list are: 1) the communication of high expectations, 2) the encouragement of active student learning, and 3) the provision of assessment and prompt feedback.
Environmental Factors: The educational environment of the service academies is probably one of the most potentially potent that exists on any campus in the United States. Students are immersed in a consistent and reinforcing environment from the day they arrive to the day they graduate. Thus, I have listed coherence and reinforcement of the educational message as first on my list of research-documented characteristics known to have an impact on students. This characteristic represents one of your most distinctive departures from the average college campus. First and perhaps most powerfully, you are residential institutions. Your students live on campus and are subject 24 hours a day to the influence of the people and environment of your academies. That, says the research, makes for a peculiar potency that affects values, attitudes, self-concept, intellectual orientation, and a host of other personal variables that contribute to what you might call leadership and character.
Source: https://ebookschoice.com/the-personal-and-intellectual-development-of-students/
Sattam Al shamary
HED 6503
Mid-term Exam
Dr. Pratt
1.)Describe the changes that you believe colleges will need to make over the next 3-7 years to adapt to the following groups in order to be effective in facilitating emotional, physical, intellectual, social, and spiritual development: Homelanders, Millenial students, and Adult learners. In the next few years colleges will need to change to the learning styles of new generations such as Homelanders, Millenial students, and adult learners. Virtual assistants, flipped classrooms and the quantified self are three of the six technological developments that will have a significant impact on higher education within the next five years. Instructors have presented information by lecture since Socrates to the benefit only of linguistic learners. If you're visual or hands-on you've been teacher disabled. Helping students learn according to their learning styles and multiple intelligence preference is finally becoming accepted as an instructional strategy. Many students naturally learn how to learn when they realize they learn better from one resource or strategy over another. For many learners, this concept is too refined or it flies in the face of the teacher authority. Young children like to learn with hands-on methods, but the system quickly moves them to learn by listening. Parents try to help by pointing to smart students and suggesting that their offspring emulate the learning strategies that work for others. Following the path set by others won't work. In fact, we all learn differently. It's a wise parent and facilitative instructor who realizes this and helps the student identify their strategies to meet it. As we work extensively in technology, we see that learners now have access to a variety of instructional strategies. In many cases, the learner selects the path to the strategy. The search for knowledge becomes the learner's intrinsic reward, rather than an extrinsic reward provided by external authority. This may make the learner more motivated because they find it easier to learn. Research in learning technologies may eventually show us that students learn more quickly and deeply so that they apply the information and solve problems. A school can be in the worst neighborhood, but a satellite dish on the roof and fast Internet access on ten classroom computers, positively impacts learning. It could be that we're saving generations of children. Many learning style models exist; my favorite is Albert Canfield's. It has a strong research base, uses clear language, reports in percentiles, and helps stude.
This document discusses high expectations in education. It begins by summarizing a conversation the author had about defining high expectations. It then argues that the phrase "high expectations" is often used to solely refer to high academic standards, which is a narrow view. The author believes true high expectations should include developing students' character through community service, extracurricular activities, ethical decision making, and more. Setting high expectations only for academics does a disservice to students and is disconnected from what universities and the world need. The document concludes by stating communities must clearly define and communicate what high expectations mean to them.
This document provides a summary of learning, how people learn, and the importance of lifelong learning. It discusses that while many students and teachers assume learning is occurring simply through teaching and memorization of facts, recent studies show college graduates often lack critical thinking skills. It also outlines how views of learning have changed, emphasizing developing skills like communication, teamwork, and being an intentional learner. The document discusses Bloom's taxonomy of cognitive levels of learning and introduces the concepts of different types of knowledge and the importance of the affective domain in learning. The overall message is that learning requires active engagement and reflection, and should be a lifelong pursuit beyond formal education.
This document provides an overview of learning and discusses the need for new approaches to education. It notes that while college enrollment is high, many students lack important general knowledge and reasoning skills. Studies show current teaching methods are not effective and students often do not retain what they learn. There are calls from employers, educators, and organizations for graduates to have skills like teamwork, communication, problem solving and lifelong learning. The focus of education is shifting from teaching to learning, with teachers taking on more of a facilitator role. The ultimate goal of higher education should be developing students' ability to learn on their own through their lives.
