Leadershipinstitutebrochure2009

Apr 15, 20090 likes208 views

The document announces a 2009 BSI Leadership Institute to be held June 14-20 at San Francisco State University. The goal is to bring together colleagues and leaders from community colleges across California to develop their understanding of topics like faculty inquiry, networking, communities of practice, and institutional transformation. Participants will work to answer questions around establishing networks to support student success, especially for underprepared students, and how colleges can collaborate statewide. The week-long workshop aims to provide models of best practices, expertise, and connections to help participants support students and design successful programs on their own campuses.

An ePortfolio is an online record of formal and informal learning experiences that allows individuals to display personal knowledge, make connections between different types of learning, and articulate career goals. Implementing an ePortfolio project in an organization permits HR professionals to get a holistic view of employees' knowledge, skills, and abilities. Building ePortfolios can align individual and organizational objectives by leveraging talent to meet organizational needs and promoting networking.

Guidelines for tutorsGeraldine Howe training and Digital marketing

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This document provides guidelines for tutors on County Dublin Vocational Education Committee programmes leading to FETAC awards. It introduces the National Qualifications Framework and describes the levels of FETAC awards and how they link to higher education. It outlines the roles and responsibilities of tutors in developing course plans, conducting assessments, and maintaining quality assurance procedures. The guidelines include templates for course plans and assessment briefs to assist tutors in their work.

Building the Leaders of Tomorrow: Lockheed Martin's Early Career Leadership D...Human Capital Media

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How do you build a robust leadership development program that helps employees develop the experiences, skills and thinking needed to fill future leadership positions? Through its Operations Leadership Development Program and collaboration with Drexel University, Lockheed Martin is educating its high-potential early career employees through a program design that fosters collaborative knowledge sharing, critical thinking and innovation — not just building skills. The Lockheed Martin story offers a valuable learning experience for organizations whose continued success is dependent on the development and retention of their employees. John N. Hatch, Corporate Vice President, Subcontract Program Management, Lockheed Martin Dr. Kristin Risi, Senior Director, Corporate and Executive Education, LeBow College of Business, Drexel University

MPI Global Training on the Road at AIBTM, Baltimore MD, USARuud Janssen, DES, CMM

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If you've missed this highly interactive hybrid session where highlights of 5 sessions were given by MPI Global Training Accredited trainers from around the world, you can review the slides here. What you missed were 3 hours of highly engaging training facilitated by Ruud Janssen and Miranda van Bruck as well as Paul Bridle live at AIBTM. Hybrid presentations were given by Mary Boone, Peter Haigh, Todd Hanson and Karen King. Learn more about MPI Global Training on this link: Http://www.mpiglobaltraining.org This session was crafted and facilitated courtesy of TNOC: Http://www.tnoc.ch in collaboration with MPI: http://www.mpiweb.org at AIBTM on Baltimore, MD, USA on Tuesday 21 July 2011 http://www.aibtm.com See the full stream of photos of this session here: http://www.flickr.com/photos/tnoc/sets/72157626895928565/

Compiled List Of Things Wanted In Networkncook

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The document summarizes responses from participants at the inaugural regional meeting of the Sacramento/Central Valley Network on what they would like to see in the Network. Participants expressed interest in podcasting, campus-based workshops, facilitating communication across campuses, professional development opportunities, sharing best practices, aligning with K-12, and defining and measuring student success. Pilot colleges recommended a clearinghouse for experiments and practices, educating campus communities, connecting to community resources, and using data to support rather than punish colleges.

Fig Applicationncook

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This document summarizes a FIG (Focused Inquiry Group) investigating core issues in basic skills education at Chabot College. The FIG will examine how the Reading Apprenticeship model impacts student outcomes, retention, engagement, and self-efficacy. Data will be collected through institutional research, surveys, assessments, and evaluating student work. The FIG currently involves faculty from English and other disciplines. Plans are outlined to expand training to more faculty and tutors over multiple semesters, with the goal of professional development in Reading Apprenticeship becoming institutionalized. Projected costs include attendance at training conferences.

Bsi And Libraries Conference Group Activityncook

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The document describes a group activity where participants were divided into groups to discuss effective practices for developmental education programs and libraries. Each group chose 1-2 practices and brainstormed ideas for library services, programs and activities to help basic skills students succeed. Their ideas included developing instructional modules for stress management, collaborating with faculty on assignments, hosting workshops, and providing a structured library instruction program with archived presentations. The groups proposed integrating library support into courses, using technology to reinforce learning, and addressing students' social/emotional needs through activities like reading clubs.

