Monday, August 23, 2010
Innovative Educators Webinar: Supporting the Academic Achievement and Success of Student-Athletes
Our Price: $345.00
Thursday, September 23
1:00-2:30pm EDT
The recording is included and is accessible for one full year.
Expert Speakers
Carrie Leger has experience as a Division I student-athlete, over ten years experience providing academic support for student-athletes, and experience at the NCAA working with member institutions.
Thomas Brown worked with the Department of Athletics to implement the Office of Academic Support for Student Athletes at Saint Mary’s College of California, co-chaired St. Mary's NCAA Certification Subcommittee on Equity, and served as faculty moderator for the Gaels women's basketball team for ten years.
Overview
Intercollegiate athletics enables students to develop a wide range of skills that can support their success in college, in their careers, and in life. However, many student-athletes also need guidance to help them balance the demands of their academic and athletic lives.
This 90-minute webinar will consider individual and institutional initiatives that can support learning, development and persistence for student-athletes It will examine issues that impede and enhance the academic success of student-athletes. It will provide concrete, tangible strategies that can enable educators to motivate and support student-athletes to take greater responsibility for their own learning, development, and persistence. This session will provide information on the key elements of a successful academic support structure and provide resources for institutions seeking to implement or enhance programs to serve student-athletes. The webinar will also review the FLAG/GRO model developed by the NCAA to examine the level of academic risk of incoming and continuing student-athletes. The model is a tool that can also be used to anticipate and respond proactively to the needs of any at-risk student population.
Objectives
1. The role of intercollegiate athletics in enhancing institutional visibility and reputation.
2. The characteristics of student-athletes, their strengths and challenges.
3. The definition and nature of "at-risk" as presented by the NCAA working group.
4. How existing programs and services might be coordinated to support student-athletes, as well as a model for structuring and staffing distinct student-athlete support units.
5. The purposes, components and structure of the NCAA FLAG/GRO model and consider the principles of student success and persistence as these relate to the FLAG Program and to enhance student development and graduation.
6. How the NCAA FLAG/GRO Program can be applied to the work of academic advising and academic counseling units and other programs and departments across the campus.
7. The role of the National Association of Academic Advisors for Athletes (N4A) in supporting those working to enhance the success of student-athletes.
Who should attend?
Educators working to support student engagement, learning, and success beyond the classroom:
Counselors
Academic advisors
Coaches
Administrators
Instructional faculty
Speakers
Carrie Leger - Since August, 2008, Carrie Leger has served as the Director of Academic Support Program for Student Athletes (ASPSA) at North Carolina State University. During 2007-08, she served as an Associate Director for Membership Services at the National Collegiate Athletic Association (NCAA), focusing primarily on implementation of Division I academic reform efforts, academic outreach, and the management of partnerships to various academic associations, including the National Academic Advising Association (NACADA) and the National Association of Academic Advisors for Athletes (N4A). Carrie was an ASPSA staff member from August 2001-May 2007. During her six years with the program, she served in several different roles, most recently as the Associate Director of ASPSA. Prior to joining the NC State staff, Carrie spent four years as the Director of Academic Progress and Life Skills Development at Elon University where she also earned her Masters degree in Business Administration. A native of Vernon, Connecticut, Carrie earned her undergraduate degree in psychology from Towson University and participated on the gymnastic team. She was inducted into the Towson University Hall of Fame in Fall 2009.
Thomas Brown--a lifelong student and academic affairs educator with an impressive record of effectiveness in creating academic and student affairs programs that promote increased learning, achievement, and success. Tom served as Dean of Advising Services/Special Program at Saint Mary’s College of California, where he developed an implemented a wide range of services and programs for students of color, including the Office of Hispanic/Latino student Programs. Tom worked with the Department of Athletics to implement the Office of Academic Support for Student Athletes, co-chaired St. Mary's NCAA Certification Subcommittee on Equity, and served as faculty moderator for the Gaels women's basketball team for ten years.
