Transcript: What does a leader need to support the institutionalization of service-learning? What does it really mean to institutionalize servie-learning? What IS Academic Service-Learning? Service Learning is:A course-based credit-bearing experience in which students participate in an organized activity that meets the identified needs and reflects on the service activity in a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility. (Bringle & Hatcher, 1996, p. 2). In order for an educational reform to be institutionalized it must be resilient, spread across the academy, legitimized, supported, and routine (Furco, 2001; Kramer, 2000) point person What should he/she be good at? How does confidence in THIS Impact THIS? Institutionalization 44.1% directors 23.5% coordinators 10.4 % academic administrators 15.6% student life administrators 6.7% faculty who led SL effort 26.3% male 73.7% female 4NA Analysis: Descriptive and inferential statistics Looked for significant differences with respect to degree of institutionalization. Determined using ANOVA because of levels of variance between multiple comparison groups. Means and standard deviations used to examine confidence on 5-point scale. How confident are you? Leaders who are most confident in building academic courses ARE able to institutionalize to a statistically greater degree than those with little to no confidence. Leaders who expressed a great extent of confidence in research and publication had significantly greater degrees of instituationalization than those with little to no confidence It's NOT Simple Where should I put my resources? Summary: Institutionalizating service-learning is important Leadership is needed to carryout strategies for institutionalization Confidence is essential Many people are not naturally confident in building courses or researching Skills should be developed because they are important to institutionalization Discussion: (15 min) How can institutions evaluate the confidence of leaders? (5 min) Why is knowing "where a person is at" important? (5 min) What are some practical tips for boosting confidence in certain areas? (5 min) Report Backs... Final Question: How might this research be done qualitatively? References Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman & Co. Bell, R. Furco, A. Ammon, M.S. Muller, P. & Sorgen, V. (2000). Institutionalizing service-learning in higher education: Findings from a study of the Western Region Campus Compact Consortium. Bellingham: Western Washington University, Western Region Campus Compact Consortium. Bringle, R.G. & Hatcher, J.A. (1996). Implementing service learning in higher education. Journal of Higher Education, 71, 273-290. Compte, O., & Postlewaite, A. (2001). Confidence Enhanced Performance. The American Economic Review, 94(5), 1-27. Diamond, R.M. Gardiner, L.F. & Wheeler, D.W. (2002). Requisites for Sustainable Institutional Change. In R.M. Diamond (Ed.), Field Guide to Academic Leadership: A Publication of the National Academy of Academic Leadership (pp. 15-25). San Francisco, CA: Jossey-Bass. Diamond, R.M. (2002). The mission-driven faculty reward system. In R.M. Diamond (Ed.), Field Guide to Academic Leadership: A Publication of the National Academy of Academic Leadership (pp. 271-293). San Francisco, CA: Jossey-Bass. Eyler, J. & Giles, D.E. (1994). The impact of a college community service laboratory on students’ personal , social, and cognitive outcomes. Journal of Adolescence, 17, 327-339. Eyler, J. & Giles, D.E. (1999). Where’s the learning in service-learning? San Francisco: Jossey-Bass. Furco, A. (2001). Advancing service-learning at research universities. New Directions for Higher Education, 114, 67-78. Furco, A. (2002). Institutionalizing service-learning in higher education. The Journal for Public Affairs, 6, 40-67. Furco, A. & Holland, B. (2004). Institutionalizing service-learning in higher education: Issues and strategies for the chief academic officers. In M. Langseth, & W. Plater, (Eds.). Public work and the academy: An academic administrator’s guide to civic engagement and service-learning (pp. 23-40). Bolton, MA: Anker-Publishing Company, Inc. Furco, A. & Holland, B. (2010). Assessing service-learning institutionalization through effective management of organizational change. Unpublished manuscript. Kramer, M. (2000). Make it last forever: The institutionalization of service learning in America. Washington, DC: Corporation for National Service. Lick, D. & Kaufman, R. (2000). Change creation: The rest of the planning story. In J. Boettcher, M. Doyle, & R. Jensen (Eds.), Technology-driven planning: Principles to practice. Ann Arbor, MI: Society for the College and University Planning. Wright, G. & Ayton, P. (1994). Subjective probability. Wiley and Sons: Oxford, England. Does that confidence impact institutionalization? What are the implications? Reserach