What is the ultimate measure of our effectiveness as educators? Perhaps it is enrollment growth at our institution. Maybe it is retention rates of students. Could it be graduation rates of cohorts? Possibly it is average scores on major field tests. While all of those are worthwhile metrics to measure, consider employer satisfaction with our graduates as a key performance indicator of our effectiveness.
Internal metrics are absolutely important to utilize as we continually improve our programs. But ultimately graduating students is not the goal, it is merely a means to an end. The ultimate goal is to develop students who possess the attributes, knowledge and skills to be a professional in their chosen field.
Is your institution/program measuring employer satisfaction with your graduates? Is there dialogue taking place between persons serving on curriculum development committees and employers about the competencies needed in the workforce?
Dr. Mac Adkins has an uncommon perspective as both an educator and employer. He holds a Ph.D. in Educational Leadership from Auburn University, has served as a Dean at a state institution and a private, for-profit institution, and has taught on-campus and online for the past twenty years at Troy University, Capella University, Amridge University and the International Distance Education Certification Center. In addition to that academic background for fourteen years he has served as the CEO and Founder of SmarterServices which provides assessment services to over 500 colleges and universities. He has served on curriculum development committees at the program level as well as the state level as he was one of the authors of the Alabama Course of Study in Technology Education.
In this presentation Dr. Adkins will share his combined perspective from higher education and corporation leadership. SmarterServices employs persons in positions that require degrees in business, marketing, and computer science. He will reflect on lessons learned as an employer in seeking candidates who have been thoroughly prepared in their collegiate experience. Recommendations will be made on how schools can enhance the dialogue between employers and program developers to ensure that our graduates are competent and capable.
The document discusses challenges in education and strategies for helping all students succeed, especially average students. It proposes implementing career-focused education centered around developing competencies for life roles like learner, worker, citizen. This approach would replace unfocused general education and help more students see meaning and purpose in their education. The document also advocates for stronger collaboration between high schools and community colleges to better support student transitions after high school.
1. The document discusses creating knowledge-generating school cultures through change leadership in education. It outlines challenges in today's changing world and how schools need to adapt instruction to focus on rigor, relevance, and relationships.
2. Key ideas presented include understanding the skills needed in today's knowledge economy, using data to improve teaching, and developing a shared vision of excellent instruction. The "seven disciplines of instruction" framework is introduced to strengthen teaching practices.
3. Creating knowledge-generating school cultures requires developing collaborative communities focused on continuous learning and generating new solutions, rather than isolated compliance. School leaders must model desired behaviors and facilitate improvement of teaching.
This document discusses the importance of teaching "21st century skills" in schools, including skills beyond core academic subjects. It identifies skills like critical thinking, collaboration, grit, resilience, empathy and global stewardship as important for students' future success. Research shows teaching social-emotional skills can boost academic performance and improve student behaviors and well-being. While some argue these "soft skills" are too subjective, the document counters that all curriculum decisions are subjective and that schools already covertly teach skills like following rules and being respectful. It concludes these 21st century skills can benefit all students and be developed through direct instruction, role modeling, stories and real-life experiences.
Presentation at uLead 2017 to a full house of colleagues in Banff, April 2017. Looks at what it takes to lead an adaptive and resilient school. Book coming soon!
Most people recall their high school and undergraduate education in fragments. Atoms possess a property called valency. Great Britain has no constitution, but is a constitutional monarchy. Many students have trouble using such discrete, disembodied facts.
Source: https://ebookschoice.com/active-learning-as-teaching-strategies/
The Responsibilities Of A Lifelong Learning ProfessionalPeggy Johnson
Here are some suggestions for improving the literature review:
- Provide more sources to support the key points. The review currently only cites 2-3 sources, more academic sources will strengthen the arguments.
- Use a consistent citation style (e.g. APA) throughout.
- Structure the review better around clear subheadings that focus on specific themes/topics within the research (e.g. Impact of technology on writing skills, Strategies for improving writing, Importance of writing for career success).
- Synthesize and critique the sources rather than just summarizing them. Look for agreements, disagreements and gaps in the literature.
- Write in an academic style without casual language (e.g.
Learning Platforms: Common Threads & Future DirectionsKimberly Eke
This document discusses trends in learning platforms and the future of higher education. It notes that universities face pressures to adapt and provide value as student loan debt rises. While learning management systems (LMS) have been widely adopted, they have not changed much since the late 1990s. However, teaching practices are beginning to evolve with a renewed focus on outcomes, experimentation, and agile approaches. Looking ahead, LMS may integrate more tools and analytics to support personalized learning. Institutions will also focus on rethinking learning spaces and designing education collaboratively to cultivate growth mindsets for navigating ongoing changes in higher education.
