The document advertises the NASPA Institute for Aspiring Senior Student Affairs Officers, an intensive 4-day professional development program held annually. The program is designed for mid-level managers who are interested in advancing to senior student affairs positions. Participants engage in workshops led by experts on topics like strategic planning and work-life balance. The deadline to apply is October 1st and the next session will be held January 6-9, 2011 in Fort Lauderdale, Florida.
The Peer Mentoring Program Manual outlines the purpose and procedures of a peer mentoring program at Hanson International Academy. The program utilizes a proactive model of mentoring to provide early intervention and guidance to at-risk students. As peer mentors, students are expected to develop caring relationships with mentees, assist them academically and socially, and help connect them to campus support services to facilitate their success. The manual provides training and support for peer mentors to effectively carry out their role.
The evaluation summary assessed a mentor/peer support program for teachers that began in 2003. Data was collected through interviews with mentors and administrators, and surveys of first and second/third year teachers. Survey results found that optional sessions, clear expectations, and mentor feedback were helpful for first year teachers. Mentors helped clarify questions and provided support. More assistance was needed with assessments, IEPs, parents, and curriculum. Next steps include developing handbooks, collecting mentor logs, improving monthly sessions, and administering session surveys. Goals are to provide peer support through guidelines and monthly sessions to increase teacher success and feelings of support.
This document summarizes research on the effectiveness of different mentoring program practices. It presents a framework for evaluating evidence on program practices with different levels and strengths of evidence. Research suggests practices like structured mentor-youth activities, ongoing mentor training, clear meeting frequency expectations, and using mentors from helping professions can positively impact youth outcomes. However, more research is still needed to strengthen the evidence base on specific program practices. The document encourages practitioners to consider this research and ways to incorporate findings while also improving program evaluation.
Peer mentoring and peer learning programs have been shown to be effective for undergraduate students in several ways. They help students transition to university life and develop a sense of identity as part of the academic community. Mentoring also helps students cope with academic demands and supports their career, leadership, and academic development. Peer-led sessions create opportunities for collaborative learning and building confidence. Universities have increasingly diverse students with a variety of learning challenges, and peer-to-peer approaches can help address these challenges through engagement and multiple learning strategies. The effectiveness of peer mentoring stems from enhancing social and contextual learning relationships, providing feedback, and occupying a supportive third space for dialogue.
Building a Successful Mentoring Program: Mentor Support, Recognition, & Reten...Mentor Michigan
Join us for this webinar to learn about standards 7 and 8, focusing on mentor support, recognition, and retention, as well as match closure procedures. In this webinar, we will examine how to support and provide recognition to mentors and other volunteers for their hard work and we will discuss the importance of using a formal match closure procedure. We will identify a variety of methods of providing ongoing mentor support, training, supervision, and recognition as well as explore the key aspects of a match closure procedure.
To download the Quality Program Standards and Checklist, please visit: http://www.michigan.gov/mentormichigan/0,1607,7-193--123108--,00.html
Fundamentals for Impacting Student SuccessJim Black
This document discusses factors that impact student success, retention, and completion. It addresses understanding students, influencing them, and building trust. Key factors that affect retention include self-awareness, understanding student goals and backgrounds, and leveraging research data. Strategies discussed include targeted interventions, customized retention approaches, and creating a student success culture with engagement of faculty, staff, and students. The presentation emphasizes taking a learner-centered approach to address barriers and foster campus-wide collaboration around student retention.
There have been signs the job market is rebounding, which means you’re going to have to start bringing your A-game again. But perhaps your organization’s financial situation is not quite keeping up with the national job reports. Learn the best ways to welcome entry-level hires and attract new ones. This presentation will give you and your organization the tools needed to start building a better, more cohesive work environment.
5 Ways to Build a Better Leadership Development Program | Webinar 06.09.15BizLibrary
Leadership remains the top human capital concern. Poor leadership practices costs companies millions of dollars each year by negatively impacting employee retention, customer satisfaction and overall employee productivity.
