Innovative Educators Webinar: Inspired To Be First: Increasing The Success Rate Of African American & Latino/a First-Generation College Students

Inspired To Be First: Increasing The Success Rate Of African American & Latino/a First-Generation College Students Thursday, September 13 ~ 1:00-2:30pm EDT Registration - http://www.innovativeeducators.org/product_p/196.htm   Innovative Educators  Free Resources First Generation Hispanic College Student Finds Success on College Campus  A Road Map to Their Future: What Latino Students Need to Graduate  What Can We Learn From First Generation College Students  Predictors that Distinguish First-Generation College Students from Non-First Generation College Students  Second Home for First-Gens  A New Retention Variable: Hope and First Generation College Students Demographic is not Destiny First Generation Stories Webinar Overview As educators at all levels seek to increase accessibility to higher education for students whose parents did not attend college, it is essential to seek out the strengths and assets first-generation students bring to the table. But institutions must not stop there. It is the responsibility of the educator, once these strengths are identified, to help students use them to their advantage. It is the social responsibility of the institution to design programs and initiatives around new understandings of the students they seek to serve. The objective of this webinar does not rest at providing information. Rather, it challenges participants to answer the question "now what?" Armed with successful new strategies, participants will be encouraged to explore what can be done at their own institutions to make a difference for students who have become the first in the family to attend college. "Understanding the complex nature of first-generation students and the entities that work together to aid in their success is an important first step toward increasing college enrollment and graduation rates for this student population. While a deficit model would indeed tell us what they do not receive and what they do not do, understanding what has worked for first-generation students places educators in a much better position to develop solutions, rather than overemphasize challenges." Webinar Objectives Participants will: Examine the pre-college experiences, strengths, and success strategies of first-generation students Discuss the unique experiences of African American and Latino/a first-generation students, including similarities, differences, and special circumstances Explore the ways in which university professionals can nurture the unique strengths of first-generation students to enhance student success through college Identify strategies for how participants can best serve first-generation students who struggle in their transition to college Webinar Speaker Dr. Pamela Larde has ten years of professional experience in the field of higher education and holds professional memberships with the National Association for College Admission Counseling, the Higher Education Consultants Association, the American College Personnel Association, and the National Association for Student Personnel Administrators. She holds a bachelor's degree in Journalism, a master's degree in College Student Affairs, and a Ph.D. in Leadership for the Advancement of Learning and Service. Her research examines self-determination, service member-reintegration, intimate relationships, and access to higher education for underrepresented populations, particularly first-generation students. She has presented her research at numerous national conferences over the past several years and has contributed a chapter to a book on first-generation students (2012), entitled Research Studies in Higher Education: Educating Multicultural Students. She is also releasing a motivational book entitled Letters to the Broken-Hearted during summer of 2012. Currently, she is an assistant professor of qualitative research and higher education at Mercer University. Educational Journey Through her own experience as a young single mom who struggled to craft an educational plan for herself, Dr. Pamela discovered that there are many others who also desire a college education, but fall short simply because they do not know where to begin. While in pursuit of her undergraduate degree in journalism, she remained an active leader in no less than four student organizations. Through aggressive conversations and extensive research at the age of 20, she uncovered widely unknown resources such as free childcare and full financial support for single parents in pursuit of a college education. When she graduated, her son was only three years old and she became the first in her family to earn a college degree. Upon graduation, Pamela knew that her calling was to empower others by helping them also pursue a college education. After receiving her bachelor's degree from Cal Poly, San Luis Obispo, Dr. Pamela worked as a public relations coordinator for a major media company, but soon felt a strong calling to the field of education. She responded to the call by accepting a recruiting position in the admissions office of a college with alternative education degree programs and simultaneously enrolled in the College Student Affairs masters degree program at Azusa Pacific University in Southern California. The two years to follow truly honed not only her motivational speaking, counseling, and interpersonal skills, but also her understanding of the world of higher education. As a graduate student, Dr. Pamela conducted several research studies about college access and integration, and presented the findings to one of her studies at her first national conference in 2003. After graduation, she continued her work in student affairs, and took positions that focused on leadership and student development at the Claremont Colleges in Southern California and Marquette University in Milwaukee, WI. After three years and an award for Outstanding New Professional in Student Affairs, she was promoted to Assistant Dean for Intercultural Programs at Marquette University where she had the opportunity to work closely with a variety of underrepresented student populations to ensure a positive college experience. She decided to pursue a Ph.D. in Leadership at Cardinal Stritch University to better position herself to help develop leadership skills in others, particularly with the purpose of helping them live fulfilling lives. While still a student in the doctoral program, she launched, EmpowerMe! CollegePrep!, a personal consulting company dedicated to assisting individuals and their families with the pursuit of a college degree. She also earned certification as a life and relationship coach. Dr. Pamela has received numerous awards for her efforts, including: Journalism Department Head Award for Leadership in Journalism (2000) Jesuit Association of Student Personnel Administrators - Ignatian Medal for an Outstanding New Professional (2005) Marquette University Business Plan Competition (EmpowerMe! CollegePrep) - Best Service Plan (2008) Marquette University Business Plan Competition (EmpowerMe! CollegePrep) - Best Live Presentation (2008) Wisconsin College Personnel Association - Awarded "Best in Show" for presentation at WCPA regional conference (2009) American College Personnel Association - Featured as Showcase Presenter at ACPA national conference (2010) Free Offerings Conference: Leveraging Technology to Support Students, Faculty & Staff - October 12 Webinar: Ending Campus Violence: New Approaches To Prevention- August 24 StudentLingo Trial: Support Students 24/7 Go2Knowledge Preview: 50+ On-Demand Trainings Upcoming Webinars August 7 -Creating A Successful First-Year Transition Program For Transfer Students August 7 -Appreciative Education & Supplemental Instruction: Optimizing The Experience For Leaders & Participants August 8 -Enhancing Part-Time Instructor Performance Through Inclusion And Meaningful Mentoring Practices August 8 -Best Practices In Providing Exceptional Customer Service In Higher Education Organizations August 15 -The New "At-Risk" Student Seminar: Increasing Retention, Success & Institutional Support August 22 -Best Practices In College Teaching: Designing Effective Rubrics August 23 (Flex Date 1) -Danger In The Workplace: Helping Student Employees Manage Aggressive & Threatening Behaviors August 24 (Free) -Ending Campus Violence: New Approaches To Prevention September 11 (Part 1) -Using Disruptive Innovation To Enhance Student Motivation September 12 -Developing A Campus Honor Code: A Unifying Force Of Civility September 12 -Best Practices In College Teaching: Creating An Active Learning Environment September 13 -Inspired To Be First: Increasing The Success Rate Of African American & Latino/a First-Generation College Students September 19 -Privacy Rights: How Faculty Can Navigate The FERPA Maze September 20 -Cheating In An Online Environment: How To Prevent, Detect, & Deter Dishonesty September 21 -Student Retention & Success In Community Colleges: Cognitive Development Theory For Faculty September 25 (Flex Date 2) -Danger In The Workplace: Helping Student Employees Manage Aggressive & Threatening Behaviors September 27  -Supporting ADA Accommodations: Manageable Solutions For Faculty September 28 -How Faculty Can Recognize & Manage Mental Health Issues In The Classroom Innovative Educators 3277 Carbon PL Boulder, CO 80301 303-955-0415 Kristen@ieinfo.org  To ensure receipt of our emails, please add mail@innovativeducators.org to your Address Book. 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Innovative Educators Webinar: Inspired To Be First: Increasing The Success Rate Of African American & Latino/a First-Generation College Students

