ºÝºÝߣshows by User: barronkid / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: barronkid / Fri, 02 Oct 2009 07:57:14 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: barronkid SERVICE QUALITY AND ACADEMIC ADVISING: PRACTICING WHAT WE PREACH /slideshow/service-quality-and-academic-advising-practicing-what-we-preach/2110712 servicequality-practicingwhatwepreach-shields-091002075723-phpapp01
Academic advising, as a service, is seen as a means of differentiating degree programs. Special consideration for service marketing and service quality dimensions are applied to the academic advising process. In short, marketing educators are called on to recognize the importance of quality academic advising in recruiting and retaining students.]]>
Academic advising, as a service, is seen as a means of differentiating degree programs. Special consideration for service marketing and service quality dimensions are applied to the academic advising process. In short, marketing educators are called on to recognize the importance of quality academic advising in recruiting and retaining students.]]> Fri, 02 Oct 2009 07:57:14 GMT /slideshow/service-quality-and-academic-advising-practicing-what-we-preach/2110712 barronkid@slideshare.net(barronkid) SERVICE QUALITY AND ACADEMIC ADVISING: PRACTICING WHAT WE PREACH barronkid Academic advising, as a service, is seen as a means of differentiating degree programs. Special consideration for service marketing and service quality dimensions are applied to the academic advising process. In short, marketing educators are called on to recognize the importance of quality academic advising in recruiting and retaining students. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/servicequality-practicingwhatwepreach-shields-091002075723-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Academic advising, as a service, is seen as a means of differentiating degree programs. Special consideration for service marketing and service quality dimensions are applied to the academic advising process. In short, marketing educators are called on to recognize the importance of quality academic advising in recruiting and retaining students.
SERVICE QUALITY AND ACADEMIC ADVISING: PRACTICING WHAT WE PREACH from Joshua Barron
]]> 1277 7 https://cdn.slidesharecdn.com/ss_thumbnails/servicequality-practicingwhatwepreach-shields-091002075723-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Faculty Advising In A Learner by Maura Reynolds /slideshow/faculty-advising-in-a-learner-by-maura-reynolds/2110711 facultyadvisinginalearner-reynolds-091002075724-phpapp02
This article explores issues of concern for all faculty-based advising situations (not small colleges alone). May we continue to recognize our similarities and acknowledge (but not focus on) our differences; we have much to learn from each other.]]>
This article explores issues of concern for all faculty-based advising situations (not small colleges alone). May we continue to recognize our similarities and acknowledge (but not focus on) our differences; we have much to learn from each other.]]> Fri, 02 Oct 2009 07:57:13 GMT /slideshow/faculty-advising-in-a-learner-by-maura-reynolds/2110711 barronkid@slideshare.net(barronkid) Faculty Advising In A Learner by Maura Reynolds barronkid This article explores issues of concern for all faculty-based advising situations (not small colleges alone). May we continue to recognize our similarities and acknowledge (but not focus on) our differences; we have much to learn from each other. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/facultyadvisinginalearner-reynolds-091002075724-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This article explores issues of concern for all faculty-based advising situations (not small colleges alone). May we continue to recognize our similarities and acknowledge (but not focus on) our differences; we have much to learn from each other.