In this webinar we'll provide four leadership development best practices that meet challenges faced by today's leaders and offer you tools for implementing leadership development initiatives in your organization.
What you'll learn:
- Importance of Leadership Development
Best Practices including:
- Strong executive involvement
- Use of tailored leadership competencies
- Alignment with the business strategy
- A “leaders at all levels” approach
www.bizlibrary.com
The Peer Mentoring Program Manual outlines the purpose and procedures of a peer mentoring program at Hanson International Academy. The program utilizes a proactive model of mentoring to provide early intervention and guidance to at-risk students. As peer mentors, students are expected to develop caring relationships with mentees, assist them academically and socially, and help connect them to campus support services to facilitate their success. The manual provides training and support for peer mentors to effectively carry out their role.
The evaluation summary assessed a mentor/peer support program for teachers that began in 2003. Data was collected through interviews with mentors and administrators, and surveys of first and second/third year teachers. Survey results found that optional sessions, clear expectations, and mentor feedback were helpful for first year teachers. Mentors helped clarify questions and provided support. More assistance was needed with assessments, IEPs, parents, and curriculum. Next steps include developing handbooks, collecting mentor logs, improving monthly sessions, and administering session surveys. Goals are to provide peer support through guidelines and monthly sessions to increase teacher success and feelings of support.
This document summarizes research on the effectiveness of different mentoring program practices. It presents a framework for evaluating evidence on program practices with different levels and strengths of evidence. Research suggests practices like structured mentor-youth activities, ongoing mentor training, clear meeting frequency expectations, and using mentors from helping professions can positively impact youth outcomes. However, more research is still needed to strengthen the evidence base on specific program practices. The document encourages practitioners to consider this research and ways to incorporate findings while also improving program evaluation.
Peer mentoring and peer learning programs have been shown to be effective for undergraduate students in several ways. They help students transition to university life and develop a sense of identity as part of the academic community. Mentoring also helps students cope with academic demands and supports their career, leadership, and academic development. Peer-led sessions create opportunities for collaborative learning and building confidence. Universities have increasingly diverse students with a variety of learning challenges, and peer-to-peer approaches can help address these challenges through engagement and multiple learning strategies. The effectiveness of peer mentoring stems from enhancing social and contextual learning relationships, providing feedback, and occupying a supportive third space for dialogue.
Building a Successful Mentoring Program: Mentor Support, Recognition, & Reten...Mentor Michigan
Join us for this webinar to learn about standards 7 and 8, focusing on mentor support, recognition, and retention, as well as match closure procedures. In this webinar, we will examine how to support and provide recognition to mentors and other volunteers for their hard work and we will discuss the importance of using a formal match closure procedure. We will identify a variety of methods of providing ongoing mentor support, training, supervision, and recognition as well as explore the key aspects of a match closure procedure.
To download the Quality Program Standards and Checklist, please visit: http://www.michigan.gov/mentormichigan/0,1607,7-193--123108--,00.html
Fundamentals for Impacting Student SuccessJim Black
This document discusses factors that impact student success, retention, and completion. It addresses understanding students, influencing them, and building trust. Key factors that affect retention include self-awareness, understanding student goals and backgrounds, and leveraging research data. Strategies discussed include targeted interventions, customized retention approaches, and creating a student success culture with engagement of faculty, staff, and students. The presentation emphasizes taking a learner-centered approach to address barriers and foster campus-wide collaboration around student retention.
There have been signs the job market is rebounding, which means you’re going to have to start bringing your A-game again. But perhaps your organization’s financial situation is not quite keeping up with the national job reports. Learn the best ways to welcome entry-level hires and attract new ones. This presentation will give you and your organization the tools needed to start building a better, more cohesive work environment.
5 Ways to Build a Better Leadership Development Program | Webinar 06.09.15BizLibrary
Leadership remains the top human capital concern. Poor leadership practices costs companies millions of dollars each year by negatively impacting employee retention, customer satisfaction and overall employee productivity.
