This document outlines four approaches for harnessing student power to strengthen Society for Technical Communication (STC) communities: 1) Face-to-face mentoring programs pairing STC professionals with students, 2) Virtual mentoring programs using an online platform, 3) Partnering with an English honors society to recruit student members, and 4) Distributing a comprehensive toolkit on establishing mentoring programs. Presentations and materials are provided to help chapters and special interest groups implement the approaches. The goal is to energize STC through engaging students.
This document summarizes research on assessing the sustainability of projects funded by the National Science Foundation's Advanced Technological Education (ATE) program. The research defined sustainability elements, developed survey measures, surveyed ATE project leaders, and analyzed results. Key findings include: ATE projects report considerable sustainability in programs, collaborations, materials and other areas; non-NSF revenue is difficult to obtain; and projects focus sustainability efforts on expected success areas with reasonable expectations. The research provides a framework and initial evidence for measuring sustainability of educational projects.
Developing an holistic institutional approach to digital capabilities develop...Jisc
The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
The document provides an overview of a presentation on boosting human capital in the 21st century. The presentation discusses the Boosting Human Capital in the 21st century (BHC21) project, which aims to address the mismatch between the skills people acquire and what the labor market requires. It summarizes the origin and need for the BHC21 project, contributions from partner organizations like the Tavistock Institute, techniques used in training cohorts, feedback on the experience, and lessons learned. The presentation concludes with time for questions.
This document provides reports on student performance on various units for the GCE Advanced Media Studies qualification from OCR (Oxford Cambridge and RSA Examinations). It summarizes the key findings from moderators on student coursework submissions for Unit G321 Foundation Portfolio. Overall, student work demonstrated improved understanding of the specification requirements compared to previous years. However, some centers are still not following all assessment guidelines, and moderator adjustments were required for many student marks. Common issues included lack of attention to detail, overuse of stock themes and genres, and weak content for print magazines. The report provides subject-specific feedback to help teachers in improving student preparation for future exams.
The panel discussed effective elements for bridge programs that help students transition from high school to STEM careers. They summarized programs from BAVC, Bridge to Biotech, and Wayne Community College. Key elements included: partnering across institutions, using internships and family engagement, collecting outcomes data on retention and completion, and receiving support from grants, industry, and administration. The panel advised others to get approval, prepare for extra effort, and provide instructor training.
This document summarizes a web conference about Project PALM, which provides professional development for VET teachers. Project PALM aims to promote instructional design, blended/e-learning, and assessment. It involves teachers developing action plans around a teaching issue and receiving support from Project PALM facilitators. Draft project applications focus on areas like instructional design, e-learning and assessment. The timeline runs from February to June 2010. Teachers commit to working on their project for at least three hours per week. Project PALM is conducted across TAFE Queensland but open to wider participation.
The document summarizes a kick-off meeting for a project aimed at improving training quality. It outlines 10 topics to be discussed, including project partners, concepts, management, results, and dissemination. The project will identify training needs, develop a quality assurance program, and create an online learning platform to increase access to training materials across Europe. Partners will work together, evaluate results, and disseminate information to improve vocational education.
This document summarizes research on assessing the sustainability of projects funded by the National Science Foundation's Advanced Technological Education (ATE) program. The research defined sustainability elements, developed survey measures, surveyed ATE project leaders, and analyzed results. Key findings include: ATE projects report considerable sustainability in programs, collaborations, materials and other areas; non-NSF revenue is difficult to obtain; and projects focus sustainability efforts on expected success areas with reasonable expectations. The research provides a framework and initial evidence for measuring sustainability of educational projects.
Developing an holistic institutional approach to digital capabilities develop...Jisc
The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
The document provides an overview of a presentation on boosting human capital in the 21st century. The presentation discusses the Boosting Human Capital in the 21st century (BHC21) project, which aims to address the mismatch between the skills people acquire and what the labor market requires. It summarizes the origin and need for the BHC21 project, contributions from partner organizations like the Tavistock Institute, techniques used in training cohorts, feedback on the experience, and lessons learned. The presentation concludes with time for questions.
This document provides reports on student performance on various units for the GCE Advanced Media Studies qualification from OCR (Oxford Cambridge and RSA Examinations). It summarizes the key findings from moderators on student coursework submissions for Unit G321 Foundation Portfolio. Overall, student work demonstrated improved understanding of the specification requirements compared to previous years. However, some centers are still not following all assessment guidelines, and moderator adjustments were required for many student marks. Common issues included lack of attention to detail, overuse of stock themes and genres, and weak content for print magazines. The report provides subject-specific feedback to help teachers in improving student preparation for future exams.
The panel discussed effective elements for bridge programs that help students transition from high school to STEM careers. They summarized programs from BAVC, Bridge to Biotech, and Wayne Community College. Key elements included: partnering across institutions, using internships and family engagement, collecting outcomes data on retention and completion, and receiving support from grants, industry, and administration. The panel advised others to get approval, prepare for extra effort, and provide instructor training.
This document summarizes a web conference about Project PALM, which provides professional development for VET teachers. Project PALM aims to promote instructional design, blended/e-learning, and assessment. It involves teachers developing action plans around a teaching issue and receiving support from Project PALM facilitators. Draft project applications focus on areas like instructional design, e-learning and assessment. The timeline runs from February to June 2010. Teachers commit to working on their project for at least three hours per week. Project PALM is conducted across TAFE Queensland but open to wider participation.
The document summarizes a kick-off meeting for a project aimed at improving training quality. It outlines 10 topics to be discussed, including project partners, concepts, management, results, and dissemination. The project will identify training needs, develop a quality assurance program, and create an online learning platform to increase access to training materials across Europe. Partners will work together, evaluate results, and disseminate information to improve vocational education.
KU Experiential Learning Final Research ReportMacaela Jones
This document provides an overview of research conducted by Team Uruguay on KU Experiential Learning's certificates. The team used secondary research, a focus group, and survey to understand how Experiential Learning increases student awareness. Secondary research examined each certificate's communication strategies and peer programs. The focus group found students prefer advisors as information sources. Surveys showed most students see extracurriculars as important but have not heard of Experiential Learning. The research provided insights into how peer programs are incorporated differently and strategies to increase awareness of KU's certificates.
Develop a culture of sustainability
and the key concepts for developing a
telecenter taking into account the future
of the project and the funding necessary
for its operations (Bulgary)
Public Private Partnerships In EgovernmentRobin Teigland
This presentation describes how project success can be ensured in a public-private partnership in egovernment. The case study is of ByggaVilla, a construction portal in Sweden.