Tom is currently Managing Principal of a consulting network that assists campuses to increase student success, build inclusive communities, and manage change (www.tbrownassociates.com). His work is based on an integration of theories, research findings, and practical experience that makes a real difference for individuals and institutions.
A consultant to more than 350 colleges and universities in the US and abroad
Regularly invited to deliver keynote addresses at national conferences, campus colloquia, and professional development workshops for faculty and staff.
Nationally recognized author and expert in retention, academic advising, promoting the success of at-risk students, international education, and diversity/inclusivity training.
His recent publications include:
“Critical Concepts in Advisor Training and Development,” in The Academic Advising Handbook, Jossey Bass, 2008;
“Preparing Providers to Foster Student Success”, in Fostering Student Success in the Campus Community, Jossey-Bass, 2007 (co-authored with Lee Ward);
“From Diversity to Inclusivity,” in Foundations: A Reader for New College Students, Wadsworth, (2010).
How do I register?
You can register online by adding this product to your shopping cart. If you have any questions, please call 303-775-6004 303-775-6004 .
When do I register? How much does it cost?
You can register at any time. The cost is $345, which includes access to the recording for one year.
***Note: This is for one site connection and an unlimited amount of participants.***
Magna Online Seminar: Online Group Work: Making It Meaningful and Manageable
Change the perception and the results with Online Group Work: Making It Meaningful and Manageable. When explained, implemented, and graded effectively, online group projects can be among students’ most satisfying and valuable academic experiences. This 60-minute audio online seminar covers every element of the process.
• Teaching students HOW to work in asynchronous groups
• Creating assignments that meet academic needs and function within the online framework
• Changing the perception of group work by increasing student investment, and getting the virtual classroom to “buy-in”
• Streamlining structure and supervision to manageable levels
• Showing students efficiencies in group work, allowing better use of cognitive energy
Plus an in-depth look at the Web 2.0 tools vital to the online group project experience. And the benefits don’t end with the seminar. Attendees will have access to checklists, rubrics, additional readings, and guidelines for every step.
Experienced presenter
Dr. Jean Madernach is a true innovator in online instruction. Her research and published work focuses on enhancing student learning through new assessment techniques and teaching frameworks. She currently serves as professor of Psychology and Online Learning at Park University.
A Crucial Topic
The seminar is designed for faculty, course designers, instructional technologists, online administrators, and others involved in the online course experience. And with Magna Online Seminars, it is possible and affordable to invite the whole team. Pay just one fee per site, and set up in a room that fits the group, whether it’s a small office or large auditorium.
Featured Speaker: Jean Mandernach, PhD
B. Jean Mandernach, Ph.D. is associate professor of Psychology and research associate for the Center for Excellence in Teaching and Learning at Park University. Dr. Mandernach received her Ph.D. in social psychology from University of Nebraska at Lincoln and has spent the majority of her career studying the scholarship of teaching and learning. As a full-time telecommuter teaching undergraduate psychology courses online, time not spent in the virtual classroom is dedicated to research on enhancing student learning through assessment, innovative online instructional strategies, evaluation of online faculty, fostering student engagement and the promotion of critical thinking.
CD $219
Transcript $99
CD/Transcript $269
Faculty Focus Free Reports!
Tips for Creating a Distance Learning Program
Strategies for Teaching Large Classes
Student Collaboration in the Online Classroom
12 Tips for Improving Your Faculty Development Plan
Put to the Test: Making Sense of Educational Assessment
10 Effective Classroom Management Techniques Every Faculty Member Should Know
Online Course Design: 13 Strategies for Teaching in a Web-based Distance Learning Environment
Strategies for Increasing Online Student Retention and Satisfaction
Effective Group Work Strategies for the College Classroom
Faculty Promotion and Tenure: Eight Ways to Improve the Tenure Review Process at Your Institution
Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students Using Real-time Chat, Threaded Discussions and Blogs
Best Practices for Training and Retaining Online Adjunct Faculty
Distance Learning Administration and Policy: Strategies for Achieving Excellence
Assessing Online Learning: Strategies, Challenges and Opportunities
Tips for Encouraging Student Participation in Classroom Discussions
Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement
10 Principles of Effective Online Teaching: Best Practices in Distance Education
Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator
Keys to Designing Effective Writing and Research Assignments
11 Strategies for Managing Your Online Courses
Faculty Focus: The Benefits of Making the Shift to Student-Centered Teaching
By: Mary Bart in Effective Teaching Strategies
Would you let your students decide when you hold office hours?