In this webinar we'll provide four leadership development best practices that meet challenges faced by today's leaders and offer you tools for implementing leadership development initiatives in your organization.
What you'll learn:
- Importance of Leadership Development
Best Practices including:
- Strong executive involvement
- Use of tailored leadership competencies
- Alignment with the business strategy
- A “leaders at all levels” approach
www.bizlibrary.com
Haidar M. Almahrouq is a student at Texas Wesleyan University pursuing a Bachelor of General Finance with an anticipated graduation in May 2018 and a GPA of 3.778. He has received several honors including the President's Scholarship and being named to the Dean's List multiple times. Almahrouq has experience analyzing industry statistics in Jordan and is an active member of several clubs and organizations at his university focused on entrepreneurship, finance, and community engagement.
The Entrepreneurship Educators' Association of the Philippines (ENEDA) is a non-profit organization that aims to promote entrepreneurship education. It was founded in 2002 and has alliances with various universities and institutions. ENEDA works to enhance the professional growth of educators, link entrepreneurs and students, and address issues in entrepreneurship education. It has a student arm called YES that works closely with educators. ENEDA has national and regional chapters that are involved in programs, research, and collaboration to advance entrepreneurship.
Rafael D. Ulate has over 11 years of experience in higher education administration. He has held several director roles at Stanford University, most recently as the Assistant Dean and Director of Summer Session at Santa Clara University where he oversees various departments and programs. Ulate has strong communication, leadership, and project management skills.
Allison Main is a recent Purdue University graduate with a Bachelor of Science degree in Interdisciplinary Science with a concentration in Earth, Atmospheric, and Planetary Sciences. She has work experience in customer service and sales roles at Chumley's, Purdue Center for Professional Selling, and Lowe's. Allison has also held leadership positions such as captain of an intramural soccer team and member of the fundraising committee for Circle K. She is currently seeking a position that utilizes her science background and skills in communication, sales, and leadership.
Tapan Trivedi has a Master of Business Administration from The University of Findlay and a Bachelor of Science in Zoology and Botany from Bhavnagar University. He has experience as a Graduate Research Assistant at The University of Findlay where he assisted with research projects and tutored students. Previously, he worked as a Cash Manager at Bank of Baroda in India and as a Management Trainee at Atlanta Electronics Pvt. Ltd. in India. He has skills in Microsoft Office, SPSS, and troubleshooting. Tapan participates in art, music, and educational events and is a member of the Findlay Green Campus Initiative.
Jack T. Barton is a team player and analytical problem solver who co-founded Play It Forward USA, a 501(c)(3) nonprofit organization that collects used sporting equipment and apparel to donate to families and teams in need. As co-founder since 2010, he developed Play It Forward into an ongoing community service organization with 7 chapters that provides leadership and philanthropic opportunities for students. He is currently developing a new chapter in Norman, Oklahoma and has received several honors for his work with Play It Forward, including being a Dallas Cowboys award finalist.
This newsletter article discusses the National Institute for Literacy and its role in educational research. It notes that both the Workforce Investment Act and No Child Left Behind define NIFL's role in coordinating reliable research on literacy and basic skills across federal agencies. It also conducts its own basic and applied research. The article highlights two of NIFL's research-related resources: the Literacy Research Initiative, which collates the most rigorous literacy research, and an online course on understanding and applying educational research. Finally, it provides information on upcoming events from the Central Northeast Professional Development Center.
The document provides information about the Conference on College Men taking place from May 22-24, 2011 at Indiana University-Purdue University Indianapolis. The conference will explore issues related to men and masculinities in higher education through keynote speakers, concurrent sessions, and panels. Hotel and registration information is included, with early registration rates available before April 25, 2011 and higher rates applying after that date for NASPA/ACPA members, non-members, and student attendees.
Haidar M. Almahrouq is a student at Texas Wesleyan University pursuing a Bachelor of General Finance with an anticipated graduation in May 2018 and a GPA of 3.778. He has received several honors including the President's Scholarship and being named to the Dean's List multiple times. Almahrouq has experience analyzing industry statistics in Jordan and is an active member of several clubs and organizations at his university focused on entrepreneurship, finance, and community engagement.