The document proposes establishing a partnership between experts in complexity science and those working in inclusive market development. It would involve three phases: 1) building knowledge between the fields, 2) defining a learning agenda and tools, and 3) piloting new approaches in the field. The goal is to improve the impact, efficiency and sustainability of market facilitation programs by applying complexity science concepts in a practical way and building an evidence base for its benefits.
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
The document provides information about the London NERC DTP (Doctoral Training Partnership) programme for the 2015-2016 year. It details the 4-year training structure, which includes core skills training in the first term, developing a PhD project in the second term, and additional training, fieldwork, and conferences in subsequent years. It also discusses financial support, facilities available to students, progression milestones, and opportunities for collaborations with associate partners. The purpose is to orient new students to the program requirements and opportunities.
This document describes a SEDA course designed by Brian Kilpatrick and Bridget Middlemas to encourage staff to embed technologies more effectively. The course used the SEDA Professional Development Framework and was delivered over 10 weeks with blended learning. Participants completed projects to implement and evaluate a technology. Action learning sets and JISC tools like Moodle supported reflection and skills development. The goals were to enhance the student experience through technology and advance professional practice around e-learning.
SCUP Annual 2021: Renovating Student Services to Promote Successbrightspot
At the SCUP Annual 2021, Adam Griff (brightspot), Charles Frame
and Dara Hagen (Normandale Community College), and Rebecca Celis (HGA) discussed our work with Normandale Community College and their Student Services Building.
This document outlines the phases and methodology of Project PALM 2010, which aimed to develop teaching and learning skills at TQR VET Futures through a problem-based learning approach. The 5-month project was divided into 5 phases: planning and communication, technology training, collaborative development of learning plans, formal and informal learning activities, and implementation and review. Key aspects included identifying skills needs, facilitating cross-organizational sharing of expertise, integrating information technology, and managing support and stakeholder buy-in throughout the process. The goal was to design professional development from an inside-out, socially engaged perspective to meet diverse learning needs.
The document discusses plans for NAF's certification and articulation agreements program. It seeks input on implementing portfolio assessment, sharing student data, approving alternative course content, and making courses year-long. It outlines requirements for NAF certificates and guidance topics around GPA, assessment weights, and developing national articulation agreements with top universities.
e-Portfolio Development and ImplementationGrahamAttwell
This presentation provides an introduction to developing and implementing e-Portfolios. In particular it looks at the different pedagogic and social issues involved in e-Portfolio design.
E-SLP teaching stakholder event 20 May 2021 by Marcelo MainaEADTU
The document summarizes the work done as part of the E-SLP project to develop guidelines for short learning programmes (SLPs) in Europe. It describes the creation of a Compendium of Good Practices that identifies successful patterns in existing SLPs. It also outlines Design Guidelines for flexible and scalable SLPs, including templates, to help develop new programmes. Both resources are meant to provide guidance on curriculum design, quality assurance, and recognition of SLPs that comply with European standards.
Taking it Digital: New Opportunities for Volunteer ServiceJunior A. Chiever
Junior Achievement, with the help of partners like Citi, is scaling volunteer engagement using technology and a blended learning approach. See what students and teachers have to say about this new model that supports the JA Education Gateway.
https://www.juniorachievement.org/web/ja-usa/critical-issues
The Cooking for Freedom project aims to provide vocational training to inmates to help them successfully reintegrate into society upon release. The project will create culinary training courses delivered jointly by vocational schools and prisons in multiple countries. It seeks to develop inmates' job skills, connect them to potential employers, and promote social inclusion. Partners will establish industry partnerships, share best practices, and produce guidance for training social workers. The project expects to lower recidivism by increasing ex-inmates' employment prospects.
This document provides information about an emerging trends in technology course offered by Touro University-California. The course will be held at American Canyon High School from 4:30-9:30pm. It will explore state-of-the-art educational programs and innovations, online learning environments, Web 2.0 services, and mobile devices. Students will become experts in an emerging trend and present to the class. Assignments include creating a class website, reviewing education videos, researching the Horizon Report, studying pedagogies and how technology supports them, and becoming proficient with iTunes U and Microsoft Office. The course objectives, required texts and readings, assignments, and topic/assignment schedule are also outlined.
Two Media Services apprentices were hired and trained to provide support to the
eportfolio project. They established regular lab hours and provided technical assistance to
students and faculty. Apprentices also attended weekly project meetings and communicated
regularly with project staff.
Assessment: The apprentices were a tremendous asset to the project. Their regular presence
in the lab helped ensure consistent support for students. Apprentices also took on additional
responsibilities like troubleshooting technical problems, tracking student attendance and
feedback, and assisting with project evaluation. Their involvement has been very positive.
Continuing this level of support from Media Services will be important as the project expands.
Goal Set 6 - Additional Faculty Participation
WIOA Youth Career Pathways TA - Strengthening Business EngagementIllinois workNet
The Department of Commerce is sponsoring a technical assistance webinar targeted at strengthening business engagement and continuous improvement strategies for career pathway partnerships. Employers play a crucial role in the development of career pathway systems, helping communities align their education, economic development, and workforce priorities in specific sectors. Vermillion Advantage has a proven county-wide model that aligns these areas in the manufacturing sector, and in order to explain the value of the demand-driven approach to the business community, they are developing a series of guides aimed at five critical manufacturing positions. These guides lay out how talent pipeline strategies can be used to help manufacturing employers across the state find, grow, and hire talent in a smarter way.
As your partnership builds a career pathway system for opportunity youth, it is crucial to contemplate what role employers will play and how that will be operationalized. This webinar can inform continuous improvement planning in preparing the WIOA Youth Career Pathways opportunity. Kim Kuchenbrod with Vermillion Advantage will discuss how these sector-based strategies have shifted the way that employers are able to provide some demand-driven solutions to their education and community partners and how these can be applied to specific programs designed for opportunity youth.
This document provides an overview of professional learning communities (PLCs) in the expanded learning field based on evaluations of 5 PLC initiatives in Oakland, California supported by the S.D. Bechtel Jr. Foundation over 5 years. PLCs are collaborative groups of professionals that meet regularly to improve their practice through reflection, data review, and strategy sharing. The document finds that PLCs benefit expanded learning program staff, programs, and youth. Staff gain content knowledge and are satisfied with PLCs, programs offer more content-focused activities, and youth receive more exposure to enrichment, though direct youth outcomes are limited. The document outlines best practices for implementing effective expanded learning PLCs including encouraging collaboration, developing participant leadership,
Powerpoint show developed by Terry Anderson describing design-based research in the context of a wider presentation on distance education research generally and an introduction to CIDER.