Colleges of Worcester Consortium, Inc.: Register now for Fall 2012 classes in college teaching!

Want to improve your college teaching skills or your competitive edge in the academic job market?

Consider enrolling in one of our practical, theory-based graduate courses in pedagogy for higher education.

Preparation for the college classroom involves more than a solid base of knowledge in a discipline; it requires a systematic inquiry into the pedagogies and processes that facilitate learning. The Colleges of Worcester Consortium’s Certificate in College Teaching program is grounded in the latest educational research on best practices in college teaching, and is designed to enhance the teaching and learning experiences for faculty and students at our member institutions. The primary focus of the Certificate is to prepare graduate students, adjunct and full-time faculty who aspire to, or who are currently engaged in, a career in academia.  Courses carry Worcester State University graduate credit and may be taken individually or toward completion of the six-credit Certificate. A complete course schedule, full course descriptions, and sample syllabi are available on our website.

FALL 2012 COURSE OFFERINGS:

(All courses carry Worcester State University graduate credit.)

CT 901 - Seminar in College Teaching

(ONLINE) 2 graduate credits; no prerequisites; September 12 - November 19

The Seminar in College Teaching, the first course in the Certificate sequence, is designed to acquaint participants with basic principles and theories of education and instructional practices associated with effective college teaching. These concepts apply across numerous disciplines as the emphasis is on pedagogy, not course content. Learn the basics of college teaching: designing and developing courses, choosing and using a variety of teaching methods, and assessing student work. The foundational course Seminar in College Teaching is a prerequisite for some Certificate courses.

Read what Seminar participants have said about this course!