The Entrepreneurship Educators' Association of the Philippines (ENEDA) is a non-profit organization that aims to promote entrepreneurship education. It was founded in 2002 and has alliances with various universities and institutions. ENEDA works to enhance the professional growth of educators, link entrepreneurs and students, and address issues in entrepreneurship education. It has a student arm called YES that works closely with educators. ENEDA has national and regional chapters that are involved in programs, research, and collaboration to advance entrepreneurship.
Rafael D. Ulate has over 11 years of experience in higher education administration. He has held several director roles at Stanford University, most recently as the Assistant Dean and Director of Summer Session at Santa Clara University where he oversees various departments and programs. Ulate has strong communication, leadership, and project management skills.
Allison Main is a recent Purdue University graduate with a Bachelor of Science degree in Interdisciplinary Science with a concentration in Earth, Atmospheric, and Planetary Sciences. She has work experience in customer service and sales roles at Chumley's, Purdue Center for Professional Selling, and Lowe's. Allison has also held leadership positions such as captain of an intramural soccer team and member of the fundraising committee for Circle K. She is currently seeking a position that utilizes her science background and skills in communication, sales, and leadership.
Tapan Trivedi has a Master of Business Administration from The University of Findlay and a Bachelor of Science in Zoology and Botany from Bhavnagar University. He has experience as a Graduate Research Assistant at The University of Findlay where he assisted with research projects and tutored students. Previously, he worked as a Cash Manager at Bank of Baroda in India and as a Management Trainee at Atlanta Electronics Pvt. Ltd. in India. He has skills in Microsoft Office, SPSS, and troubleshooting. Tapan participates in art, music, and educational events and is a member of the Findlay Green Campus Initiative.
Jack T. Barton is a team player and analytical problem solver who co-founded Play It Forward USA, a 501(c)(3) nonprofit organization that collects used sporting equipment and apparel to donate to families and teams in need. As co-founder since 2010, he developed Play It Forward into an ongoing community service organization with 7 chapters that provides leadership and philanthropic opportunities for students. He is currently developing a new chapter in Norman, Oklahoma and has received several honors for his work with Play It Forward, including being a Dallas Cowboys award finalist.
This newsletter article discusses the National Institute for Literacy and its role in educational research. It notes that both the Workforce Investment Act and No Child Left Behind define NIFL's role in coordinating reliable research on literacy and basic skills across federal agencies. It also conducts its own basic and applied research. The article highlights two of NIFL's research-related resources: the Literacy Research Initiative, which collates the most rigorous literacy research, and an online course on understanding and applying educational research. Finally, it provides information on upcoming events from the Central Northeast Professional Development Center.
The document provides information about the Conference on College Men taking place from May 22-24, 2011 at Indiana University-Purdue University Indianapolis. The conference will explore issues related to men and masculinities in higher education through keynote speakers, concurrent sessions, and panels. Hotel and registration information is included, with early registration rates available before April 25, 2011 and higher rates applying after that date for NASPA/ACPA members, non-members, and student attendees.
1. NASPA Institute for Non Profit Org.
Aspiring Senior Student US POSTAGE
PAID
Affairs Officers 1875 Connecticut Ave., N.W. Washington, DC
Suite 418 Permit No. 2627
January 6–9, 2011 Washington, DC 20009
Renaissance Fort Lauderdale Hotel Fort Lauderdale, Florida
We’re moving July 12, 2010!
www.naspa.org/programs/aspire 111K Street, N.E., 10th Floor
Washington, DC 20002
APPLICATION DEADLINE:
October 1, 2010
Prepare to be a highly successful
senior administrator in student affairs.
Are you currently in a mid- The NASPA Institute for
level managerial position? Aspiring Senior Student Affairs
Contemplating a move to Officers is an
a senior student affairs officer intensive self-reflection
position in the program that runs daily
near future? from 8:00 a.m. – 7:00 p.m.