This document outlines steps for STC communities to harness student power by tapping into student members and recruiting new student members. It provides background on STC's student outreach initiatives and Community Affairs Committee. A 7-step approach is presented: 1) Find existing student members, 2) Recruit from nearby student chapters, 3) Check for tech comm programs locally, 4) Partner with Sigma Tau Delta honor society, 5) Use materials from presentations to Sigma Tau Delta, 6) Sign up new members, and 7) Engage student members in projects and mentoring. Attending part 2 of the presentation is encouraged for learning how to establish formal student mentoring programs.
Getting ready to pilot FLEX in Hollings, contribution by Anita Mitchell and C...Chrissi Nerantzi
This document discusses plans to pilot the use of open digital badges within the Department of Apparel at Manchester Metropolitan University to recognize and reward staff achievement in continuous professional development (CPD). It proposes linking digital badges to the annual performance and development review (PDR) process through a flexible (FLEX) approach. Badges would incentivize minimum and extended engagement with CPD activities like teaching qualifications, research outputs, internal courses and peer teaching reviews. Achievement criteria are outlined for basic, intermediate and advanced level badges.
This document outlines how to establish a successful student mentoring program. It discusses types of mentoring like pairing students with professionals in their field of study or within an academic department. Face-to-face and virtual mentoring are both covered. A turnkey toolkit is provided with materials needed like guidelines, forms for mentors and mentees to apply and agree to goals, suggested activities, and evaluations. The document aims to give organizations everything they need to easily set up an effective mentoring program for students.
KU Experiential Learning Final Research ReportMacaela Jones
This document provides an overview of research conducted by Team Uruguay on KU Experiential Learning's certificates. The team used secondary research, a focus group, and survey to understand how Experiential Learning increases student awareness. Secondary research examined each certificate's communication strategies and peer programs. The focus group found students prefer advisors as information sources. Surveys showed most students see extracurriculars as important but have not heard of Experiential Learning. The research provided insights into how peer programs are incorporated differently and strategies to increase awareness of KU's certificates.
Develop a culture of sustainability
and the key concepts for developing a
telecenter taking into account the future
of the project and the funding necessary
for its operations (Bulgary)
Public Private Partnerships In EgovernmentRobin Teigland
This presentation describes how project success can be ensured in a public-private partnership in egovernment. The case study is of ByggaVilla, a construction portal in Sweden.
The document proposes establishing a partnership between experts in complexity science and those working in inclusive market development. It would involve three phases: 1) building knowledge between the fields, 2) defining a learning agenda and tools, and 3) piloting new approaches in the field. The goal is to improve the impact, efficiency and sustainability of market facilitation programs by applying complexity science concepts in a practical way and building an evidence base for its benefits.
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
The document provides information about the London NERC DTP (Doctoral Training Partnership) programme for the 2015-2016 year. It details the 4-year training structure, which includes core skills training in the first term, developing a PhD project in the second term, and additional training, fieldwork, and conferences in subsequent years. It also discusses financial support, facilities available to students, progression milestones, and opportunities for collaborations with associate partners. The purpose is to orient new students to the program requirements and opportunities.
This document describes a SEDA course designed by Brian Kilpatrick and Bridget Middlemas to encourage staff to embed technologies more effectively. The course used the SEDA Professional Development Framework and was delivered over 10 weeks with blended learning. Participants completed projects to implement and evaluate a technology. Action learning sets and JISC tools like Moodle supported reflection and skills development. The goals were to enhance the student experience through technology and advance professional practice around e-learning.
SCUP Annual 2021: Renovating Student Services to Promote Successbrightspot
At the SCUP Annual 2021, Adam Griff (brightspot), Charles Frame
and Dara Hagen (Normandale Community College), and Rebecca Celis (HGA) discussed our work with Normandale Community College and their Student Services Building.
This document outlines the phases and methodology of Project PALM 2010, which aimed to develop teaching and learning skills at TQR VET Futures through a problem-based learning approach. The 5-month project was divided into 5 phases: planning and communication, technology training, collaborative development of learning plans, formal and informal learning activities, and implementation and review. Key aspects included identifying skills needs, facilitating cross-organizational sharing of expertise, integrating information technology, and managing support and stakeholder buy-in throughout the process. The goal was to design professional development from an inside-out, socially engaged perspective to meet diverse learning needs.
The document discusses plans for NAF's certification and articulation agreements program. It seeks input on implementing portfolio assessment, sharing student data, approving alternative course content, and making courses year-long. It outlines requirements for NAF certificates and guidance topics around GPA, assessment weights, and developing national articulation agreements with top universities.
e-Portfolio Development and ImplementationGrahamAttwell
This presentation provides an introduction to developing and implementing e-Portfolios. In particular it looks at the different pedagogic and social issues involved in e-Portfolio design.
E-SLP teaching stakholder event 20 May 2021 by Marcelo MainaEADTU
The document summarizes the work done as part of the E-SLP project to develop guidelines for short learning programmes (SLPs) in Europe. It describes the creation of a Compendium of Good Practices that identifies successful patterns in existing SLPs. It also outlines Design Guidelines for flexible and scalable SLPs, including templates, to help develop new programmes. Both resources are meant to provide guidance on curriculum design, quality assurance, and recognition of SLPs that comply with European standards.
Taking it Digital: New Opportunities for Volunteer ServiceJunior A. Chiever
Junior Achievement, with the help of partners like Citi, is scaling volunteer engagement using technology and a blended learning approach. See what students and teachers have to say about this new model that supports the JA Education Gateway.
https://www.juniorachievement.org/web/ja-usa/critical-issues
The Cooking for Freedom project aims to provide vocational training to inmates to help them successfully reintegrate into society upon release. The project will create culinary training courses delivered jointly by vocational schools and prisons in multiple countries. It seeks to develop inmates' job skills, connect them to potential employers, and promote social inclusion. Partners will establish industry partnerships, share best practices, and produce guidance for training social workers. The project expects to lower recidivism by increasing ex-inmates' employment prospects.
This document provides information about an emerging trends in technology course offered by Touro University-California. The course will be held at American Canyon High School from 4:30-9:30pm. It will explore state-of-the-art educational programs and innovations, online learning environments, Web 2.0 services, and mobile devices. Students will become experts in an emerging trend and present to the class. Assignments include creating a class website, reviewing education videos, researching the Horizon Report, studying pedagogies and how technology supports them, and becoming proficient with iTunes U and Microsoft Office. The course objectives, required texts and readings, assignments, and topic/assignment schedule are also outlined.
Two Media Services apprentices were hired and trained to provide support to the
eportfolio project. They established regular lab hours and provided technical assistance to
students and faculty. Apprentices also attended weekly project meetings and communicated
regularly with project staff.