Faculty Advising In A Learner by Maura Reynolds from Joshua Barron
]]> 470 4 https://cdn.slidesharecdn.com/ss_thumbnails/facultyadvisinginalearner-reynolds-091002075724-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Ttu Action Plan For Students On Probation /slideshow/ttu-action-plan-for-students-on-probation/2110710 ttuactionplanforstudentsonprobation-091002075727-phpapp02
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]]> Fri, 02 Oct 2009 07:57:13 GMT /slideshow/ttu-action-plan-for-students-on-probation/2110710 barronkid@slideshare.net(barronkid) Ttu Action Plan For Students On Probation barronkid <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ttuactionplanforstudentsonprobation-091002075727-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Ttu Action Plan For Students On Probation from Joshua Barron
]]> 496 5 https://cdn.slidesharecdn.com/ss_thumbnails/ttuactionplanforstudentsonprobation-091002075727-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 What do Students Want in Advising? A Policy Capturing Study by Motarella, et al. /barronkid/what-do-students-want-in-advising-a-policy-capturing-study-by-motarella-et-al whatdostudentswant-policycapturing-motarella-091002075718-phpapp01
A policy capturing approach was used to examine the advising variables that contribute to student satisfaction. Students (N = 468) rated 48 scenarios in which advising approach, relationship, advisor gender, emotional nature of the relationship, and type of advisor were manipulated. Results show that being known to the advisor, having a professional advisor, and receiving warmth and support from the advisor were important factors to advisee satisfaction. Ratings differed by student gender, advising experience, and age. Relational variables can exist across multiple advising approaches, and satisfaction likely depends more on the advisor’s interpersonal skills and style than advising approach.]]>
A policy capturing approach was used to examine the advising variables that contribute to student satisfaction. Students (N = 468) rated 48 scenarios in which advising approach, relationship, advisor gender, emotional nature of the relationship, and type of advisor were manipulated. Results show that being known to the advisor, having a professional advisor, and receiving warmth and support from the advisor were important factors to advisee satisfaction. Ratings differed by student gender, advising experience, and age. Relational variables can exist across multiple advising approaches, and satisfaction likely depends more on the advisor’s interpersonal skills and style than advising approach.]]> Fri, 02 Oct 2009 07:57:13 GMT /barronkid/what-do-students-want-in-advising-a-policy-capturing-study-by-motarella-et-al barronkid@slideshare.net(barronkid) What do Students Want in Advising? A Policy Capturing Study by Motarella, et al. barronkid A policy capturing approach was used to examine the advising variables that contribute to student satisfaction. Students (N = 468) rated 48 scenarios in which advising approach, relationship, advisor gender, emotional nature of the relationship, and type of advisor were manipulated. Results show that being known to the advisor, having a professional advisor, and receiving warmth and support from the advisor were important factors to advisee satisfaction. Ratings differed by student gender, advising experience, and age. Relational variables can exist across multiple advising approaches, and satisfaction likely depends more on the advisor’s interpersonal skills and style than advising approach. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/whatdostudentswant-policycapturing-motarella-091002075718-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A policy capturing approach was used to examine the advising variables that contribute to student satisfaction. Students (N = 468) rated 48 scenarios in which advising approach, relationship, advisor gender, emotional nature of the relationship, and type of advisor were manipulated. Results show that being known to the advisor, having a professional advisor, and receiving warmth and support from the advisor were important factors to advisee satisfaction. Ratings differed by student gender, advising experience, and age. Relational variables can exist across multiple advising approaches, and satisfaction likely depends more on the advisor’s interpersonal skills and style than advising approach.