Please share this card with someone you think would benefit
from this institute and/or nominate a colleague at
www.naspa.org/programs/aspire/aspiringssao_nom.cfm.
NASPA does not discriminate on the basis of race, color, NASPA provides continuing education units from NBCC for
national origin, religion, sex, age, gender identity, gender their professional development programs.
expression, affectional or sexual orientation, or disability in
any of its policies, programs, and services.
NASPA Institute
for
Aspiring Senior
Student Officers
January 6–9, 2011
Renaissance Fort Lauderdale Hotel
Fort Lauderdale, Florida
www.naspa.org/programs/aspire
Application Deadline: October 1, 2010
2. NASPA Institute for
Aspiring Senior Student Affairs Officers
January 6–9, 2011
Renaissance Fort Lauderdale Hotel Fort Lauderdale, Florida www.naspa.org/programs/aspire
The Institute for Aspiring Senior Student Affairs Officers SSAOs in the field, discover new perspectives, apply
(SSAOs) is designed for individuals in mid-level knowledge, and connect with future leaders in the field.
managerial positions who are contemplating a move This combination allows participants to process new
to an SSAO position in the near future. Participants join information and gain insight from one another.
other experienced student affairs professionals from
Participants should have a master’s degree. In the past,
two-year and four-year public and private colleges and
many participants have been working on or recently
universities to engage in workshops led by innovative
completed a doctorate. The institute is geared toward
and knowledgeable faculty members with diverse
mid-level managers who report directly to a senior
backgrounds. The institute sessions focus on topics
student affairs or academic officer. Participants usually
such as strategic thinking, leading change, planning for
have oversight of one or more functional areas with
career advancement and continual development, and
responsibilities related to selection and supervision of
work-life balance.
staff, budgeting and planning, and/or program design
The institute provides an engaging and supportive and implementation.
environment for learning and reflecting on personal
and professional aspirations. The institute utilizes
APPLICATION DEADLINE:
thematic large-group sessions with time for discussion
October 1, 2010
as well as small-group time. Participants will learn from
Hotel Information Application Information
The conference host hotel is the Renaissance Fort Lauderdale Hotel. Enrollment in the Institute is limited. Interested applicants
A block of rooms is held for conference attendees at $185 per night (not must submit an application, resume and letter of
including 11% taxes.) To make reservations, contact the Renaissance Fort recommendation by October 1, 2010. Applications can
Lauderdale Hotel and request the NASPA group. Reservations must be be downloaded from www.naspa.org/programs/aspire.
made by December 15, 2010. Please contact the hotel early, as NASPA Applicants will be notified of decisions by October 18,
conference blocks tend to sell out. 2010. Accepted applicants will be asked to register for this
event online.
Renaissance Fort Lauderdale Hotel
1617 S.E. 17th St. Please fax application, resume, and letter of recommendation
Fort Lauderdale, FL 33316 to Danielle Howard at 202-204-8466. If you have questions
Phone: 954-626-1711 regarding registration, please call 202-265-7500 or e-mail
Fax: 954-626-1717 office@naspa.org.
Faculty
Houston Dougharty, PhD Toni Castro, PhD Patricia Telles-Irvin, PhD
Vice President for Student Affairs, Vice President for Student Services, Vice President for Student Affairs,
Grinnell College and Director of Highline Community College University of Florida
2011 Institute for Aspiring Senior
Gwen Dungy, PhD Sarah Westfall, PhD
Student Affairs Officers
Executive Director, NASPA Vice President for Student Development
Ainsley Carry, PhD and Dean of Students,
Kathleen MacKay, PhD
Vice President for Student Affairs, Kalamazoo College
Vice President for Student Services,
Auburn University
Metropolitan State College
Registration Information
If selected for the institute, registration deadlines and costs are below:
Early-bird Regular
Registration by November 5, 2010 Registration by November 22, 2010
NASPA Member: $695 $795
Non-member: $905 $1,005
Please visit www.naspa.org/programs/aspire for information on cancellation and refund policies.