Assessment: The apprentices were a tremendous asset to the project. Their regular presence
in the lab helped ensure consistent support for students. Apprentices also took on additional
responsibilities like troubleshooting technical problems, tracking student attendance and
feedback, and assisting with project evaluation. Their involvement has been very positive.
Continuing this level of support from Media Services will be important as the project expands.
Goal Set 6 - Additional Faculty Participation
WIOA Youth Career Pathways TA - Strengthening Business EngagementIllinois workNet
The Department of Commerce is sponsoring a technical assistance webinar targeted at strengthening business engagement and continuous improvement strategies for career pathway partnerships. Employers play a crucial role in the development of career pathway systems, helping communities align their education, economic development, and workforce priorities in specific sectors. Vermillion Advantage has a proven county-wide model that aligns these areas in the manufacturing sector, and in order to explain the value of the demand-driven approach to the business community, they are developing a series of guides aimed at five critical manufacturing positions. These guides lay out how talent pipeline strategies can be used to help manufacturing employers across the state find, grow, and hire talent in a smarter way.
As your partnership builds a career pathway system for opportunity youth, it is crucial to contemplate what role employers will play and how that will be operationalized. This webinar can inform continuous improvement planning in preparing the WIOA Youth Career Pathways opportunity. Kim Kuchenbrod with Vermillion Advantage will discuss how these sector-based strategies have shifted the way that employers are able to provide some demand-driven solutions to their education and community partners and how these can be applied to specific programs designed for opportunity youth.
This document provides an overview of professional learning communities (PLCs) in the expanded learning field based on evaluations of 5 PLC initiatives in Oakland, California supported by the S.D. Bechtel Jr. Foundation over 5 years. PLCs are collaborative groups of professionals that meet regularly to improve their practice through reflection, data review, and strategy sharing. The document finds that PLCs benefit expanded learning program staff, programs, and youth. Staff gain content knowledge and are satisfied with PLCs, programs offer more content-focused activities, and youth receive more exposure to enrichment, though direct youth outcomes are limited. The document outlines best practices for implementing effective expanded learning PLCs including encouraging collaboration, developing participant leadership,
Powerpoint show developed by Terry Anderson describing design-based research in the context of a wider presentation on distance education research generally and an introduction to CIDER.
This document outlines steps for STC communities to harness student power by tapping into student members and recruiting new student members. It provides background on STC's student outreach initiatives and Community Affairs Committee. A 7-step approach is presented: 1) Find existing student members, 2) Recruit from nearby student chapters, 3) Check for tech comm programs locally, 4) Partner with Sigma Tau Delta honor society, 5) Use materials from presentations to Sigma Tau Delta, 6) Sign up new members, and 7) Engage student members in projects and mentoring. Attending part 2 of the presentation is encouraged for learning how to establish formal student mentoring programs.
Getting ready to pilot FLEX in Hollings, contribution by Anita Mitchell and C...Chrissi Nerantzi
This document discusses plans to pilot the use of open digital badges within the Department of Apparel at Manchester Metropolitan University to recognize and reward staff achievement in continuous professional development (CPD). It proposes linking digital badges to the annual performance and development review (PDR) process through a flexible (FLEX) approach. Badges would incentivize minimum and extended engagement with CPD activities like teaching qualifications, research outputs, internal courses and peer teaching reviews. Achievement criteria are outlined for basic, intermediate and advanced level badges.
This document outlines how to establish a successful student mentoring program. It discusses types of mentoring like pairing students with professionals in their field of study or within an academic department. Face-to-face and virtual mentoring are both covered. A turnkey toolkit is provided with materials needed like guidelines, forms for mentors and mentees to apply and agree to goals, suggested activities, and evaluations. The document aims to give organizations everything they need to easily set up an effective mentoring program for students.
This document provides a business plan for a Distance Learning program at Anytown Community College. It outlines the mission and vision to increase access to education through online programs. The plan discusses designing high-quality online courses and assessing student learning. Costs for course development, technology infrastructure, and instructional support are estimated. Projected expenses are outlined for the first 7 years with anticipated revenue from increased enrollment. The strengths of addressing student and faculty needs to support online program success are also highlighted.
Invest in the Future ... Sponsor an STC Student Mentoring Program! (Update)Cindy Pao
This document provides background materials for establishing student mentoring programs between technical communication professional organizations and student communities. It includes presentations outlining how to build partnerships between student and professional groups to mutually benefit both parties. Specifically, it details how tapping into student membership can help rebuild and strengthen professional communities. The document also contains guidelines, procedures, and administrative forms for setting up mentoring programs, pairing mentors and mentees, and assessing program outcomes. Additional materials provide examples of successful mentoring programs between STC chapters and local universities.
This document provides guidance for STC communities to establish partnerships with student members and chapters to strengthen communities and engage future members. It outlines a 7-step approach: 1) find existing student members, 2) recruit from nearby student chapters, 3) check for technical communication programs at local universities, 4) partner with Sigma Tau Delta, 5) use materials from the Sigma Tau Delta conference, 6) sign up new student members, and 7) actively engage students. The overall goals are to build student membership, increase communication between students and communities, and increase retention of student members after graduation.
Digital Student: Further Education and Skills projectRhona Sharpe
This document provides a final report on the Jisc Digital Student project which investigated further education students' expectations and experiences with technology. The project included a comprehensive literature review of 63 sources, focus groups with 220 learners at six colleges, and contributions to several consultation events. The project developed resources to help colleges understand learners' technology needs and experiences. Key recommendations include how colleges can evaluate learner technology use, how Jisc can support colleges, and potential areas for future research in the skills sector.
Keynote - Developing a holistic institutional approach to digital capabilitie...Jisc
The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
Case study: MOOCs for professional development in global eye healthSally Parsley
1. The document discusses using MOOCs for professional development in global eye health. It describes a case study of the Open Education for Eye Health Programme which aims to increase participation in public health eye care training through open access online courses (MOOCs) for eye health teams in low and middle income countries.
2. It outlines five steps to developing quality MOOCs: analyse needs, design the course, implement, realise the course, and evaluate. It emphasizes engaging learners and stakeholders, defining and evaluating different types of success, using a team approach, and focusing on pedagogy in the design.
3. The presentation provides examples of how they have applied these principles, including collaborating with over 100 contributors
1. This document provides information about an introductory unit on web technologies including the unit code, contact details, calendar, learning outcomes, and assessment tasks.
2. The unit runs for one semester with weekly lectures and workshops covering topics such as the history of the internet, HTML, user interface design, online privacy, and the future of the web.
3. Assessment includes a blog and presentation, website documentation, and a website prototype worth 30%, 30%, and 40% respectively. The assignments must be submitted according to the guidelines provided.