What do Students Want in Advising? A Policy Capturing Study by Motarella, et al. from Joshua Barron
]]> 862 6 https://cdn.slidesharecdn.com/ss_thumbnails/whatdostudentswant-policycapturing-motarella-091002075718-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 2009 NACADA Annual Conference Action Plan V Advising Syllabus (Concurrent 229) /slideshow/2009-nacada-annual-conference-action-plan-v-advising-syllabus-concurrent-229/2110582 2009nacadaannualconference-actionplanvadvisingsyllabusconcurrent229-091002074138-phpapp01
Concurrent Session 229: Action Plan: An Evolutionary Leap Forward for the Advising Syllabus AC,DA 2009-10-02 3:15:00 PM - 4:15:00 PM Grand Hyatt- Texas Ballroom B The advising syllabus is a brilliant concept. It articulates and validates the work of academic advising as teaching. It concisely lists student responsibilities and timelines. It communicates the institution's commitments to quality, accessibility of resources, and acknowledges the nature of partnership between the school and student. THEN WHY, in practice, does it struggle to engage and impact the academic success of the students who most need its benefits? To answer this question we will begin with and draw upon the very principles of developmental advising. We will employ adolescent psychology as we consider student expectations and their need for ownership. From deep in the students' heart we will invite, prompt, and celebrate real learning, maturity, accountability, and progressive accomplishment. We will do this … with the Action Plan.]]>
Concurrent Session 229: Action Plan: An Evolutionary Leap Forward for the Advising Syllabus AC,DA 2009-10-02 3:15:00 PM - 4:15:00 PM Grand Hyatt- Texas Ballroom B The advising syllabus is a brilliant concept. It articulates and validates the work of academic advising as teaching. It concisely lists student responsibilities and timelines. It communicates the institution's commitments to quality, accessibility of resources, and acknowledges the nature of partnership between the school and student. THEN WHY, in practice, does it struggle to engage and impact the academic success of the students who most need its benefits? To answer this question we will begin with and draw upon the very principles of developmental advising. We will employ adolescent psychology as we consider student expectations and their need for ownership. From deep in the students' heart we will invite, prompt, and celebrate real learning, maturity, accountability, and progressive accomplishment. We will do this … with the Action Plan.]]> Fri, 02 Oct 2009 07:41:16 GMT /slideshow/2009-nacada-annual-conference-action-plan-v-advising-syllabus-concurrent-229/2110582 barronkid@slideshare.net(barronkid) 2009 NACADA Annual Conference Action Plan V Advising Syllabus (Concurrent 229) barronkid Concurrent Session 229: Action Plan: An Evolutionary Leap Forward for the Advising Syllabus AC,DA 2009-10-02 3:15:00 PM - 4:15:00 PM Grand Hyatt- Texas Ballroom B The advising syllabus is a brilliant concept. It articulates and validates the work of academic advising as teaching. It concisely lists student responsibilities and timelines. It communicates the institution's commitments to quality, accessibility of resources, and acknowledges the nature of partnership between the school and student. THEN WHY, in practice, does it struggle to engage and impact the academic success of the students who most need its benefits? To answer this question we will begin with and draw upon the very principles of developmental advising. We will employ adolescent psychology as we consider student expectations and their need for ownership. From deep in the students' heart we will invite, prompt, and celebrate real learning, maturity, accountability, and progressive accomplishment. We will do this … with the Action Plan. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2009nacadaannualconference-actionplanvadvisingsyllabusconcurrent229-091002074138-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Concurrent Session 229: Action Plan: An Evolutionary Leap Forward for the Advising Syllabus AC,DA 2009-10-02 3:15:00 PM - 4:15:00 PM Grand Hyatt- Texas Ballroom B The advising syllabus is a brilliant concept. It articulates and validates the work of academic advising as teaching. It concisely lists student responsibilities and timelines. It communicates the institution&#39;s commitments to quality, accessibility of resources, and acknowledges the nature of partnership between the school and student. THEN WHY, in practice, does it struggle to engage and impact the academic success of the students who most need its benefits? To answer this question we will begin with and draw upon the very principles of developmental advising. We will employ adolescent psychology as we consider student expectations and their need for ownership. From deep in the students&#39; heart we will invite, prompt, and celebrate real learning, maturity, accountability, and progressive accomplishment. We will do this … with the Action Plan.