The document discusses ways to increase employability skills in Indian youth. It suggests that the current university education system focuses too much on theoretical knowledge and literature rather than practical skills. It proposes several reforms, including updating syllabi based on industry requirements, including more case studies and practical exams, improving faculty quality, providing counseling and soft skills training to help students develop communication and leadership abilities. Overall, the document advocates for reforms within the existing education system to better align it with industry needs and produce more employable graduates.
This document is a final project for a Higher Adult and Lifelong Education master's program. It includes 5 parts: contributions to the student's knowledge, evidence of learning objectives, program impact, application of knowledge and skills, and a current resume. The student gained knowledge about higher education challenges and online learning. Coursework expanded the student's understanding of topics like permaculture and sustainability. It also supported the student's goal of starting a permaculture demonstration farm to teach sustainability. The program helped the student gain confidence and leadership skills to pursue this project. After graduating, the student plans to use the knowledge and skills learned to help other adults with career and education goals.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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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This document provides a summary of learning, how people learn, and the importance of lifelong learning. It discusses that while many students and teachers assume learning is occurring simply through teaching and memorization of facts, recent studies show college graduates often lack critical thinking skills. It also outlines how views of learning have changed, emphasizing developing skills like communication, teamwork, and being an intentional learner. The document discusses Bloom's taxonomy of cognitive levels of learning and introduces the concepts of different types of knowledge and the importance of the affective domain in learning. The overall message is that learning requires active engagement and reflection, and should be a lifelong pursuit beyond formal education.
This document provides an overview of learning and discusses the need for new approaches to education. It notes that while college enrollment is high, many students lack important general knowledge and reasoning skills. Studies show current teaching methods are not effective and students often do not retain what they learn. There are calls from employers, educators, and organizations for graduates to have skills like teamwork, communication, problem solving and lifelong learning. The focus of education is shifting from teaching to learning, with teachers taking on more of a facilitator role. The ultimate goal of higher education should be developing students' ability to learn on their own through their lives.
What is the ultimate measure of our effectiveness as educators? Perhaps it is enrollment growth at our institution. Maybe it is retention rates of students. Could it be graduation rates of cohorts? Possibly it is average scores on major field tests. While all of those are worthwhile metrics to measure, consider employer satisfaction with our graduates as a key performance indicator of our effectiveness.
Internal metrics are absolutely important to utilize as we continually improve our programs. But ultimately graduating students is not the goal, it is merely a means to an end. The ultimate goal is to develop students who possess the attributes, knowledge and skills to be a professional in their chosen field.
Is your institution/program measuring employer satisfaction with your graduates? Is there dialogue taking place between persons serving on curriculum development committees and employers about the competencies needed in the workforce?
Dr. Mac Adkins has an uncommon perspective as both an educator and employer. He holds a Ph.D. in Educational Leadership from Auburn University, has served as a Dean at a state institution and a private, for-profit institution, and has taught on-campus and online for the past twenty years at Troy University, Capella University, Amridge University and the International Distance Education Certification Center. In addition to that academic background for fourteen years he has served as the CEO and Founder of SmarterServices which provides assessment services to over 500 colleges and universities. He has served on curriculum development committees at the program level as well as the state level as he was one of the authors of the Alabama Course of Study in Technology Education.
In this presentation Dr. Adkins will share his combined perspective from higher education and corporation leadership. SmarterServices employs persons in positions that require degrees in business, marketing, and computer science. He will reflect on lessons learned as an employer in seeking candidates who have been thoroughly prepared in their collegiate experience. Recommendations will be made on how schools can enhance the dialogue between employers and program developers to ensure that our graduates are competent and capable.
The document discusses challenges in education and strategies for helping all students succeed, especially average students. It proposes implementing career-focused education centered around developing competencies for life roles like learner, worker, citizen. This approach would replace unfocused general education and help more students see meaning and purpose in their education. The document also advocates for stronger collaboration between high schools and community colleges to better support student transitions after high school.
1. The document discusses creating knowledge-generating school cultures through change leadership in education. It outlines challenges in today's changing world and how schools need to adapt instruction to focus on rigor, relevance, and relationships.
