Alyssa's Journal
Sunday, november 16, 2014, chapter 7 journal 27, no comments:, post a comment.
College Educator Workshops & Conferences
Student Success, Retention & Engagement | On Course
On Course – Orientation
Orientation.
Back to Table of Contents for the On Course I Workshop
1. Strategy: Desired Outcomes/Experiences, Tracking Form, Success Teams
Application: New Student Orientation
Educator: Alan Parks, Director, College Success Program, University of Maine, ME
Implementation: In our one-week Orientation Session held prior to the start of the fall semester for first-year students in our developmental studies program, we use Desired/Achieved Outcomes and Experiences Charts for the students to set personal goals for the week. Students then complete an adapted 7-day Tracking Form to set their action steps for achieving their goals during the week as they prepare to start their college careers. In Success Teams, they monitor and support each other’s progress. Reporting out includes questions and strategies on how to get additional information and set next steps to achieve their desired outcomes and experiences.
2. Strategy: Professor Rogers’ Trial (Case Study)
Educator: Annette D. Fields, Faculty, University of Arkansas at Pine Bluff, AR
Implementation: Present Professor Rogers’ Trial during new student orientation (ours has about 600 students and their families attending). After presenting the case study, ask the audience who they thought was most responsible for the group’s grade of “D.” The discussion enables student an opportunity to visualize they challenges they may experience in a college class where they are expected to cooperate and work well with classmates.
3. Strategy: Success Teams
Educator: Amanda Doyle, Coordinator of Advising, Pulaski Technical College, AR
Implementation: During New Student Orientation, form success teams in each session. Have students exchange contact information that they are comfortable sharing (email, cell phone, Facebook, etc.) so they have the ability to stay in contact after the Orientation ends. In addition, appoint a faculty or staff member to each team so the students have a contact person on campus. This strategy helps students form a connection to the campus through their fellow students and the faculty or staff member.
4. Letter to Future Self
Application: New Student Orientation – Believing in Oneself. Provide personal and meaningful encouragement to student
Educator: Tracey Isensee, Academic Dean, Herzing University Madison, WI
Implementation: Introduce the concept at Campus Orientation and share the link to our FutureMe site: https://www.futureme.org/sites/Ju7ScUb7x6HLTirA2E27LyDs/letters/new
Have the student draft a letter to themselves after campus orientation to remind them why their education matters and why they are doing it. They should share meaningful words of encouragement to help keep them going when times get tough and a congratulations to themselves for how far they have come. Letters are auto scheduled to be sent one year from the date written to the email the student provided. Academic Dean also has access to the letter so whenever student reaches out with doubt/concern/frustration, the Dean can access the letter and remind the student of the Why. This activity can be renewed for students at any time and may also be useful for students starting their final year.
Sample: Dear Future Me, Hey you! I am super excited you are on your way to becoming a nurse just like grandma! Your kids are going to be proud of you! I know its hard working two jobs and juggling two kids but you got this! The pay off is going to be priceless! Just remember, take a break when you need to. Get your sneakers and ear buds and go for a walk, crank your song –Shake it Off by T. Swift! Remember–when the faculty seem like hard-asses they are just trying to help you be the best you can be! Go Get ‘Em See you at Graduation! TKI
This workshop should be required for all faculty, staff, and administrators.
This workshop has taken a hardened, crusty educator and softened her once again to be committed and energized to become the best person and teacher she can be.
I arrived as a skeptic, but by the end of the first day I was converted. These strategies are practical and timely. I am looking forward to implementing them in my courses.
This workshop transformed my professional and personal life.
I told my Dean that if I took every workshop and conference I had ever attended and rolled them into one, it would not equal what I learned and gained from your workshop.
I’m a better instructor because of On Course.
Ways I think the workshop could be improved? You can’t improve on perfect!
On a scale of 1-10, I rate the overall value I received from the workshop as a 15.
I have attended a lot of workshops and conferences–On Course is by far the best!
I am going back to campus more empowered and energized.
COMMENTS
Professor Rogers' Trial: Case Study. As we get closer to the group project secion of the class, it is helpful to consider your thoughts on what makes a strong group member and how to handle conlict within groups. Please consider what you have learned so far about interpersonal communicaion as read the following case study and follow the ...
Write a logical argument that explains which character you think is most responsible for the group's grade of D in the case study "Professor Rogers's Trial" (found at the beginning of Chapter 5) I don't think there is just 1 person responsible for the group's grade of D. In my opinion, all the members of the group are responsible.
Date February 23, 2014. Purpose: The Case Study "Professor Rogers' Trial", [see appendix] show failures and requests suggestions to Professor Rogers regarding her Speech 101 class and the group of Anthony, Sylvia and Donald. Examples will be given why the person most responsible for the grade of D is Professor Rogers, then Donald.