Presentatie Drinkwaterbereiding[1]guest1bda582

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Benefits to Pilot Collegesncook

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Pilot colleges participating in the network receive several benefits, including funds for professional development, ongoing support from a coordinator, and opportunities to connect with other institutions and initiatives. The network allows colleges to share successes, brainstorm solutions to challenges together, and build a community of learning. This spreads success to programs and institutions, ultimately increasing student learning and achievement.

Social Media for Talent Managementeduardo becerra

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This event will analyze the importance of looking back to the past and learn about the error made, we will talk about moving fordwards and embrace the new web tools to create a more collaborative, flexible, social learning environment and, at the same time, do more with less. Now is the time to be even more creative with managing talent. Look for ways to continue to improve the skills of employees. Keep up on the latest tips, technologies, and trends. • Increase the impact of learning • Leverage new learning strategies • Meet the expectations of the next gen workers • Gain insight as to what can be accomplished • Make learning more effective • Save money • Be ahead of the curve • Engage employees

Inaugural Scvn Regional Meetingncook

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This document summarizes the inaugural meeting of the Sacramento/Central Valley Regional Network of the California Community College Basic Skills Initiative. The meeting aimed to build connections among participants, familiarize them with the goals and activities of the statewide network, and discuss strategies for adding components and sharing successes and challenges. Key topics included the history and goals of the Basic Skills Initiative, grant funding opportunities, the vision for a virtual networking platform, and potential future activities for the regional network.

Building Communities of Practice Tcm4 451018Learning and Teaching Scotland

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In the USA, many schools are building their reform efforts on a foundation of professional learning communities that engage participants in honest examination and refinement of their daily practice. This session will discuss the characteristics of effective teacher and principal learning communities. We will examine a variety of models of gathering data and insights that can inform changes in individual and school practices, transforming the teaching profession and accelerating student achievement. http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/buildingteachingpracticethatiscollaborativepublicandpowerfulthroughprofessionallearningcommunities.asp

In school supportSueW

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The document outlines the key tasks of an ICT leader's job description, which include planning and implementing in-school programs to: 1) Assist teachers in transferring new knowledge and skills from professional development opportunities into classroom practice. 2) Establish support mechanisms for teachers within the school and broader community. 3) Challenge teachers to raise student achievement through effective teaching approaches that integrate technology. The ICT leader is responsible for developing and leading in-school programs in these three areas to build sustainability in supporting teachers' ongoing technology integration.

And the pieces come togetherNAFCareerAcads

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Come hear how one school has used a schoolwide data management system to track and grow student success and create a rigorous learning environment. Participants will be able to see how key elements of personalization—limited size, teacher teamwork, ConnectEDU tools, rigor and career, and college and civic preparation—come together to provide the structure needed for success in this New York-based AOF program.

Carol McQuiggan and Larry Ragan's Faculty Development: Learning and Growing!Alexandra M. Pickett

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Edu Portal SolutionMandar Joshi

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Central Sacramento Regional Workshopncook

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The document discusses the history and goals of the Basic Skills Initiative (BSI) in California community colleges. It provides details on BSI grants that fund professional development and regional networks. The BSI aims to create a statewide learning network to address the needs of over 93,000 community college faculty and staff through regional workshops, a leadership institute, and an online platform. The leadership institute will focus on institutional transformation, program design, evaluation, and networking to build the capacity and sustainability of regional networks in supporting underprepared students.

Dreamforce 2011 Presentation Template Alumni V3.1Shane Sugino

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This document discusses making the most of alumni relationships at higher education institutions. It outlines how historically different departments have operated independently with duplicate outreach efforts and inefficient processes. A new approach is being implemented using a customer relationship management system to facilitate cross-departmental data sharing and collaboration, providing a better alumni experience through more coordinated communications and activities. Key implementation best practices and ongoing challenges are also reviewed.

Action Research BrochureSusan Loughrin

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This document provides information about a classroom action research funding opportunity from the Ottawa Area Intermediate School District (ISD). Teachers can apply for grants of up to $1000 to conduct research projects during the 2008-2009 school year. Applicants must submit a one-page response to three questions by May 23rd. Selected participants will attend coaching sessions, submit interim reports, and a final publishable report by May 15, 2009. The goal is to increase educator and student knowledge through examining teaching practices.