A new frontier for professional development: developing flexible pathways to ...SEDA
This document summarizes the results of a needs analysis conducted as part of a project to develop flexible pathways for professional development in higher education. The analysis found that while many staff engage in informal, unstructured professional development activities like collaborating with peers, fewer participate in formal, accredited programs. Barriers to participation included lack of relevance, work commitments, and issues with location or employment terms. Motivators included recognition of informal learning, allocation of time, and valuing of professional development by the institution. Based on the needs analysis, the project team will conduct interviews and design workshops to inform the development of flexible, online/blended professional development opportunities that can be formally recognized.
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Lisa D'Adamo-Weinstein
This document provides an overview of a presentation for new learning center directors on forging successful learning centers. It discusses critical considerations like programs and services, use of technology, assessment and evaluation, professional development, and budgeting. Participants will gain knowledge on evidence-based best practices and utilize a work plan to develop actions and timelines for center improvements. The document includes discussion questions to involve participants.
This document provides an overview of data structures and algorithms concepts through a presentation. It begins with an introduction to outcome based education and accreditation standards. It then covers Bloom's taxonomy, vision/mission statements, and defines key terms like program outcomes, course outcomes, and mappings between them. Several data structures are defined, like stacks, queues, and linked lists. Algorithms topics covered include recursion, sorting, searching and complexity analysis. Specific course details are provided like learning objectives, syllabus, and outcome mappings.
Mentoring presentation for Sigma Tau DeltaCindy Pao
1. The presentation discusses adapting mentoring programs within English curriculums by pairing students with professionals in fields like creative writing, technical writing, and linguistics.
2. Mentoring programs provide benefits to mentees through career guidance, networking, and skill development, and benefits to mentors through personal satisfaction, leadership development, and exposure to new ideas. Organizations also benefit through strengthened communities and potential increases in student retention and engagement.
3. The presentation provides tools for starting mentoring programs, including guidelines, application forms, activity suggestions, and assessment materials to facilitate individual mentoring relationships between students and professionals.
The document outlines the agenda and goals of the Steering Committee meeting to discuss establishing a statewide network in California to support student success, especially for underprepared students. The network aims to create a statewide coordinating center and regional networks to share best practices, provide leadership training, and promote student success initiatives. It will connect community colleges across the state to improve outcomes in basic skills courses and support equitable graduation rates.
1. The document outlines the agenda and goals of the Steering Committee meeting to discuss establishing a statewide infrastructure and regional networks to support student success, especially for underprepared students, at California community colleges.
2. The goals are to create a statewide coordinating center and regional networks to promote effective practices, develop campus leaders, and improve outcomes for underrepresented students through professional development and collaborative evaluation.
3. Activities will include a leadership institute, workshops, developing models of effective practice, and engaging policymakers to adopt policies supporting innovative teaching methods and student success.
This document summarizes the benefits and challenges of student membership in the Society for Technical Communication (STC). Key benefits include access to training resources, publications, networking opportunities, and leadership development through student chapters. Challenges for student chapters include high turnover, difficulty planning engaging events, and limited access for some students. The document provides guidance on starting and maintaining a successful student chapter.
The document summarizes a proposed Virtual Industry Information Sessions (VIIS) program at Bates College that would connect students with alumni working in different industries. The goal is to provide students opportunities to learn about various careers through virtual panel discussions on topics like marketing, finance, healthcare, and more. Alumni volunteers would give 5-10 minute presentations about their jobs and industries, then answer questions from students. The summary outlines logistics, responsibilities, and organizational components needed to implement the virtual sessions.
Long distance relationships can work! Supporting international top up degree ...SHU Learning & Teaching
This document summarizes the lessons learned from a collaborative partnership between Sheffield Business School and a Southeast Asian partner to deliver top-up business degree programs. Key aspects of the partnership include a "flying faculty" model with short module deliveries by UK faculty, supported by local tutors. Student performance data shows pass rates and marks comparable to campus programs. The summary emphasizes the importance of developing student community, supporting the transition to UK-level study, ongoing communication between partners, and taking time for review and reflection to continuously improve the partnership.
Often, our online help is organized by user interface elements, menu commands, tasks, and reference information. In this presentation, we will look at a different way of organizing the information by workflow. The finished help includes not only the classic elements, but also shows the user how they will put the software or hardware to work in the field.
Giving your programs pizzaz and professionalism!Cindy Pao
This document provides tips and considerations for planning a successful children's birthday party for Chappy. It discusses assessing the purpose and goals of the party, targeting invitations to guests' interests, choosing an appropriate venue with quality food and entertainment, negotiating fees and contracts with the venue, promoting the event through various media, and ensuring quality to create a positive experience that will generate word-of-mouth for future events. The document emphasizes scoping the proper size, creating flexibility for changes, and upselling the event to those responsible for the guests.
This document discusses how a technical communications chapter uses social media for professional development, networking, and building community. It outlines the chapter's use of Facebook, Twitter, LinkedIn, and Pinterest for these purposes. For each platform, it describes the chapter's approach of both manual and scheduled posts using Hootsuite to share announcements, engage other professionals, and build awareness of the chapter and technical communication field. The goal is to develop relationships that can help the chapter reach more people. It also discusses using other visual platforms like Flickr or Instagram to showcase events and involve more members through photos. Overall, the chapter aims to regularly and steadily use social media with both organic and paid methods to grow engagement over time.
Meetup.com allows users to find and join local groups based on their interests. To use it, a user creates a profile and can then browse groups in their area. To create a group, there is a monthly fee which allows scheduling meetings with details like date, location, and registration. The document discusses how the author's technical writing group uses Meetup.com to attract new members from outside their existing chapter membership, bringing in additional people to their events and opportunities to recruit them to formally join the chapter.
Corporate sponsorships can help defray costs for running technical communication programs and events. Seeking sponsors will not jeopardize a nonprofit organization's status as long as the whole community benefits from the proceeds. While obtaining sponsors requires some effort, starting small with a mailing list of local companies and asking members for introductions can make it more manageable. Effective tips for starting a sponsorship program include keeping requests simple, targeting local businesses, clearly explaining the benefits for sponsors, and following up with thank you letters.
5 Things You Need to Know About the New CAACindy Pao
The new Community Achievement Award (CAA) application has been simplified to 5 pages and focuses on the most important community activities. It will be rolled out in two phases, with the first phase in 2015 encouraging more participation by simplifying the application. The second phase in 2017 aims to gamify the process and create an online interface. The award names have changed to Platinum, Gold, and Silver Communities. Awards are based on a points system across required, optional, and bonus activities in various categories. The new application and guidelines will be available in late August/early September.
