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Best Powerpoint Templates Graduate Students

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Best Practices for training graduate students

Transcript: Best Practices 1.TA Workshop 2.TA mentorship/peer network. Online webforum for TAs 3.Mid-semester, post-semester meeting for TAs 4.Teaching and Learning Committee 5.Mid-term evaluation for TAs 6.Handbook for TAs 7.End of Programme session for graduate students 8.Create space for dialogue to continue 9.One colloquium per year devoted to teaching and learning 10.In RS 701, 1-2 sessions devoted to pedagogy in Religious Studies 11.More teaching opportunities for graduate students 12.Department resources sheet for best practices in course design 13.TA teaching observation (by CLL? By faculty?) 14.TA evaluation forms. 15.Support from CLL 16.Mock interviews 17.Consensus among faculty about TA duties 18.Professional Development workshops 19.External Trainers in pedagogy? 20.Guest lecturers. 21.Promote TAs for university awards in teaching Training and Support for TAs What to have in place for 2013-14? Implementation Training graduate students to teach Religion End of Programme session for graduate students More teaching opportunities for graduate students Mock interviews Professional Development workshops What needs to be in place for Academic Year 2013-14? Professional Development Departmental Culture of Teaching and Learning Implementing Practices Training and Support for New and Current TAs Professional Development Teaching and learning Committee Create space for dialogue to continue One colloquium per year devoted to teaching and learning In RS 701, 1-2 sessions devoted to pedagogy in Religious Studies Support from CLL Consensus among faculty about TA duties External Trainers in pedagogy? Guest lecturers. TA Workshop (1 faculty member+1-3 experienced TAs) techniques for effective communication in lectures, how to achieve clarity, how to prepare, course design, syllabuses. Focus on first-time TAs. TA mentorship/peer network. Online webforum for TAs Mid-semester, post-semester meeting for TAs Mid-term evaluation for TAs Handbook for TAs TA teaching observation (by CLL? By faculty?) TA evaluation forms. Promote TAs for university awards in teaching Departmental Culture of Teaching and Learning Categories of Best Practices Draft set of practices from December 2012 Introductory session for TAs in September? Colloquium on Teaching? Teaching and Learning Committee? other ideas?

We graduate students!

Transcript: 21st Century Skills Big Dreams Big Goals support to Get There Communication Collaboration Critical Thinking Technology Literacy We graduate students. Big dreams, big goals, and the support to get there. We might just start a movement Presented by, Jocelyn Mir

PowerPoint Game Templates

Transcript: Example of a Jeopardy Template By: Laken Feeser and Rachel Chapman When creating without a template... http://www.edtechnetwork.com/powerpoint.html https://www.thebalance.com/free-family-feud-powerpoint-templates-1358184 Example of a Deal or No Deal Template PowerPoint Game Templates There are free templates for games such as jeopardy, wheel of fortune, and cash cab that can be downloaded online. However, some templates may cost more money depending on the complexity of the game. Classroom Games that Make Test Review and Memorization Fun! (n.d.). Retrieved February 17, 2017, from http://people.uncw.edu/ertzbergerj/msgames.htm Fisher, S. (n.d.). Customize a PowerPoint Game for Your Class with These Free Templates. Retrieved February 17, 2017, from https://www.thebalance.com/free-powerpoint-games-for-teachers-1358169 1. Users will begin with a lot of slides all with the same basic graphic design. 2. The, decide and create a series of questions that are to be asked during the game. 3. By hyper linking certain answers to different slides, the game jumps from slide to slide while playing the game. 4. This kind of setup is normally seen as a simple quiz show game. Example of a Wheel of Fortune Template https://www.teacherspayteachers.com/Product/Wheel-of-Riches-PowerPoint-Template-Plays-Just-Like-Wheel-of-Fortune-383606 Games can be made in order to make a fun and easy way to learn. Popular game templates include: Family Feud Millionaire Jeopardy and other quiz shows. http://www.free-power-point-templates.com/deal-powerpoint-template/ Quick video on template "Millionaire" PowerPoint Games Some games are easier to make compared to others If users are unsure whether or not downloading certain templates is safe, you can actually make your own game by just simply using PowerPoint. add logo here References Example of a Family Feud Template PowerPoint Games are a great way to introduce new concepts and ideas You can create a fun, competitive atmosphere with the use of different templates You can change and rearrange information to correlate with the topic or idea being discussed. Great with students, workers, family, etc. For example: With games like Jeopardy and Family Feud, players can pick practically any answers. The person who is running the game will have to have all of the answers in order to determine if players are correct or not. However, with a game like Who Wants to be a Millionaire, the players only have a choice between answers, A, B, C, or D. Therefore, when the player decides their answer, the person running the game clicks it, and the game will tell them whether they are right or wrong.