2. Key ideas presented include understanding the skills needed in today's knowledge economy, using data to improve teaching, and developing a shared vision of excellent instruction. The "seven disciplines of instruction" framework is introduced to strengthen teaching practices.
3. Creating knowledge-generating school cultures requires developing collaborative communities focused on continuous learning and generating new solutions, rather than isolated compliance. School leaders must model desired behaviors and facilitate improvement of teaching.
This document discusses the importance of teaching "21st century skills" in schools, including skills beyond core academic subjects. It identifies skills like critical thinking, collaboration, grit, resilience, empathy and global stewardship as important for students' future success. Research shows teaching social-emotional skills can boost academic performance and improve student behaviors and well-being. While some argue these "soft skills" are too subjective, the document counters that all curriculum decisions are subjective and that schools already covertly teach skills like following rules and being respectful. It concludes these 21st century skills can benefit all students and be developed through direct instruction, role modeling, stories and real-life experiences.
Presentation at uLead 2017 to a full house of colleagues in Banff, April 2017. Looks at what it takes to lead an adaptive and resilient school. Book coming soon!
Most people recall their high school and undergraduate education in fragments. Atoms possess a property called valency. Great Britain has no constitution, but is a constitutional monarchy. Many students have trouble using such discrete, disembodied facts.
Source: https://ebookschoice.com/active-learning-as-teaching-strategies/
The Responsibilities Of A Lifelong Learning ProfessionalPeggy Johnson
Here are some suggestions for improving the literature review:
- Provide more sources to support the key points. The review currently only cites 2-3 sources, more academic sources will strengthen the arguments.
- Use a consistent citation style (e.g. APA) throughout.
- Structure the review better around clear subheadings that focus on specific themes/topics within the research (e.g. Impact of technology on writing skills, Strategies for improving writing, Importance of writing for career success).
- Synthesize and critique the sources rather than just summarizing them. Look for agreements, disagreements and gaps in the literature.
- Write in an academic style without casual language (e.g.
Learning Platforms: Common Threads & Future DirectionsKimberly Eke
This document discusses trends in learning platforms and the future of higher education. It notes that universities face pressures to adapt and provide value as student loan debt rises. While learning management systems (LMS) have been widely adopted, they have not changed much since the late 1990s. However, teaching practices are beginning to evolve with a renewed focus on outcomes, experimentation, and agile approaches. Looking ahead, LMS may integrate more tools and analytics to support personalized learning. Institutions will also focus on rethinking learning spaces and designing education collaboratively to cultivate growth mindsets for navigating ongoing changes in higher education.
The document discusses ways to increase employability skills in Indian youth. It suggests that the current university education system focuses too much on theoretical knowledge and literature rather than practical skills. It proposes several reforms, including updating syllabi based on industry requirements, including more case studies and practical exams, improving faculty quality, providing counseling and soft skills training to help students develop communication and leadership abilities. Overall, the document advocates for reforms within the existing education system to better align it with industry needs and produce more employable graduates.
This document is a final project for a Higher Adult and Lifelong Education master's program. It includes 5 parts: contributions to the student's knowledge, evidence of learning objectives, program impact, application of knowledge and skills, and a current resume. The student gained knowledge about higher education challenges and online learning. Coursework expanded the student's understanding of topics like permaculture and sustainability. It also supported the student's goal of starting a permaculture demonstration farm to teach sustainability. The program helped the student gain confidence and leadership skills to pursue this project. After graduating, the student plans to use the knowledge and skills learned to help other adults with career and education goals.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Soft skills scarcity
1. 1
Our Students’ Soft Skills Scarcity: Why Academics Affairs should lead.
by Jason Stone
Why don’t our students know this stuff?
Our finest students stood nervously as our University’s President sized them
up during inspection. In a few moments, these students would meet the
State Chancellor for Higher Education, the Oklahoma State University system
President, a handful of State Regents and other educational dignitaries. The
students fidgeted and fussed with new professional clothes that bound and
bunched. They straightened hemlines and neck ties. They avoided eye
contact and examined the tops of their shoes. Then the President asked the
question that started everything.
“How’s your handshake?” she queried one of the nervous young women. Our
President wanted to know if the students understood how to properly shake
hands. A few scared but honest students confessed that they did not.