January February 2010mmingle

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Cccbsi2009 Networkinvitationncook

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This document invites colleges to participate in a pilot of the BSI Success Network, a professional learning community dedicated to increasing student success. Colleges that participate will receive opportunities such as funds for professional development, support from a regional coordinator, participation in leadership institutes and workshops, data coaching, and the ability to showcase successful programs. The goal is to build a highly coordinated statewide network to expand collaboration and sharing of best practices across California community colleges.

P52 careers qw_june10rgibsoncqi

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This document discusses options for further education while working full-time to boost one's CV. It provides examples of part-time education options like evening or weekend classes, distance learning, and short courses focusing on specific skills. It also notes that the type of qualification pursued should match one's career goals, and that on-the-job learning allows immediate application of new skills. Employers may help fund useful education, and self-paced options like e-learning provide flexibility.

Reach Presentationncook

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The Basic Skills Initiative (BSI) was created to address the need to raise math and English requirements at community colleges in California. [1] It receives $31.5 million annually to fund 110 community colleges. [2] Some goals of the 2009 BSI are to create a statewide network connecting all 110 colleges, hold annual leadership institutes, and establish a virtual network. [3] The network aims to address the professional development needs of over 93,000 community college faculty, staff and administrators. [4] It will create regional infrastructure through ongoing training and the sharing of best practices. [5]

Assessment FOR and Assessment OF Common Core UnderstandingSchool Improvement Network

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This document provides an overview of formative and summative assessment. Formative assessment is used for learning and involves frequent feedback to improve student understanding. Summative assessment evaluates learning and is used to assign grades. The document discusses strategies for formative assessment including quizzes, self-assessment, and aligning instruction and assessment. It emphasizes using both forms of assessment to improve student learning.

Implementation Planning That Works!alexsteiner17

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This document summarizes a presentation on implementation planning. It discusses the four stages of implementation planning: plan, diffuse, adopt and stabilize, and institutionalize. It also identifies common reasons why implementations fail such as lack of resources, communication, accountability and support. The presentation provides tools to help participants effectively plan implementations and addresses key factors like resources, communication, feedback and evaluation that drive implementation success.

"But What are Your PLC's Talking About?"lit

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BootStrapToday StudentsKen Blake

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The document discusses BootStrapToday, a platform that aims to bring students, mentors, and industry together to collaborate on projects. It allows students to work on real-world projects using industry standard processes and tools, gaining experience and skills while being mentored. Industries benefit by accessing talented students and having projects completed at low cost. Features of BootStrapToday include project management tools, a knowledge base, and time tracking. The goal is to help students develop skills for jobs while also benefiting mentors and industry.

Nciia Gusthe nciia

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The document proposes an Institute for Academic and Experiential Leadership with four main elements: academic offerings including a leadership minor and capstone course, an experiential component involving industry projects and layered mentoring, non-academic linkages like a national leadership society and industry residency program, and technical support through a collaboratory. It would provide students leadership training through hands-on industry experience, mentoring at different levels, and networking opportunities to help them develop skills and differentiate themselves in their careers.

Discussion Topicsncook

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The document summarizes discussions from small groups at a regional meeting focused on basic skills initiatives. Groups generated ideas in six areas: getting faculty involved; achieving buy-in for student success initiatives; engaging students; professional development activities; promoting basic skills activities; and gathering research data. Suggestions included offering grants and stipends for faculty, presenting at orientations, surveying faculty opinions, and linking course assignments in learning communities.

Datatel Used To Collect Data Fresno City Collegencook

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Participants1ncook

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The document lists the participants from various colleges that attended the inaugural Sacramento/Central Valley Regional Network meeting on May 18, 2009. Representatives from Butte College, American River College, Sacramento City College, Cosumnes River College, Merced College, Fresno City College, Reedley College, and the State Center Community College District were in attendance. The document provides the names and roles of over 50 participants from the different colleges and organizations within the regional network.