2009 NACADA Annual Conference Action Plan V Advising Syllabus (Concurrent 229) from Joshua Barron
]]> 2322 7 https://cdn.slidesharecdn.com/ss_thumbnails/2009nacadaannualconference-actionplanvadvisingsyllabusconcurrent229-091002074138-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 2009 NACADA Annual Conference Presentation: Customer Service AND Educational Advising (Concurrent 179) /slideshow/2009-nacada-annual-conference-presentation-customer-service-and-educational-advising-concurrent-179/2108366 customerservice-091001231645-phpapp02
Educational Advising AND Customer Service TD,AM 2009-10-02 11:30:00 AM - 12:30:00 AM Convention Center- 210 Exhaustion happens. The wear and tear of investing in students and the struggles of difficult interactions can culminate in silent resignation. Advisors are inclined to abandon principled protocols in favor of survival; even our advising veterans resort to prescriptive solutions and avoid expending energy in student guidance and constructive challenge. Considering student and parent expectations alongside advisor safety and sanity, our interactive discussion will deconstruct the typical advising session. We will explore the balance and tension between learning-centered advising and quality customer service en route to policies and practices that simultaneously achieve institutional goals and benefit students. Goal: free advisors for what they do best . Engaging with and investing in student success.]]>
Educational Advising AND Customer Service TD,AM 2009-10-02 11:30:00 AM - 12:30:00 AM Convention Center- 210 Exhaustion happens. The wear and tear of investing in students and the struggles of difficult interactions can culminate in silent resignation. Advisors are inclined to abandon principled protocols in favor of survival; even our advising veterans resort to prescriptive solutions and avoid expending energy in student guidance and constructive challenge. Considering student and parent expectations alongside advisor safety and sanity, our interactive discussion will deconstruct the typical advising session. We will explore the balance and tension between learning-centered advising and quality customer service en route to policies and practices that simultaneously achieve institutional goals and benefit students. Goal: free advisors for what they do best . Engaging with and investing in student success.]]> Thu, 01 Oct 2009 23:16:40 GMT /slideshow/2009-nacada-annual-conference-presentation-customer-service-and-educational-advising-concurrent-179/2108366 barronkid@slideshare.net(barronkid) 2009 NACADA Annual Conference Presentation: Customer Service AND Educational Advising (Concurrent 179) barronkid Educational Advising AND Customer Service TD,AM 2009-10-02 11:30:00 AM - 12:30:00 AM Convention Center- 210 Exhaustion happens. The wear and tear of investing in students and the struggles of difficult interactions can culminate in silent resignation. Advisors are inclined to abandon principled protocols in favor of survival; even our advising veterans resort to prescriptive solutions and avoid expending energy in student guidance and constructive challenge. Considering student and parent expectations alongside advisor safety and sanity, our interactive discussion will deconstruct the typical advising session. We will explore the balance and tension between learning-centered advising and quality customer service en route to policies and practices that simultaneously achieve institutional goals and benefit students. Goal: free advisors for what they do best . Engaging with and investing in student success. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/customerservice-091001231645-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Educational Advising AND Customer Service TD,AM 2009-10-02 11:30:00 AM - 12:30:00 AM Convention Center- 210 Exhaustion happens. The wear and tear of investing in students and the struggles of difficult interactions can culminate in silent resignation. Advisors are inclined to abandon principled protocols in favor of survival; even our advising veterans resort to prescriptive solutions and avoid expending energy in student guidance and constructive challenge. Considering student and parent expectations alongside advisor safety and sanity, our interactive discussion will deconstruct the typical advising session. We will explore the balance and tension between learning-centered advising and quality customer service en route to policies and practices that simultaneously achieve institutional goals and benefit students. Goal: free advisors for what they do best . Engaging with and investing in student success.