Graduate Students Satisfaction

Transcript: Intermediate: o Enhanced Faculty Recruitment (better faculty attracts better students) o New and/or Revised University Goals & Objectives o Development of Internal Skill Sets o Decision-Making at Top and Mid-Level Management Logic Model- Outcomes Graduate Students Satisfaction at Seton Hall University Problem Statement Data Analysis 3 pages survey: first page: cover letter second page: demographic questions third page: scales with a final question (DV) measures students' satisfaction level Thank You! Five 4-point Likert-Scales that cover all five factors: student advising, career and professional development, social climate, technology and institutional resources, and the academic program Age: 24 or younger 70.9% 25 to 34 25.5% 35 and above 3.6% Limitations Long Term, Ultimate Goals: o New Policies Implemented o Curriculum Changes to Meet External Academic Demands o More Competitive, Attractive Academic Programs, Student Services, Faculty Resources o Increased Philanthropic Giving from Alumni, Corporations & Foundations Random and Convenience Sampling 3 classes were randomly selected Surveys were distributed in class 100% response rate was achieved Overall sample size was 55 graduate students Literature Review Main variables (IV) of student satisfaction: Student Advising Academic Program Technology and Institutional Resources Career and Professional development Social Climate Short-Term (Immediate): o Admissions- better students attract better faculty o Brings information & awareness to stakeholders Our research team conducted a survey designed to measure graduate student satisfaction at Seton Hall University with particular interest in: • student advising • career and professional development • social climate • technology and institutional resources • the academic program Why? (Justifications) 1- Cronbach's Alpha test tends to lower the reliability of Likert scale. 2- Cronbach's Alpha underestimates the reliability of scales with few items. 3- Cronbach's Alpha reliability's estimate is lower with low sample size (55). Academic Support Labs are adequate (reading, writing, language etc.) In the Coefficient table, standardized Beta Coefficient (Model 3) for Academic Support Lab is .467, indicating that 21.8% of the variance is explained by Academic Support Lab. According to Hierarchical Multiple Regression Model 3 is the best Model. It significantly improves on the prior models and adds to the prediction of overall student’s satisfaction at Seton Hall University Internal Resources: Career & Professional Development Well-trained professional staff. Technology & Institutional Resources- Advanced technology & equipment. Academic Advising Faculty and graduate student advisors. Academic Program Competitive Programs. New Programs Based on Market Demands. Upgrading Current Programs. Well-trained support staff Time/Money External Resources: Organizations Interested in Hiring Graduates Legislative Research Purpose Which College Program: Education and Human Services 14.5% Art and Science 23.6% Business 58.2% Health and Science 3.6% Eroded government appropriations, increased pressure for public accountability and higher susceptibility to market demands have all created an environment where higher education institutions are more dependent upon student centered satisfaction in order to maintain enrollment and remain fiscally viable. Questions? It is obvious from the Hierarchical Multiple Regression how Advising, Academic, and Resources heavily impact Students' Satisfaction. Thus, researchers strongly recommend Seton Hall administrators to focus on students' advising, academic programs and providing adequate technology and resources to their students if they want to increase and/or maintain high levels of satisfaction How do student advising, career and professional development, social climate, technology and institutional resources, and the academic program contribute to the overall satisfaction of graduate students at Seton Hall University? How does student satisfaction relate to the financial health of the institution? How do higher education institutions, in general, financially benefit from the overall satisfaction of their students? Full time or Part time student: Full time student: 76.4% Part time Student: 23.6% Level of Degree: Ph.D. 3.6% Masters 80% Non-Matriculated 3.6% Others 12.7% Our research team wanted to examine the factors that enable higher education institutions to remain fiscally viable and maintain healthy student enrollments. One common institutional factor to measure is student satisfaction. 1- The limited sample size (55) makes it difficult to generalize data findings to all SHU graduate population. 2- Survey questions measure students' satisfaction levels, but they don't provide specific information on how to improve services. 3- Limitations of imprecision could occur in this research due to survey wording and/or ordering of questions. 4- To address the low Cronbach's alpha, researchers advise