CT 916 – Applying the Scholarship of Teaching & Learning to Enhance Classroom Effectiveness

(ONLINE)  1 graduate credit; CT 901 helpful but not required; September 12 - October 23

This course explores best practices associated with effective teaching and learning in face-to-face, hybrid and online courses.  The course will examine research in the scholarship of teaching and learning (SoTL) applied to our classrooms to improve our teaching and student learning.  Participants will examine critical variables which positively impact student learning outcomes (i.e., developing reciprocity and cooperation among students, communicating high expectations, delivering prompt feedback and respecting diverse talents and ways of learning).  Such best practices are applicable to courses in any discipline and for students at any level; the goal of the course is to provide participants the opportunity to apply specific teaching and learning strategies to courses that they currently teach (or might teach in the future).  The emphasis of this course is distinctly practical, as readings and discussions will focus on how we might adopt (or adapt) best practices strategies into our courses.  This course is offered completely online, with ample opportunity for discussion, collaboration and exchange of ideas. 

CT 918 – Developing and Teaching an Online Course

(ONLINE) 1 graduate credit; CT 901 helpful but not required, September 12 - October 24

This course provides an introduction to the theory and practice of online course design and pedagogical practices, and is appropriate for any faculty member interested in teaching a course completely online or who wishes to significantly augment a traditional face-to-face course with online interaction.

CT 933 – Teaching Foreign Languages:  Methodology in Practice

(FACE to FACE); 1 graduate credit; no prerequisites; September 10 - November 26; Holy Cross

This course is designed to familiarize participants with theoretical and practical considerations associated with teaching foreign languages. Participants will explore methodology trends from the early 20th century to current communicative approaches including a broad range of alternative methodologies.  This course explores ways in which different approaches and methods can be utilized in the foreign language lesson to achieve a rich learning environment for students.

  

REGISTRATION: Application procedures are described on our website.  Follow the appropriate link under "Course Registration" or "Certificate Application Process."  When using the online pre-enrollment form (for beginning the registration process) you will have to pay by credit card.  Have your card in hand.

TUITION: Tuition for Certificate courses is $299/credit for participants from Colleges of Worcester Consortium member institutions and $479/credit for external participants.  In addition, there is a $95/semester pre-enrollment fee. (Because Worcester State University is the CCT program's credentialing host, WSU current students, faculty and staff pay $265/credit.) You must pay for courses at the time of registration, but you may qualify for tuition reimbursement. Consult with your adviser, faculty development center, or HR Department for details about applying for tuition reimbursement before you register for any courses.

Founded in 1968, the Colleges of Worcester Consortium, Inc. is an alliance of 12 public and private colleges in Central Massachusetts that works cooperatively both to further the missions of the member institutions individually and to advance higher education regionally.

For more information about the Certificate in College Teaching program, please visit our website or contact Susan Wyckoff to discuss how this program might meet your needs.

Susan C. Wyckoff, PhD

Vice President for Academic Affairs

Colleges of Worcester Consortium, Inc.

484 Main Street - Suite 500, Worcester MA 01608

508.754.6829  www.cowc.org 

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Colleges of Worcester Consortium, Inc. | 484 Main Street - Suite 500 | Worcester | MA | 508.754.6829 | www.cowc.org

Colleges of Worcester Consortium, Inc.: Register now for Fall 2012 classes in college teaching!