2009 NACADA Annual Conference Presentation: Customer Service AND Educational Advising (Concurrent 179) from Joshua Barron
]]> 504 6 https://cdn.slidesharecdn.com/ss_thumbnails/customerservice-091001231645-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 2009 Nacada Conference Prelaw Presentation (Concurrent 101) /slideshow/2009-nacada-conference-prelaw-presentation-concurrent-101/2105794 2009nacadaconferenceprelawpresentationconcurrent101-091001134222-phpapp02
Prelaw Team: Purpose, Players, and a Playbook FT,RT 2009-10-01 2:00:00 PM - 3:00:00 PM Grand Hyatt- Lone Star Ballroom D Is your program a playground or a professional sporting arena? Imagine: employing a team of students volunteers to leading their peers. Consider: aggressively communicating the program's learning objectives so these high-achieving students are more inclined to take ownership, develop valuable professional skills, and become ambassadors to involve more of their own peers? Contemplate: leveraging others university professionals who may be unaware that your success encourages their success? This exciting approach has integrated students, external stakeholders, and our existing professional advising staff into one coherent team with a unified vision and plan of action. Topics: roles and responsibilities, assessable learning objectives, the plan of implementation we used to arrive at this point, and discussion of your own successes and ideas for a winning program.]]>
Prelaw Team: Purpose, Players, and a Playbook FT,RT 2009-10-01 2:00:00 PM - 3:00:00 PM Grand Hyatt- Lone Star Ballroom D Is your program a playground or a professional sporting arena? Imagine: employing a team of students volunteers to leading their peers. Consider: aggressively communicating the program's learning objectives so these high-achieving students are more inclined to take ownership, develop valuable professional skills, and become ambassadors to involve more of their own peers? Contemplate: leveraging others university professionals who may be unaware that your success encourages their success? This exciting approach has integrated students, external stakeholders, and our existing professional advising staff into one coherent team with a unified vision and plan of action. Topics: roles and responsibilities, assessable learning objectives, the plan of implementation we used to arrive at this point, and discussion of your own successes and ideas for a winning program.]]> Thu, 01 Oct 2009 13:42:21 GMT /slideshow/2009-nacada-conference-prelaw-presentation-concurrent-101/2105794 barronkid@slideshare.net(barronkid) 2009 Nacada Conference Prelaw Presentation (Concurrent 101) barronkid Prelaw Team: Purpose, Players, and a Playbook FT,RT 2009-10-01 2:00:00 PM - 3:00:00 PM Grand Hyatt- Lone Star Ballroom D Is your program a playground or a professional sporting arena? Imagine: employing a team of students volunteers to leading their peers. Consider: aggressively communicating the program's learning objectives so these high-achieving students are more inclined to take ownership, develop valuable professional skills, and become ambassadors to involve more of their own peers? Contemplate: leveraging others university professionals who may be unaware that your success encourages their success? This exciting approach has integrated students, external stakeholders, and our existing professional advising staff into one coherent team with a unified vision and plan of action. Topics: roles and responsibilities, assessable learning objectives, the plan of implementation we used to arrive at this point, and discussion of your own successes and ideas for a winning program. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2009nacadaconferenceprelawpresentationconcurrent101-091001134222-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Prelaw Team: Purpose, Players, and a Playbook FT,RT 2009-10-01 2:00:00 PM - 3:00:00 PM Grand Hyatt- Lone Star Ballroom D Is your program a playground or a professional sporting arena? Imagine: employing a team of students volunteers to leading their peers. Consider: aggressively communicating the program&#39;s learning objectives so these high-achieving students are more inclined to take ownership, develop valuable professional skills, and become ambassadors to involve more of their own peers? Contemplate: leveraging others university professionals who may be unaware that your success encourages their success? This exciting approach has integrated students, external stakeholders, and our existing professional advising staff into one coherent team with a unified vision and plan of action. Topics: roles and responsibilities, assessable learning objectives, the plan of implementation we used to arrive at this point, and discussion of your own successes and ideas for a winning program.