Successes And Challengesncook

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The document summarizes discussions from the Sacramento/Central Valley Network Inaugural Regional Meeting on May 18, 2009. Participants were asked to find a "pal" from another college and discuss successes and challenges in their developmental education programs. They then shared their pal's successes and/or challenges. Some successes included increasing the number of students served in writing centers and using focus groups for evaluation. Challenges included gaining buy-in from faculty, assessing programs, coordinating multiple support services, and a lack of funding.

Ideas For Future Meetingsncook

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The document summarizes suggestions from attendees of a regional meeting on ways to improve future meetings. Suggestions included assigning homework to share at meetings, holding meetings at different campuses and featuring their programs, inviting a FIG expert to discuss setting up Faculty Inquiry Groups, inviting more people from the host campus, prioritizing the most critical basic skills issues, committing to shared goals, having each campus present a major challenge, creating an online or webinar-based meeting, and having both large and smaller breakout meetings.

Leadership Institute Preparationncook

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This document provides information and instructions for attendees of the upcoming BSI 2009 Leadership Institute to be held at San Francisco State University from June 14-20. It outlines pre-institute work attendees should complete, including reviewing a self-assessment and selecting a campus program to analyze. Logistical details are also included such as transportation, housing accommodations, dining services, and the agenda for the institute.

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The document summarizes the outcomes and evaluation of a regional meeting of the Sacramento/Central Valley Network. The meeting aimed to: 1) build connections between participants; 2) familiarize participants with the goals and benefits of the Network; and 3) discuss ideas for adding components to the Network. Participants provided feedback evaluating whether the meeting achieved these goals and helped them learn how to utilize Network resources and connect with others.

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The document provides an agenda for the inaugural meeting of the Sacramento/Central Valley Regional Network on May 18, 2009 at Merced College. The agenda includes welcome and introductory remarks, discussions on building the regional network and its goals, a working lunch, and breakout group sessions in the afternoon to discuss ideas and strategies for various topics like engaging faculty, achieving buy-in for student success initiatives, and gathering research data. The meeting aims to provide an opportunity for participants from different colleges in the region to connect and discuss challenges and successes at their respective campuses.

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At a meeting of North State REACH Colleges, representatives from several colleges discussed the greatest challenges their institutions face in implementing basic skills initiatives. Sequoias and Feather River cited needs for more coordination, staff training, funding, and best practices workshops. Lassen's challenges included professional development, increasing persistence, and developing non-credit courses. Rural colleges like Shasta noted issues with technology access and the long distances requiring travel for training. Siskiyous needed research assistance, management skills development, and faculty buy-in to changing pedagogy.

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The document summarizes discussions from a regional workshop about supporting students with basic skills needs. It identifies areas where colleges excel and are challenged. Colleges excel by offering tutoring services, learning labs, and programs like EOPS that provide additional support. However, colleges are challenged by issues like a lack of coordination among support services, low retention rates in remedial courses, insufficient funding and staffing, and a need for improved assessment and placement of students.

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Cosumnes River Cross Curricularncook

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Butte College Tutoringncook

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This document summarizes effective academic support practices at a university including the Center for Academic Success, Critical Skills Workshops, and a Critical Skills Study Hour Course. The Center for Academic Success provides tutoring and academic support to around 5,000 students per semester. Critical Skills Workshops are one-hour sessions focused on study skills, reading, writing, math, and computer skills. A Critical Skills Study Hour course is a 0.5 credit paired course that requires workshops and meetings with faculty. These programs have grown in attendance over time and help increase student retention, persistence, and academic skills.

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The .XL program is a summer bridge and first-year experience program at Pasadena City College that aims to help first-generation and underrepresented students transition successfully from high school to college. It provides students with intensive academic support through summer courses and cohort-based classes and counseling in their first year. Data shows that .XL students have significantly higher retention, passing, and persistence rates than comparable students not in the program, demonstrating the benefits of sustained academic intervention for underprepared students. The program has also led to unexpected positive outcomes like faculty collaboration and the development of new linked courses.

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This document discusses the First Year Experience (FYE) program at College of the Sequoias to address the needs of its diverse student population. It notes that 47% and 31% of students test into developmental math and English, respectively, and over 70% receive fee waivers. The FYE program focuses on developmental English and math courses through learning communities. It has expanded from 6 communities in 2007 to a planned 12 by fall 2009. Initial data shows improved pass rates and retention in cohorts involved in the program. The document advocates for additional student support services through a triage team model to help students access resources and succeed.

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