Transcript: Day 1 chicken club: 5.25 Arrive at Shedd aquarium we go to Portillo's Best western: 1 room, 1 night for 125.99 Budget created in September 16, 1893 field museum breakfast: Waffles Lunch: Homemade Pizza: medium peperoni pizza-12.75 Trip to Chicago leave at 4:11pm Dinner: Us: free day 2 us: free We drive our own car Transportation named after Marshall Field Day 2 parking: 12.00 Wake up at 10:00am Sleep at 10:00pm At Waffles : 15.00 for admission each italian beef: 4.99 lunch: Food 5.25- chicken club at Portillo's 4.99- italian beef at Portillos 12.75- peperoni pizza at Home made pizza Co. 14.50- 2 Busseles Flight at Waffles 12.00- parking at Field museum 30.00- admission at Field Museum 9.98- 2 itallian beefs 125.99- best western hotel 433.14- donation to the shedd aquarium have the largest, complete, and best preserved T Rex Almost an hour to get to Chicago parking 12.00 Attractions/ Activities Cost: $69.90 Day 1 5:46pm Leave at 5:22pm Arrived about 12:00pm and we leave at 2:00pm history of the Field Museum julie is awesome Portillo's Parking By: Julie Logan and Konyleigh Tayaban Italian beef: 4.99 each getting in: Food about 11:45am 2 Busseles Flight 7.95 each Hotel Arrive at 4:22pm we end with $0 Leave at 10:45 a.m.
Transcript: Impressionism Realism Ashlyn Rose Surrealism Surrealism Definition Brief history Examples Example Roberto Matta 1994 N'ous T'ous Example Rene Margritte 1968 Sur la Visage XI Definition Brief history Examples Impressionism Example Henri Matisse 1906 Still life with geranium Example Édouard Manet 1873 The Railway Definition Brief history Examples Realism Example William-Adolphe Bouguereau 1889 The Shepherdess Example Vasily Perov 1871 The Hunters at Rest Modernism Definition Brief history Examples Modernism Example Paul Klee 1925 The Goldfish Example Wassily Kandinsky 1928 On The Points Big idea and Essential question Transformation Big idea Essential Question What influences creative expression?
Transcript: Strategic Multiple Learning Vehicles Scalable Measurable Partnerships Big Picture, Surveyor and Training Simulated data sample In 2010-accredited by International Association for Continuing Education and Training (IACET) to offer Continuing Education Units. Accreditation expired in 2015. To renew: Attended Authorized Provider (AP) workshop July 25, 2014. Assembled course review and evaluation documentation. Sample Course was Home Health Prepared the needs assessment, design document, learning outcomes. Assembled application. Responded to reviewers' comments with additional documentation. Met reviewer with examples during site visit. CMS SCG accredited for 5 years. Current approved courses: Basic EMTALA, Home Health, Hospice SCG Training Strategy Targeted Solutions TARGET STATE Name Role State/Region Number of seats for Training New training Consultation with Training Director (describe specific needs) Workgroup participation Short-term & long term needs Emergent needs Comments Findings Needs Assessment replaces SET Report LMS Upgrade Strategy Action Plan Needs Assessment Strategy Structure Systems Staff Style Skills Shared Values Using Data to Enhance Training Strategies Our Vision Benefits Surveyor Data for Region V Training Certifications Professional development Hands-on Conferences Executive Departmental Team Projects Time sensitive Cross-functional Various locations Regional Office Leadership Questionnaire Training Needs Analysis June 2015 Authorized Provider Renewal Communication Gaps Need for Consistency & Standardization Need to incorporate diverse Learning Styles Need for Consistent Updates Optimize Online Training/Technology Better Accessibility Need Additional Training & Resources Trainer & Mentor Concerns Data Collection M Notes, Brainstorming, Mind Map Workplace Collaboration & Learning Customers Blackboard Collaborate OUR VISION Survey & Certification Training Anita Segar, Director States/Regions Effective September 2015 Effective learning Skill development Positive behavior change Increased performance C Identify Customer Training Needs Surveyors Provider Type PRESENT STATE RTA – 6 STC – 61 Surveyors – 363 Improvements Process: Online Evaluations Strategic Planning and Process Improvement Regional Office & Central Office