2009 Nacada Conference Prelaw Presentation (Concurrent 101) from Joshua Barron
]]> 436 7 https://cdn.slidesharecdn.com/ss_thumbnails/2009nacadaconferenceprelawpresentationconcurrent101-091001134222-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Student Learning Outcomes are KEY to Assessment /slideshow/student-learning-outcomes-are-key-to-assessment/1034032 concurrent-session-on-assessment-1234799673357477-2
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]]> Mon, 16 Feb 2009 09:57:34 GMT /slideshow/student-learning-outcomes-are-key-to-assessment/1034032 barronkid@slideshare.net(barronkid) Student Learning Outcomes are KEY to Assessment barronkid <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/concurrent-session-on-assessment-1234799673357477-2-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Student Learning Outcomes are KEY to Assessment from Joshua Barron
]]> 827 5 https://cdn.slidesharecdn.com/ss_thumbnails/concurrent-session-on-assessment-1234799673357477-2-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Embracing the Role of Academic Advising in Supporting Student Success /slideshow/embracing-the-role-of-academic-advising-in-supporting-student-success/1034031 ai-plenary-1234799658911769-2
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]]> Mon, 16 Feb 2009 09:57:34 GMT /slideshow/embracing-the-role-of-academic-advising-in-supporting-student-success/1034031 barronkid@slideshare.net(barronkid) Embracing the Role of Academic Advising in Supporting Student Success barronkid <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ai-plenary-1234799658911769-2-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Embracing the Role of Academic Advising in Supporting Student Success from Joshua Barron
]]> 2344 10 https://cdn.slidesharecdn.com/ss_thumbnails/ai-plenary-1234799658911769-2-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Handout For Plenary I Sample Process Model /slideshow/handout-for-plenary-i-sample-process-model/1034030 handout-for-plenary-i-sample-process-model-1234799678950988-2
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]]> Mon, 16 Feb 2009 09:57:34 GMT /slideshow/handout-for-plenary-i-sample-process-model/1034030 barronkid@slideshare.net(barronkid) Handout For Plenary I Sample Process Model barronkid <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/handout-for-plenary-i-sample-process-model-1234799678950988-2-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Handout For Plenary I Sample Process Model from Joshua Barron
]]> 534 2 https://cdn.slidesharecdn.com/ss_thumbnails/handout-for-plenary-i-sample-process-model-1234799678950988-2-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Mapping Practice /barronkid/mapping-practice mapping-practice-1234799650508642-2
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]]> Mon, 16 Feb 2009 09:57:34 GMT /barronkid/mapping-practice barronkid@slideshare.net(barronkid) Mapping Practice barronkid <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mapping-practice-1234799650508642-2-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Mapping Practice from Joshua Barron
]]> 257 2 https://cdn.slidesharecdn.com/ss_thumbnails/mapping-practice-1234799650508642-2-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Nacada 2009 Workshop 2(Harmony) /slideshow/nacada-2009-workshop-2harmony/1032417 nacada-2009-workshop-2harmony-1234767406738868-1
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]]> Mon, 16 Feb 2009 00:58:04 GMT /slideshow/nacada-2009-workshop-2harmony/1032417 barronkid@slideshare.net(barronkid) Nacada 2009 Workshop 2(Harmony) barronkid <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/nacada-2009-workshop-2harmony-1234767406738868-1-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Nacada 2009 Workshop 2(Harmony) from Joshua Barron
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]]> Mon, 16 Feb 2009 00:58:04 GMT /slideshow/nacada-2009-workshop/1032416 barronkid@slideshare.net(barronkid) Nacada 2009 Workshop barronkid <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/nacada-2009-workshop-1234767369748721-1-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Nacada 2009 Workshop from Joshua Barron
]]> 303 2 https://cdn.slidesharecdn.com/ss_thumbnails/nacada-2009-workshop-1234767369748721-1-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-barronkid-48x48.jpg?cb=1522817188 I'm here. www.advising.ttu.edu https://cdn.slidesharecdn.com/ss_thumbnails/servicequality-practicingwhatwepreach-shields-091002075723-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/service-quality-and-academic-advising-practicing-what-we-preach/2110712 SERVICE QUALITY AND AC... https://cdn.slidesharecdn.com/ss_thumbnails/facultyadvisinginalearner-reynolds-091002075724-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/faculty-advising-in-a-learner-by-maura-reynolds/2110711 Faculty Advising In A ... https://cdn.slidesharecdn.com/ss_thumbnails/ttuactionplanforstudentsonprobation-091002075727-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/ttu-action-plan-for-students-on-probation/2110710 Ttu Action Plan For St...