2013 CHEA Award

2013 CHEA Award Application (MS Word Document) List of 2012-2013 Member Institutions Deadline for Applications: October 15, 2012 Award Information Evidence of student achievement, student learning outcomes, plays an increasingly important role in discussions of higher education accountability, quality and effectiveness. At the same time, developing and using capacity to address student learning outcomes is a complex and significant challenge for colleges and universities, whether pursued at the level of an institution, a program or a major. This award acknowledges outstanding practices in developing and applying evidence of student learning outcomes as part of the ongoing accountability evaluation and improvement of college and university programs of study. Up to four awards will be made each year. Awards will be presented at the CHEA Annual Conference. Eligibility Applications will be accepted only from current CHEA institutional members. For members who are prior award winners and wish to submit a proposal for another award, the second proposal will be considered only if it is for a different program or major from the initial award or, if an initial institutional award, is a proposal for a program or major. Categories of Award The application may be institution-wide, focused on a specific program or focused on a major. Each application should contain a designation of the category for which it has been prepared: institution, program or major. Applications will be judged within the specific award category designated. Award Selection and Criteria Applications will be reviewed by an Award Committee of individuals from higher education institutions, higher education associations, accrediting organizations and the public. Applications will be judged by the extent to which four award criteria have been met: Articulating expected outcomes for an institution, program or major Providing evidence of success with regard to outcomes Informing the public (constituents external to an institution) about expectations and success with regard to outcomes Using outcomes for institutional improvement: evidence that attention to outcomes has benefited the institution, program or major In addition to the four criteria, the committee looks for evidence that outstanding practice related to outcomes (1) is embedded in an institutional culture, (2) makes good use of current technology in the methods and tools to track outcomes, (3) includes extensive use of faculty and strong faculty support, (4) is supported by institutional leadership that is dedicated to the importance of outcomes and (5) involves approaches to outcomes that can be replicated at other institution. Application Format To be considered for an award, an applicant on behalf of an institution, program or major should complete the four sections of this application. Section 1: Contact information for individual submitting the application Section 2: Institutional endorsement by the chief executive officer or chief academic officer Section 3: Application summary (100 words or less) Section 4: Award criteria (response to each criterion not to exceed two pages) Applications that do not conform to format and length will not be considered by the award committee. Applications should provide full information in response to each award criterion. A complete response to each criterion is to be included in the text. Please do not rely on a review of links by the committee Examples of Evidence for Award Criteria Evidence can be the result of quantitative and qualitative approaches to gathering information. It should be relevant to what is being claimed, potentially verifiable through replication or third-party inspection and representative or typical of major, program or institutional performance. Evidence must involve examination of student levels of attainment (individual students or representative samples) and may include: Faculty-designed comprehensive or capstone examinations and assignments Performance on external or licensure examinations Authentic performances or demonstrations Portfolios of student work over time Samples of representative student work Self-study reports and student satisfaction surveys do not constitute direct evidence of student learning outcomes. Definitions of Key Terms For the purposes of the CHEA Award: Student learning outcomes is defined as "the knowledge, skills and abilities that a student has attained at the end (or as a result) of his or her engagement in a particular set of higher education experiences." This is distinguished from a general student outcome that is the result of attending an institution or program. Informing the public is defined as "providing readily available and easily understood data or analysis that informs students and others about the success of a major, program or institution." Public is defined as "constituents external to an institution." Major is defined as "an institution-designated concentration that culminates in a degree" (e.g., history, philosophy, mathematics). Program is defined as "a course of study in a career or professional area that culminates in a degree" (e.g., nursing, journalism, occupational therapy). Award Timeline August 6, 2012 Application released to institutions October 15, 2012 Due date for application submission December 6, 2012 Application review completed. Award committee meets January 9, 2013 Award recipients notified January 15, 2013 2013 Awards announced January 29, 2013 Awards presented at CHEA Annual Conference   Suggested Reference Materials Council for Higher Education Accreditation (2010). Effective Practices: The Role of Accreditation in Student Achievement. Washington, DC: Council for Higher Education Accreditation (CHEA). http://www.chea.org/pdf/Effective Practice Revised3.pdf Council for Higher Education Accreditation (2003). Statement of Mutual Responsibilities for Student Learning Outcomes: Accreditation, Institutions and Programs. Washington, DC: Council for Higher Education Accreditation (CHEA). http://www.chea.org/pdf/StmntStudentLearningOutcomes9-03.pdf Ewell, Peter T. (2001). Accreditation and Student Learning Outcomes: A Proposed Point of Departure. Washington, DC: Council for Higher Education Accreditation (CHEA). http://www.chea.org/award/StudentLearningOutcomes2001.pdf See also Effective Institutional Practice in Student Learning Outcomes: CHEA Award Recipients at http://www.chea.org/chea award/CHEA_Awards_All.html for summaries of award-winning institutions and programs. Submission Methods Applications may be submitted as email attachments in Microsoft Word or Adobe Acrobat format and sent to espinoza@chea.org. Applications may be also submitted via U.S. mail or other delivery service to the following address: Joél Espinoza Special Assistant to the President Council for Higher Education Accreditation One Dupont Circle NW, Suite 510 Washington, DC 20036-1135 Due Date Applications must be received by Monday, October 15, 2012. Acknowledgment of receipt of application will be sent via email to the applicant. Additional Information For information about CHEA, please visit www.chea.org. For questions about the CHEA Award, contact Joél Espinoza at 202-955-6126 (espinoza@chea.org).

2013 CHEA Award

Inside Higher Ed: August 6, 2012

You Get What You Pay For

A new analysis compares the differences and similarities of spending at liberal arts colleges with more wealth (and higher tuition rates) and those without.

Yesterday's News

Foundations that support journalism education issue joint letter calling for much more rapid change in j-school curriculums.

Another Press on Chopping Block

U. of New Orleans plans "hiatus" for scholarly publishing unit -- and eliminates job of director (the only full-time employee).

Inside Higher Ed: August 6, 2012