Collaboration Surveyor, Surveys and Training S TotalLMS to ELMS 2014.2 Our Goals Training & Development Solutions Provider to the CMS Survey & Certification Group Establish Development Gaps: Present & Future Accreditation Using Data How to Help us Help you Training Needs analysis (400+ surveyors, RTAs, STCs) TNA replaced SET report Providing data to States and Regions • Awareness • Communication • Partnership • Development support network SMEs/Instructors ISDs Managers Training Coordinators Surveyors Identify and formalize process Reduce wait times/waste Improve turnaround time associated with course evaluations Leverage CMS SCG technologies for standardization Reduce costs Big Picture, Data, and Total LMS Q&A Aligned with organizational objectives Considering audience, methods, and styles Leverage content across different audiences Tied to improved organizational results Shared accountability with the line of business Collaboration SCG Training Strategy Participants Lunch and Learn Training Coordinators Training (TCT) Webinar Academy Proposed pilot for States Strategic: Aligned with Organizational objectives Multiple learning vehicles: considering audience, methods, and styles Scalable: leverage content across different audiences Measurable: tied to improved organizational results Partnerships: shared accountability with the line of business
Transcript: Chicago People Are Hopeful It is human nature to be Happy and do what you believe. Being happy for what life has given you. Chicago People are Hopeful QUESTIONS? HAPPY: Chicago Presentation adjective, hap·pi·er, hap·pi·est. 1. delighted, pleased, or glad, as over a particular thing: to be happy to see a person. 2. characterized by or indicative of pleasure, contentment, or joy: a happy mood; a happy frame of mind. 3. favored by fortune; fortunate or lucky: a happy, fruitful land. 4. apt or felicitous, as actions, utterances, or ideas. 5. obsessed by or quick to use the item indicated (usually used in combination): a trigger-happy gangster. Everybody is gadget-happy these days. HUMAN NATURE http://dictionary.reference.com/browse/FOCUS?s=t&ld=1122 Taking a closer look into Chicago and the people in Chicago. HOPE: Human nature is asking who WE are as humans, and the characteristics we have as humans. In this project, I have demonstrated human nature in Chicago by taking pictures of real Chicago people. Chicago has many people walking in downtown, but what makes all the people the same? What makes all the people the same is that we show the same characteristics. Chicago People Are in Love Hopeful for making a difference in the world by advocating a strong belief. noun 1. a profoundly tender, passionate affection for another person. 2. a feeling of warm personal attachment or deep affection, as for a parent, child, or friend. 3. sexual passion or desire. 4. a person toward whom love is felt; beloved person; sweetheart. 5. (used in direct address as a term of endearment, affection, or the like): Would you like to see a movie, love? Focusing on the future and the present. Asking questions on what will happen, and what we'll we do. noun 1. a central point, as of attraction, attention, or activity: The need to prevent a nuclear war became the focus of all diplomatic efforts. Chicago People Are Happy We are taking a trip closer to see what Chicago and its people are all about. Chicago has many people living in the city. In this same city, all these people, including myself, all share human nature. Human Nature in Chicago's downtown was presented by interacting with the people of Chicago. LOVE: Feeling love for a significant other is one amazing feeling people get. Like Augustine yearned for love. As well Esmeralda. A homeless man/traveler hoping for a different world, and hoping for something different. Chicago People Are Focused Chicago People and Human Nature http://dictionary.reference.com/browse/LOVE?s=t&ld=1122 Understanding human nature in Chicago. noun 1. the feeling that what is wanted can be had or that events will turn out for the best: to give up hope. 2. a particular instance of this feeling: the hope of winning. http://dictionary.reference.com/browse/Hope?s=t&ld=1122 FOCUS: http://dictionary.reference.com/browse/HAPPY?s=t&ld=1122