Recognizing Your Community’s Members and Leaders Cindy Pao
This document provides guidance on developing an effective recognition program for community members and leaders. It outlines different types of service and achievements that can be recognized, as well as when and how often recognition should occur. A strong recognition program is clearly defined, has regular opportunities for giving recognition, provides tangible rewards, and celebrates accomplishments. The document then gives a step-by-step process for planning, budgeting, communicating, and implementing a recognition program along with calendars for STC and community awards.
Resources for STC Chapter and SIG FinancesCindy Pao
The document provides guidance and resources for STC chapter and SIG treasurers including a treasurer's handbook, budgeting webinar, key financial deadlines, notes on funding eligibility and fiscal responsibility, and information on filing taxes. It also includes a sample annual budget plan for an STC chapter with 175 members that outlines common income sources like monthly meetings, an annual workshop, website ads, and competitions, as well as expenses such as food, space, and speaker costs.
This document outlines the minimum activities communities should undertake to be successful and earn the Community Achievement Award. It lists 17 required and recommended activities in areas such as budgeting, financial reporting, elections, activity planning, filing taxes, membership growth, leadership development, member engagement, programs, and outreach. Communities can use this plan for annual planning and submit their yearly activities plan to the Board of Directors.
Managing a Successful Student Chapter: Corporate Sponsors, Networking, and Ou...Cindy Pao
A student chapter of the Society for Technical Communication (STC) at Texas Tech University saw success by focusing on consistent member participation, corporate sponsorships, and student outreach. A core group of dedicated members helped attendance increase from 9 to 17 people per meeting. Corporate sponsors from companies like National Instruments and Usertesting.com offered jobs, internships, and presented on their work. This made meetings valuable for networking and learning. Membership initiatives like social events, attendance rewards, and reaching out to new students helped create a more vibrant and consistent membership base.
Cindy Pao provides tips for incorporating real-world practices into formal policies and procedures. She recommends removing unnecessary words, rewriting policies in plain English using active voice, emphasizing what employees should do rather than not do, and being persistent with out-of-cycle document approvals while avoiding overuse. Pao also stresses the importance of thorough reviews to catch errors before final approval and implementation.
The document summarizes an initiative between the Orlando Central Florida Chapter, Willamette Valley Chapter, and Academic SIG of the Society for Technical Communication (STC) to form an alliance with Sigma Tau Delta (ΣT∆), an international English honor society. Representatives from STC were invited to present at the 2013 ΣT∆ conference on careers in technical communication for English majors. This led to an official alliance between the two organizations, providing benefits like discounted memberships. The partnership aims to increase opportunities for students in technical communication and English.
Student Mentoring Programs: The Why's, How's, and MoreCindy Pao
This document outlines how to establish student mentoring programs within English curriculums. It discusses pairing students with professionals in areas like creative writing, technical writing, and linguistics. It describes the benefits of mentoring for mentees, mentors, and organizations. It provides details on how to start a program, including recruiting mentors and mentees, suggested activities, and administrative materials that can be adapted from an existing mentoring program toolkit. The presentation aims to demonstrate how mentoring can strengthen student and professional communities within the field of English.
Innovative Fund-Raising, Orlando Central Florida Chapter Initiatives to Gener...Cindy Pao
The Orlando Central Florida Chapter of STC implemented several new initiatives in 2014 to generate revenue, earning them a Pacesetter Award. They raised $233 partnering with a local restaurant that donated a percentage of event tabs. A memorial scholarship was transferred to a university foundation, making it self-sustaining. The chapter also earned $378 from United Way payroll contributions and $20 from an event at a salad restaurant. Revenue was also generated through an Amazon affiliate program and has previously been earned through merchandise sales. The chapter plans to revive sponsorships and fundraisers to support educational outreach programs.
Several STC communities offer mentoring programs to connect experienced technical communicators with those new to the field. The Central Florida, Houston, Washington DC-Baltimore, and New York Metro STC chapters all have mentoring programs available, and those interested in adding their community can contact Carolyn Klinger.
Careers in Technical Communication for English MajorsCindy Pao
The document summarizes careers in technical communication for English majors. It outlines the skills needed for technical communication jobs, common disciplines and career opportunities. It also describes the benefits of joining the Society for Technical Communication, including networking, professional development and discounted conferences/certification. Technical communication offers a growing job market with competitive salaries.
The document summarizes Leadership Day 2014 for the Society for Technical Communication (STC). It recognizes recipients of Distinguished Community Service Awards for their efforts in chapters, special interest groups, and as students. It also announces Community Achievement Award and Pacesetter Award winners for exceptional accomplishments and innovative operations among STC chapters and special interest groups. The document concludes by thanking attendees and providing information on the upcoming Summit 2015 conference.
Student Outreach Part II, Virtual MentoringCindy Pao
This document summarizes initiatives by the STC Academic Special Interest Group to build connections between technical communication students and practitioners. It describes a virtual mentoring program that pairs students with professionals, including examples. It also outlines student research projects in the Technical Communication Body of Knowledge and a new online platform called MentorBoard to facilitate mentoring relationships.
This document provides guidance for leaders of the Society for Technical Communication's communities (chapters and special interest groups) on governance, leadership roles and responsibilities, committees, programs, communication, and other operational aspects. It defines chapters and SIGs, outlines typical leadership roles and calendars, and provides templates and guidance for developing bylaws, mission statements, strategic plans, budgets, and other foundational documents. The document also offers tips for running effective meetings and programs, transitioning leadership, and communicating with members through newsletters and other channels. The overarching goal is to help community leaders operate effectively and in alignment with the Society.