EOU Students Graduate

Transcript: Good Luck and Best Wishes from Pat Arnson and Lynne Tilley 8:00 a.m. – Commencement Check in and Continental Breakfast – Quinn Coliseum 9:00 a.m. – Teaching & Administrative Professionals Continental Breakfast – New Practice Gym (Old Pool) 10:00 a.m. – Commencement Ceremony – Community Stadium We are looking forward to seeing you at Commencement. Friday, June 12, 2015 8:30 a.m. EOU Students Graduate Congratulations on your Accomplishment $1.25 2015 Commencement Activities (cont) 10:00 a.m., No. 85 Saturday, June 13, 2015 At times, it has been a tough climb! 2015 Commencement Activities Saturday, June 13, 2015 8:30 a.m. 2015 Commencement Activities (cont) Now that you are an Alumni we look forward to seeing you again! Pat & Lynne Would like to thank you for your service to the DSO and to our students. 8:30 a.m. – Commencement Rehearsal, Quinn Coliseum 10:00 a.m. – OHSU 34th Annual Convocation & Awards Ceremony – McKenzie Theater – EOU Campus 11:00 a.m. – Honor Sociey of Phi Kappa Phi Induction Ceremony & Reception – Hoke 339 1:30 p.m. – EOU Student Awards Assembly – McKenzie Theater. Reception follows in Lobby. 5:00 - 7:00 p.m. – EOU Off Campus Graduation Celebration – David E. Gilbert Hall. Hope to see you all at the Awards Assembly! Those of us in the Disability Services Office would like to wish you a Wonderful Graduation, and the very best for your continued success in a joyful and rewarding career. * OHSU – Sigma Theta Tau Induction Ceremony – EOU Campus. This is an event to honor the students who are being inducted into Sigma Theta Tau International (the Nursing Honor Society). Family members and friends are invited to this ceremony. Thursday, June 11, 2015 4:00 p.m.

Graduate Professional Students

Transcript: Each Department Student Organization (DSO) is provided with 1 position of DSO Representative per 100 students, with a minimum of 1 DSO Representatives. DSO can represent any academic unit devoted to a particular field of study and recognized by the GPSC (e.g. department, program, college). DSO Representatives are elected every September and vacancies are fulfilled through the Assembly under recommendation of the DSO. Having a DSO in Good Standing (or in probation) allows students to receive funding by the GPSC. DSOs are put in probation for a temporary period while they fulfill the Good Standing requirements. Departmental Student Organizations (DSO) Representatives Graduate & Professional Students At-Large Representatives Each College and School within the University of Arkansas is provided with 3 positions of At-large Representatives that are representing all graduate and professional students enrolled in their College. At-large Representatives are elected every April and vacancies are fulfilled through the President. GPSC Cabinet GPSC Assembly Standing University Committees President Vice President Secretary Treasurer Standing University Committees