How about whether projects are worth more points than exams, or vice versa?
Would you let your students decide some of the topics that will be covered in the course?
As learner-centered teaching continues to take hold, the balance of power in college classrooms is shifting from faculty to students. Not only do students have more power and choices, but they’ve become more responsible for their own learning.
If you’re used to teaching in the traditional, instructor-centered mode, sharing power with students can seem a little scary at first. And if you teach a large class of 80 or more students, the idea sounds like an invitation for chaos. Plus, let’s face it, it’s not unheard of for college students to try to “work the system” (no matter what that system is), and in some cases what they want out of your course, more than anything else, is an A (never mind if learning accompanies the grade).
And yet, learning-centered teaching can engage and motivate students in exciting ways not seen in most instructor-based classrooms, and even small, incremental changes can make a big difference in student learning, student attitudes, and class dynamics, says Carol Hurney, PhD, executive director of James Madison University’s Center for Faculty Innovation.
In the online seminar, Practicing Learner-Centered Teaching in Large Classes, Hurney presented three case studies from professors who felt something was lacking in their courses and made the conscious decision to add more learner-centered components. For example, a biology professor wanted his students to learn the basic course content on their own, so that class time could be used to tackle more complex topics.
The professor implemented a Readiness Assurance Process where each student takes a quiz on the assigned reading. The class then breaks into groups and takes the same quiz collaboratively using special IF-AT score sheets. The IF-AT sheets work a little like a scratch-off lottery ticket, and the students need to work on each question until the correct answer is revealed. The professor can then see if the group got the correct answer in one try, two tries, etc.
“I sat in and observed the students taking their group quizzes, and witnessed a lot of good discussion. At one point a student said that he thought the answer was ‘C’ because he remembered a chart from the reading that explained the process in question and I just thought ‘Wow, a student remembered a chart from the reading!’”
Not only are the students more engaged during class, and taking responsibility for their reading assignments, but the professor reports that even though quizzes take up part of the class time, he’s actually able to cover more content than in the past because the students arrive with a good foundation of knowledge, Hurney says.
Permalink: http://www.facultyfocus.com?p=14855
Summary of the Jeanne Clery Act
The Clery Act, originally enacted by the Congress and signed into law by President George Bush in 1990 as the Crime Awareness and Campus Security Act of 1990, was championed by Howard & Connie Clery after their daughter Jeanne (pictured right) was murdered at Lehigh University in 1986. They also founded the non-profit Security On Campus, Inc. in 1987. Amendments to the Act in 1998 renamed it in memory of Jeanne Clery.
E-News for ARL Directors - August 2010 E-News
Find free textbooks through new WorldCat-powered CampusBooks iPhone and Android apps!
http://www.campusbooks.com/
Where are all these free textbooks coming from? WorldCat libraries, of course! And just in time for back-to-school. Although let me digress for a minute to remind you that the textbooks are NOT free for the library.
BUT, with the help of this handy new app from CampusBooks.com--available for iPhone and Android--students of all ages can compare costs and availability of textbooks and source them from a number of different places: online web sites, the traditional college bookstore or now a library nearby.
The CampusBooks apps are free and provide prices on on new, used, ebook and rental textbooks. Similar to other mobile shopping apps that use the WorldCat Search API and WorldCat Registry APIs (in fact CampusBooks uses the pic2shop technology, who has also implemented WorldCat results), you simply scan the book barcode or type in a title, author, keyword or ISBN search and voila, local library phone numbers, URLs, address and maps at your fingertips.
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