Several others pretended they knew what to do; however, it was quickly
determined that none of these 30 honor students had been coached about
how to properly shake hands in a professional situation. The President, and
other members of the administration who were present, went around the
room for next 10 minutes coaching the group. By the time the VIP’s arrived,
all the students did a great job demonstrating their new-found soft skill.
While this story is unique to our institution, the lessons learned from it are
not. This vignette became a central part of our administration’s message
over the course of the next several months. Faculty, staff, and students
began to pay more attention to the soft skills that we used with each other
and with our students. Of course, soft skills are abilities that are not
technical in nature that help students be good citizens, employees, and
people.
According to the US Department of Labor (Skills to pay, 2013), Soft skills
include things like communication, attitude, team work, networking, problem
solving/critical thinking, and professionalism. For those of us in Liberal Arts,
focusing on soft skills led to a year-long theme exploring good mental habits
and critical thinking. Focusing on an overarching theme in addition to the
routine course content boosted the quality of our students’ soft skills.
2. 2
That’s not my job!
A general managerial axiom states that as organizations become more
complex, they become increasingly specialized. Higher education is also
governed by this principle. At most American colleges, specialization has
been the trend for decades. The days when a talented faculty member got a
bit of teaching load release to be the Registrar or direct the library are long
gone. In recent years, higher education has hired more and more non-
teaching employees to perform functions that support instruction. Most
universities and a substantial number of community colleges have career
services, business and industry relations, and student services departments.
The intent of specialization is to better serve the students. However, without
robust communication and clear lines of responsibility, some important
functions can fall through the cracks. Imagine a baseball team trying to field
a pop fly that lands in the middle of two outfielders and two infielders. The
four players may congregate and anticipate that one of the other three will
catch the ball. The typical result is that by deferring to one another, they are
all complicit in failing to field the ball. Our students’ soft skills are that pop
fly dropped in error. Just like a baseball team that fails to communicate,
your college will fail to ensure that each student has soft skills without clearl y
delineated responsibilities and robust communication. Somebody has to yell,
“I got it”, or the ball will get dropped. This writing is a challenge to all
academic affairs employees to yell, “I got it” when it comes to soft skills.
The complexity of today’s jobs has also encouraged specialization in how we
prepare students for those jobs. Universities across the country are cutting
general education courses as a way to provide increased time for major
courses and to speed up time to matriculation in the face of high college
costs. But as students develop a deeper understanding of their major, they
may be missing out on the skills that must be demonstrated in networking
and interviews to land the job in the first place. Much of our technical
specialization puts the cart before the horse. Students have to have soft
skills or few will notice their hard skills. While specialized knowledge is
important, great soft skills are often the differentiator that help a student earn
a job offer. The responsibility for the sharpening of those skills belongs to
every university employee. However, because the coordination of student
instruction and strategic planning for student growth happens in Academic
Affairs, this unit is most responsible for ensuring that each student has the
requisite soft skills they need to be successful.
3. 3
What are soft skills?
According to the US Department of Labor’s (2012) Special Report “Skills that
pay the Bills”, there are six essential soft skills: communication,
enthusiasm/attitude, teamwork, networking, problem solving/critical thinking,
and professionalism. During conversations with faculty members about
adding soft skills to their classes, much skepticism is expressed. Some balk;
others question how such a time-consumptive effort fits into the already
crowded structure of existing courses. Many faculty members perceive that
present instructional time is already too scarce to effectively teach
everything that a faculty member would like to cover. Subsequently, these
faculty members cannot envision an instructional world where they are able
to add a robust exploration of complicated soft skills in addition to the
content of the course.
Other even more skeptical faculty members outright deride soft skills as the
most recent “buzz word” making the rounds in higher education literature – a
flash in the pan that will quickly fade away. Some faculty members
recognize the importance of soft skills, but do not feel they have the
necessary background to teach them. How can we help faculty embrace a
comprehensive soft skills curriculum that provides students with an
overarching framework that they understand? My answer: internal marketing.
Many administrations fail to recognize that each of the soft skills identified by
the Department of Labor are components of work that faculty have been
asking of students for years. The science professor who requires students to
work in P.O.G.I.L. groups on projects is teaching teamwork. The business
professor who requires students to present their business plan to the class is
teaching communication. The English professors who expose students to
controversial topics and guide them to respond are teaching critical thinking.