The STC Leadership Day agenda outlines the schedule for a summit in Atlanta, GA on May 5th, 2013. It includes breakfast, welcome addresses, community award recognitions, an introduction of the new executive director, sessions on competitions, community representation, and progressions for community leaders on topics such as programs, membership, and certification. It also schedules lunch, additional leadership sessions, a breakout on legal and financial requirements, a look ahead at the upcoming year, and a closing session. The day-long summit provides STC community leaders with information, recognition, and skills development.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Harnessing Student Power to Jet-Propel Your Community
Part II: Building on Basics
Community Affairs Committee
May 5, 2013: Leadership Day
60th Annual STC International Conference, Atlanta, GA
Bethany Bowles, Sally Henschel, Anna Lerew-Phillips, Dan Voss
2. Agenda
Objective
Approach
Preview of What We Have to Offer
Decision on Approach: One Session or Splinter Sessions
by Topic
Execute Approach
If “Splintered,” Reconvene
Wrap-Up
Distribution of Materials (Toolkit)
Q&A’s, Discussion
5. Four Roads Diverged …
Road 1: Face-to-face student mentoring programs pairing professionals
in geographic chapters with tech com students at nearby universities
Forming a partnership with an existing student chapter
Forming a new student chapter
Partnering without a formal student chapter
Road 2: Virtual student mentoring programs pairing professionals in
SIGs or remote geographic chapters with tech com students at
universities
BoK-specific virtual mentoring partnerships pairing SMEs in the
Academic SIG and other SIGs with students working BoK-related
research/writing projects, centrally administered by the STC Office
using MentorBoard
General virtual mentoring partnerships pairing STC professionals with
students, using MentorBoard
Road 3: Leverage STC’s new alliance with Sigma Tau Delta, international
collegiate English Honor Society for English majors
Road 4: Distribute, preview, and work with a comprehensive toolkit on
establishing and sustaining student mentoring programs (book and DVD)
6. Road 1: F2F Student Mentoring Programs:
Overview of Presentation
Learning about successful mentoring programs pairing
STC geographic with student communities
Becoming familiar with the benefits such programs
represent for students, professionals, the
communities, and the Society
Learning the basic ingredients of a successful mentoring program and
receiving a “turnkey” package including guidelines, tools, and a
worksheet with which to initiate and administer a mentoring program
Exploring the possibilities for forming mentoring programs pairing STC
professional and student communities
Paving the way to “win-win-win” partnerships!
Detailed Presentation on How to Establish
and Sustain F2F Mentoring Programs
7. Road 1: F2F Mentoring Programs:
7 Key Steps and Checklist/Presentation
____ Find a student and professional to lead the program.
____ Review “turnkey “ source materials and adapt the guidelines,
promotionals, and administrative forms to meet your specific needs.
____ Recruit mentors and mentees.
____ Pair them based on information on their applications.
____ Hold an activity-based kickoff meeting to introduce the mentor/mentee pairs and
suggest activities and projects they may wish to pursue.
____ Have each M&M pair complete a mentor/mentee agreement form identifying objectives
and activities to fulfill those objectives, as well as scheduling for future mentoring sessions.
____Monitor the progress of the M&M pairs, encourage them to share experiences, and, if
necessary, to encourage them to meet or, occasionally, intervene to resolve issues.
Step-by-Step Worksheet/Checklist with a “Built-in” Turnkey
Toolkit: Everything You Need to Make this Happen!
8. Road 2: Virtual Student Mentoring:
Overview, Presentation 1
How a successful trans-Atlantic virtual mentoring
partnership led to:
A new student mentoring program pairing
the STC-France chapter with the University
of Paris
A “two-way street” mentoring relationship that has become a long-
term professional and personal friendship
The role of e-mail and social media in virtual mentoring
How to teach an old “dinosaur” new tricks …
Detailed Presentation on Virtual Student Mentoring
Programs from 39th CPTSC Conference
9. Road 2: Virtual Student Mentoring:
Overview, Presentation 2
BoK-specific … successful pilot program at
Appalachian State
General … Academic SIG’s plans for a centralized
STC program for virtual professional-to-student
mentoring relationships beginning with the 2013-2014 academic year
New MentorBoard program at STC Office is primed for action
New program can provide oversight for unaffiliated “community-less”
STC student members-at-large, including Sigma Tau Delta recruits
Detailed Presentation on STC’s Emerging Virtual
Professional-to-Student Mentoring Programs
10. Road 3: STC/Sigma Tau Delta Alliance:
Overview, 2 Presentations
About Sigma Tau Delta and its affiliates
Background on STC/Sigma Tau Delta alliance
STC outreach and presentations at Sigma Tau
Delta international conference in Portland, OR,
March 20-23, 2013
Recruitment of new STC student members from Sigma Tau Delta
Presentation on “Careers in Technical Communication for English
Majors”
Presentation on “Student Mentoring Programs”
Full “Careers” and “Mentoring” Presentations for Visits
to ΣT∆ Chapters and College Tech Com Classes
11. ΣT∆ “Careers in Technical Communication
for English Majors” Presentation: Agenda
Technical communication
Skills
Disciplines
Career opportunities
Paths to careers in tech comm
Society for Technical Communication
Values
Benefits of membership
Bethany Bowles…
Orlando chapter and
UCF, Sigma Tau Chi,
CAC, Distinguished STC
Student Service Award
Rachel Houghton …
Willamette Valley chapter,
former Society secretary,
new STC Associate Fellow,
being inducted Tuesday!
Salary
Charts
12. Competitive Compensation
State
Technical Writers Reporters, Correspondents Public Relations Specialists
Employed Mean
$/y
Median $/y Employed Mean
$/y
Median $/y Employed Mean
$/y
Median $/y
Oregon 570 69.6K 74.5K 580 38.5K 32.4K 2,180 55.6K 52.2K
Maryland 2,000 70.0K 69.7K 600 39.0K 30.7K 2,900 70.7K 62.1K
New
Hampshire
180 71.1K 65.3K 190 43.8K 38.6K 870 60.5K 55.2K
New Jersey 1,530 71.5K 67.7K 860 47.3K 42.9K 3,820 64.6K 58.2K
Connecticut 910 71.7K 72.2K 570 40.8K 34.6K 990 59.4K 56.6K
Virginia 2,880 76.3K 72.9K 960 41.9K 35.0K 7,300 69.3K 62.6K
Washington 1,610 79.5K 79.7K 740 44.4K 34.4K 4,990 59.3K 56.2K
Massachusetts 1,960 82.1K 81.5K 1,170 64.1K 52.4K 8,650 62.1K 56.7K
California 5,910 84.4K 80.1K 4,010 48.5K 38.7K 22,920 71.0K 62.6K
U.S. 45,120 67.3K 64.6K 45,270 43.6K 34.9K 212,510 60.4K 52.4K
Salary Comparison Table, Part 1
Data is shown for the 9 states with the highest salaries in technical
writing, plus the national average.
13. Competitive Compensation (Cont.)
State
Technical Writers Editors Writers and Authors
Employed Mean
$/y
Median $/y Employed Mean
$/y
Median $/y Employed Mean
$/y
Median $/y
Oregon 570 69.6K 74.5K 1,050 52.8K 52.2K 630 56.4K 52.7K
Maryland 2,000 70.0K 69.7K 2,150 59.2K 55.2K 900 73.5K 66.6K
New
Hampshire
180 71.1K 65.3K 330 51.0K 46.4K 240 51.3K 48.1K
New Jersey 1,530 71.5K 67.7K 3,450 64.6K 58.2K 1,070 57.5k 53.3k
Connecticut 910 71.7K 72.2K 990 59.4K 56.6K 380 63.8K 62.2K
Virginia 2,880 76.3K 72.9K 3,190 59.8K 55.2K 1,640 62.4K 57.0K
Washington 1,610 79.5K 79.7K 2,580 64.0K 55.5K 870 70.7K 66.3K
Massachusetts 1,960 82.1K 81.5K 3,860 65.8K 58.2K 960 65.9K 58.7K
California 5,910 84.4K 80.1K 10,930 60.3K 52.9K 6,500 93.7K 65.2K
U.S. 45,120 67.3K 64.6K 98,990 60.5K 52.4K 40,930 68.1K 55.9K
Salary Comparison Table, Part 2
The mean and median salaries for tech writers are much closer than for
other writers, reflecting dependable income.