Transcript: -Recommended packing list -Carpooling? -To and from Amtrak -Payments -Documents to sign -Emergency form, medication release, behavioral agreement 8:00 am: Breakfast at hostel Morning: Field Museum in two groups -Mapping the tree of life with professional scientist -Docent Tour of Ancient Egypt (Lunch Included) Afternoon: Navy Pier (Weather Permitting) 6:00 pm: Dinner Evening: Chaperone Choice Walking Groups The Bean Tuesday Agenda -Trust -Resilience -Team work -Cooperation -Unity -Overcoming obstacles -Independence -Problem solving -Cultural awareness Union Station Why Chicago? 10:00 am: Arrival at Royal Oak Amtrak Station 10:57am: Depart (Train #353) 3:58 pm: Arrive in Chicago 5:00 pm: Check into Hosteling International Chicago (24 East Congress Parkway / 312-583-2216) 6:00pm: Dinner (Chicago style pizza at Hostel) 7:30 pm: Explore downtown Chicago ("The Bean," Michigan Avenue, Willis Tower, etc.) Evening activities: Group reflection, discussion, games, reading time. Other things to think about... Thursday Agenda A: 500 W. Jackson Blvd, Chicago, IL 60661 (Union Station) B: 24 E. Congress Pky, Chicago, IL 60605 (Hosteling Int'l, Chicago) C: 201 E. Randolph St, Chicago, IL 60601 (The Bean) D: 1400 S. Lake Shore Dr, Chicago, IL 60605 (Field) E: (4 Miles north of map) (Comedy Sportz) F: 600 E Grand Ave, Chicago, IL (Navy Pier) Chicago: At A Glance FCMA Middle School The middle school four-day trip to Chicago is an opportunity for students to experience a major city just a few hours away, with all of its eye-catching architecture, diverse populations, and historic neighborhoods. The trip is academic, of course, but so much more than that. Maria Montessori's ideal of students "going out" is taken to the next level for our adolescents; four days away from home to strengthen students' independence and developing identities by expanding students' perspectives and worldviews. Hosteling Int'l, Chicago 8:00 am: Breakfast at hostel 9:00 am: Pack up / Meeting 12:50 pm: Depart from Union Station (Train #352) 7:37 pm: Arrive at Royal Oak Amtrak The Teaching Team Navy Pier Overnight trips strengthen the following: Wednesday Agenda Chicago 2015 Monday: -Lunch: Brown bag for train -Dinner: Chicago Style Pizza at Hostel ($8) Tuesday: -Breakfast Provided -Lunch: $10 for lunch -Dinner: $20 estimate Wednesday: -Breakfast Provided -Lunch: Provided at Field Museum -Dinner: $20 estimate Thursday: -Breakfast Provided -$10 Lunch at Station Estimated Souvenir money: Entirely up to you! Ms. Meghan, Ms. Katie, Mr. Nick, and Mr. Richard, Ms. Jessica, Mr. Rob, and Ms. Stacy, and Ms. Brandi Ratio: Approximately 6 students to every 1 teacher. (48 total students) Field Monday Agenda Meals: Included in student cost "The Bean" Hosteling International, Chicago Video 8:00 am: Breakfast at the hostel 10:00am-12:00pm: "This is Modern Art" play and discussion 3:00 - 4:30 pm: Comedy Sportz Improv Comedy Show 6:00 pm: Dinner (8th Graders Choice) Evening: Chaperone Choice Walking Groups
Transcript: By: Abby Cline Chicago Project: Pierre Auguste Renoir https://www.pierre-auguste-renoir.org/ Pierre Auguste Renoir Title Renoir was one the the people to help start the impressionist movement. https://www.biography.com/artist/pierre-auguste-renoir How He Helped Transform Chicago Big Idea “I was a very diligent student; I ground away in the academic way . . . . But I never obtained the slightest honorable mention and my professors were unanimous in finding my painting wretched.” —Pierre-Auguste Renoir Quote, Children, flowers and pleasant scenes are many inspirations of his work. He loved to paint so he painted happy things. https://www.artble.com/artists/jean- honore_fragonard/paintings/inspiration What Influenced Renoir's Creative Expression? Essential Questions Some Art IN Chicago There are around 65 paintings just in Chicago alone. Art In Chicago Double click to edit Renoir Painted SEVERAL THOUSAND paintings. http://www.renoir.net/facts-about-renoir.jsp Art Outside Of Chicago Art Outside of Chicago Most Famous Painting DANCE AT LE MOULIN DE LA GALETTE https://www.pierre-auguste-renoir.org/ https://www.biography.com/artist/pierre-auguste-renoir https://www.artble.com/artists/pierre-auguste_renoir https://www.artic.edu/artworks/25825/woman-at-the-piano http://www.renoir.net/facts-about-renoir.jsp Sources Sources
Transcript: 1 Team Meetings Dinner The Ultimate Team-Building Exercise 3 Friday World Class Lifestyle It's Over?!? Chicago, IL Great Education Welcome to Chicago Signature Room See The Sights Wednesday Harry Caray's Discover the Secrets Arrival Dinner Nightlife Thursday Meeting @ UIC Team Building Go Explore! Cram Crew's Birthday Cram Crew's Birthday Tuesday Cram Conference 2013 University of Illinois at Chicago Breakfast Team Meetings Depart Home Or Stay... You know you want to... Agenda 2
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