Back to Table of Contents for the On Course I Workshop. 1. Strategy: Professor Rogers' Trial (Case Study) Application: Critical Reading and Speech Educator: Rachel Hoover, Coordinator, Academic Skills Development, Frostburg State University, MD Implementation: Use "Professor Rogers' Trial" to help students learn the three main components of arguments as well as the role they play in ...
2. Write a logical argument that explains which character you think is most responsible for the groups grade of D in the case study Professor Rogers Trial. I believe that each student should have had equal responsibility for the groups grade, but Donald wad the student that caused the D overall.
Professor Rogers' Trial (Page 180) Read the passage Rank each character in order of their responsibility for the group's grade of D. Be prepared to explain your answer Most responsible (mostly their fault) = 1 Least responsible (wasn't their fault) = 4
Write a logical argument that explains which character you think is most responsible for the group's grade of D in the case study <Professor Rogers's Trial= I believe the character that is the most responsible for the grade given is Donald. If Donald would've been a better teammate and worked as a team with them, they would have all come ...
Professor Rogers's. Discuss your choice for the person in "Professor Roger's Trial" who is MOST responsible for the group's grade of D (Anthony, Sylvia, Donald or Professor Rogers), and explain your reason. If you were assigned to a group project with this student, what positive actions could you take to help your group be a success ...
Chiharu Mikkelson. Updated Nov. 28, 2012. Transcript. …The day before the trial, Anthony went to Professor Rogers. "It's not fair that my grade depends on my teammates. Donald couldn't care less what happens, and Sylvia is always looking for a fight. I'll present alone, but not with them.". "If you were an actual lawyer ...
Case Study: "Professor Rogers' Trial" Professor Rogers thought her Speech 101 students would enjoy role-playing a real court trial as their last speech for the semester. She also hoped the experience would teach them to work well in teams, a skill much sought after by employers. So, she divided her students into groups of six-a team of three defense attorneys and a team of three ...
View Case Study in Critical Thinking - Professor Rogers Trial.docx from ENGL 104,111 at Mount Saint Vincent University. Case Study in Critical Thinking: Professor Rogers's Trial - Read the Case Study
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2. Strategy: Professor Rogers' Trial (Case Study) Application: New Student Orientation. Educator: Annette D. Fields, Faculty, University of Arkansas at Pine Bluff, AR. Implementation: Present Professor Rogers' Trial during new student orientation (ours has about 600 students and their families attending). After presenting the case study ...
After reading Professor Rogers' Trial Case Study I realized how employing Interdependence is important in one's personal life and school life. Of course, we all want to be successful but at whose expense? In this case, Professor Rogers divided her Speech 101 students into groups of defense lawyers and prosecuting lawyers to role-play a real-life murder trial.
See Answer. Question: case study Professor Rogers thought her Speech 101 students would enjoy role-playing a real court trial as their last speech for the semester. She also hoped the experience would teach them to work well in teams, a skill much sought after by employers. So, she divided her students into groups of six-a team of three defense ...
Exam 2: Muscle Contraction. 8 terms. Jessika_Donis29. Preview. Christmas Carol 5. 8 terms. Alfie_Hergt. Preview. Study with Quizlet and memorize flashcards containing terms like How old are you?, What program are you in?, How do you spend your spare time? and more.
Case Study in Critical Thinking: Professor Rogers' Trial Professor Rogers thought her Speech 101 students would enjoy role-playing a real court trial as their last speech for the semester. She also hoped the experience would teach them to work well in teams, a skill much sought after by employers. So, she divided her students into groups of six - a team of three defense attorneys and a ...
Question. Case Study: "Professor Rogers' Trial". Professor Rogers thought her Speech 101 students would enjoy role-playing a real court trial as their last speech for the semester. She also hoped the experience would teach them to work well in teams, a skill much sought after by employers. So, she divided her students into groups of six-a team ...
In the story, "Professor Rogers's Trial," Anthony is most responsible for the group's D grade on their presentation due to his lack of effort and contribution. Explanation: In the story "Professor Rogers's Trial," the person most responsible for the group's grade of D on their presentation is Anthony. Anthony failed to effectively contribute to ...
Professor Rogers Trial I think Professor Roger is most responsible for the bad grade of the Defense group. If you are. AI Homework Help ... Case Study: "Professor Rogers' Trial" Professor Rogers thought her Speech 101 students would enjoy role-playing a real court trial as their last speech for the semester. ... This question was created from ...
Case Study: "Professor Rogers' Trial" Professor Rogers thought her Speech 101 students would enjoy role-playing a real court trial as their last speech for the semester. She also hoped the experience would teach them to work well in teams, a skill much sought after by employers.
Case Study in Critical Thinking: Professor Rogers's Trial - Read the Case Study on page 136 and answer the. AI Homework Help. Expert Help. Study Resources. ... Professor Rogers's Trial -Read the Case Study on page 136 and answer the following questions. 1. ... View Our Social World Reading Questions.docx from BIO 332 at Berea College. Our ...