14. ΣT∆ “Student Mentoring Programs”
Presentation: Agenda
Adapting this STC presentation for mentoring
programs within the English curriculum
What is mentoring?
Types of mentoring
Face-to-face mentoring
Virtual mentoring
Why is it a good thing?
Bethany Bowles…
Orlando chapter and
UCF, Sigma Tau Chi,
CAC, Distinguished STC
Student Service Award
Rachel Houghton …
Willamette Valley chapter,
former Society secretary,
new STC Associate Fellow,
being inducted Tuesday!
15. Road 4: But Wait! … There’s More!! …
Call Now and Get a Free Turnkey Toolkit!!!
Printed reference guide on STC student mentoring
programs
STC, CPTSC, and ΣT∆ presentations
F2F and Virtual Student Mentoring Programs
Careers in Technical Communication
Articles on student mentoring from conference Proceedings, intercom,
and MySTC
Descriptions of successful student mentoring programs
Procedural guidelines, “recipes for success”
Administrative forms from A to Z … and much, much more!
Accompanying DVD with the e-files for everything in the printed book
(including the master printing .pdf with which to reproduce more books)
16. Decision Time …
Stay together as a group and do a high-speed flip-
through of all these presentations and materials (a
glimpse down all 4 roads in the yellow wood …
OR
… Split up into splinter groups (F2F, virtual, ΣT∆,
toolkit), each hiking down 1 road
deep into the forest
17. This is a Transition Slide …
Road 1: Face-to-face mentoring programs pairing professionals in
geographic chapters with tech com students in a nearby university:
partnering with a student chapter, establishing a student chapter, or
without establishing a student chapter*
Road 2: Virtual mentoring programs using STC’s new MentorBoard
for pairing: BoK-specific and general mentoring relationships,
coordinated by the Academic SIG**
Road 3: Sigma Tau Delta alliance: recruiting English majors as STC
student members: STC’s presentations to ΣT∆ on “Careers in TC” and
“Student Mentoring Programs”*
Road 4: Toolkit (printed reference guide & accompanying DVD)*
* Complete presentations and materials available in printed reference guide & accompanying DVD.
** CPTSC presentation on virtual mentoring available in printed guide and DVD; Academic SIG
presentation on BoK pilot and plans for virtual mentoring in 2013-2014 will be available as
supplementary handouts at Leadership Day (BoK pilot at Appalachian State was still in progress
at press time for the toolkit)
18. Summary
The many ways to tap student “power” to build
your STC community and your Society
Q&A’s, discussion
Distribution of turnkey toolkits
It Doesn’t Get Any Better than This!
DAN: Returning to the overall objective of Leadership Day, our focus this afternoon is going to be on formal student mentoring programs, both face-to-face and virtual. For those of you who are from communities fortunate enough to be “fully stocked” with officers and leaders, we encourage you to consider undertaking such programs—to the mutual benefit of your community and STC’s student members. For those of you whose communities are in a building mode, the information on formal student mentoring programs will also be useful in informal student outreach designed to recruit student members to strengthen your community. NEXT SLIDE
SALLY: All in all, we’ll give you four roads to choose from, and we’ll take you anywhere you want to go.BETHANY [RECITING AS IN A POETRY READING]: “Four roads diverged in a yellow wood, and sorry I could not follow both …”DAN: I’m afraid Robert Frost is rolling in his grave, Bethany. BETHANY: So what’s wrong with a little “poetic license”?DAN: This is more like a “license to kill!”NEXT SLIDE
BETHANY: This is what you’ll find if you choose Road 1. [ALLOW 10-15 SECONDS FOR AUDIENCE TO READ]NEXT SLIDE
DAN: And if you take Road 1, we won’t just leave you in the middle of the forest … we’ll give you a map that leads you all the way to a successful mentoring program. [10-15 SECONDS TO READ]NEXT SLIDE
DAN: Road 2 has another fork in it about a mile down the road. One side leads to a presentation on virtual mentoring that I gave at the 2011 conference of the Council for Programs in Technical and Scientific Communication, or CPTSC. If you want to go in that direction, I’ll be your tour guide. [5 SECONDS TO READ]NEXT SLIDE
SALLY: The other side of Road 2 leads to STC’s initiative on virtual mentoring. I’ll cover the Academic SIG’s role in it.ANNA: And I’ll give you a look at the new MentorBoard program STC is bringing online to pair virtual mentors and mentees beginning with the 2013-14 academic year. [5 SECONDS TO READ]NEXT SLIDE
BETHANY: Road 3 is about STC’s outreach to Sigma Tau Delta. If you want to pursue that path, I’ll be your tour guide. [5 SECONDS TO READ]NEXT SLIDE
BETHANY: Here’s what Rachel Houghton and I covered in the “Careers” presentation in Portland [5 SECONDS TO READ]NEXT SLIDE
BETHANY: This chart sparked avid interest in English majors, especially those who are about to graduate and face a very challenging job market with a degree that typically doesn’t lead to huge paychecks.NEXT SLIDE
BETHANY: Here’s the second half of the salary chart. This presentation is in the book and on the CD, so if you are making a campus visit to speak to a tech com class, you may want to see if you can also arrange a presentation to a meeting of the Sigma Tau Delta chapter on campus while you’re there. This presentation is “plug-and-play” ready for such a visit.NEXT SLIDE
BETHANY: Here’s what Rachel and I covered in the second Sigma Tau Delta presentation. This one is a update of the presentation Dan and I give on student mentoring programs, with some tailoring for the audience (English majors). It is also ready to go for a campus visit.NEXT SLIDE
DAN: And Road 4 leads you into a rich forest of resources, providing you everything you need to establish and sustain a student mentoring program. [5 SECONDS TO READ]NEXT SLIDE
DAN: So … four roads diverged … decision time! Shall we stay together or split up?
[AFTER RECONVENING IF THERE WERE SPLINTER GROUPS]DAN: Well, we’ve come to the end of the road (or should I say “roads”)? Do you have any questions? Comments? Ideas?NEXT SLIDE