Indeed, most college classes reinforce if not focus on the development of
one or more of these soft skills. However, faculty members do not look at
these skills as a list of competencies that they are solely responsible for
developing; instead, faculty members view these skills as tools that students
need to complete collegiate-level assignments and writings. While some of
these soft skills are easily focused upon in a variety of different assignment
formats, other skills like shaking hands, interviewing, making eye contact,
and professionalism are not obviously curricular in nature.
4. 4
If your students’ hard skills are lacking, no amount of soft skills will help
them keep their jobs. They might be able to use the soft skills to talk their
way into an organization, but their hard skills, or lack of them, will determine
how long they stay and how high they rise. Hard skills such as: care plans,
covalent bonds, calculating equations for math for engineering, and tactical
room entry procedures for emergency response teams are all curricular.
Conversations between administration and faculty with the businesses who
employ our graduates help to place these important hard skills in context. If
the hard skills have been acquired, academic leaders may hear commentary
from stake-holders expressing that your institution’s alumni know their
technical information but are seriously lacking in critical thinking or
professionalism.
Other stakeholders
might say things like,
“your students and
alumni can succeed at
tasks if they are
directed and provided
significant oversight
and structure.” But
students may not be
arriving at their first
jobs out of school with
important soft skills
that employers need
to compete in the
twenty-first century
economy.
How can the Habits of the Mind help?
Costa & Kallick’s “Habits of the Mind” are 16 mental dispositions that help
individuals grapple with complex problems. These Habits provide the
scaffolding upon which good critical thinking, teamwork, and professional
behaviors can be built. The Habits are deeply intellectual. Faculty members
light up when talking about mental habits. They see this discussion as the
bread and butter of what they hope to teach students. The “Habits of the
Mind” provide a framework to market the teaching of soft skills to academics.
These 16 habits will help students to finish their studies, embrace lifelong
learning, and become productive members of democratic society. To discuss
mental habits is to embrace how college enriches and empowers students.
5. 5
For faculty, education is about better metal habits. Check out Table 1.1 and
note the relationships between Costa & Kallick’s Habits of the Mind and the
Department of Labor’s soft skills. The overlap is uncanny. The difference is
perception. This gulf in perception can be spanned with marketing.
What does this part do?
Have you ever popped the hood of an automobile and been confused about
what you saw? Automobiles function efficiently because all of the
interconnected and inter-related parts are doing their assigned tasks. A
curriculum is like an automobile. One part, isolated from the rest, is limited.
Only when the parts are brought together to make a whole does the magic of
engineering kick in and the automobile’s form and function are made
apparent. Faculty leaders and administrators have to pop the hood of the
curriculum and determine where each of these soft skills is being taught.
The leader of this process must be Academic Affairs. Like a good mechanic,
Academic Affairs should know how each part would be impacted by changes
to another. Academic Affairs has a view of the whole hood compartment and
how the curriculum flows. Using “Habits of the Mind” provides Academic
Affairs a bridge to connect the needs of employers with an academically
focused program.
It is easy to spot teamwork and critical thinking. Sure, communication is
being taught in most classes, but it may be surprising to learn that non-
verbal communication (e.g. handshaking) is not represented. It may be even
more surprising to learn that students are required to take up to 10 hours of
science, but no hours in listening, interpersonal communication, or
interviewing. As academic leaders, we have to determine where each of
these soft skills should be manifest in the curriculum and ensure that they
are being taught in the appropriate places with the appropriate opportunities
for application and practice. While many soft skills are easily integrated into
existing learning opportunities, where in the curriculum does handshaking
belong? Which class teaches students how to write a professional email or a
resume? This sounds easy, but be prepared for push back if you float the
idea of changing or adding a general education requirement to catch the soft
skills that don’t easily fit into the traditional curriculum.
These efforts belong in Academic Affairs because we are responsible for
making sure that our students will represent our institution well. Our
students are our products, and our communities, especially employers, are
our ultimate customers. We must accept responsibility for the soft skills
shortcomings of our graduates and endeavor at every turn to coach and grow
6. 6
our students’ soft skills. This will require tremendous resolve and
commitment. In a higher education landscape dominated by all things
S.T.E.M., Academic Affairs must lead to ensure that our students’ soft skills
are central to curriculum. While it is important for students to possess
technical knowledge and discipline-specific training, soft skills are the
catalysts that enable students to put their technical skills to optimum use.
Soft skills are often the tie-breakers which allow our alumni to join good
organizations. Soft skills open doors for students. Hard skills keep those
doors of opportunity open.