Graduate Students

Transcript: - Underage drinking is not an issue, BUT binge drinking is - 73.8% of graduate students within the past 30 days reported alcohol use - 43.9% of students participated in “high risk” drinking behaviors within the past month On campus in Festival Ballroom Downtown Harrisonburg Sustainability Formative informational posters around campus Summative monitor SAFERIDES use by grad students social media Theory of Reasoned Action Theory of Planned Behavior Theory of Reasoned Action Evaluation Plan Goal and Objectives Emily Kidd, Taylor Coats, Zach Meyers, Daniel Schiele, Emily Poelma Price Free to students NCAA CHOICES Grant JMU Health Center public funding Goal to become a line item Graduate Student Population Implementation Plan NCAA program for colleges 3 year $30,000 grant implemented to teach about and reduce alcohol risk behaviors -Food truck rally -Farmer's market -Yoga open house at The Center -Trivia Night at Capital Ale House, BWW and Dave's -Local band night at Clementine's -Ruby's Arcade -Puppy Farm visits -Shenandoah lake -Alternative breaks/weekends Goal: Decrease binge drinking and alcohol risk behaviors among JMU graduate students Incentives Social Media- List of Events Objectives JMU Graduate student will have attended at least 1 CHOICES program session by Spring 2017. 80% of Graduate students will demonstrate a greater awareness of alcohol-risk behavior consequences as demonstrated from an online quiz by Spring 2017. Increase graduate students’ awareness of alcohol-free events through JMU Health Center and UPB social media (Twitter and Facebook) every week for Fall 2016 and Spring 2017. The JMU Graduate Student Association (GSA) will implement a mandatory pre-registration (August 2016) online CHOICES toolbox that provides information on alcohol behaviors and consequences. Graduate students will increase use of SAFERIDES by 15%, while decreasing the occurrence of driving under the influence over the Summer and Fall of 2016. intrapersonal level theory covers both health and overall behavioral choices 3 constructs used subjective norm intention attitude toward behavior Promotion flyers will be put up over campus and in downtown "hot spots" for graduates such as restaurants, bars and coffee shops. Use Social Media Sites, Twitter, Facebook, Instagram Done at the beginning of the school year by conducting educational programs and quizzes mandatory for students to complete. Product NCAA CHOICES PROGRAM Specifically targets an at risk population Alcohol free activities on the weekend Mandatory educational activities along with quizzes that go along with these educational programs Opportunities for SAFE RIDES to provide sober rides for students. Theory of Planned Behavior CHOICES IMPLEMENTATION CHOICES coordinators Tia Mann, Paige Hawkins, Elizabeth Howley & Kim Johnson 2 Health Sciences Masters program volunteers Student volunteers Statistician Social Media marketing intern Graduate Students encourage implementation past 3 years get health center to use money from budget in following years to continue program implementation fundraiser events support from Harrisonburg community SAFERIDES, GSA and JMUHC -Anderson, D. S. (2009). Best of CHOICES. Fairfax, VA: George Mason University. Retrieved from https://www.ncaa.org/sites/default/files/BestofChoices2009.pdf. -Boston University School of Public Health. (2016). The Theory of Planned Behavior. Retrieved from http://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/SB721-Models/SB721-Models3 .html -Carry A., Neinstein, L., Swinford, P., Verrochi, K., Molina, E. (2014). National College Health Assessment Report. Retrieved from https://engemannshc.usc.edu/files/2012/12/NCHA-Rep ort-2014-University-Park-Campus-Undergraduate-and-Graduate.pdf -Department of Health Sciences. (19 February 2013). High Risk Drinking Attitudes on Campus Studied. Retrieved from http://www.healthsci.jmu.edu/features/alcoholresearch.html Facts and Figures (2016) Annual Security and Fire Safety Report. Retrieved from https://www.jmu.edu/about/fact-and-figures.shtml -Hoban, M., Leino E. V. (2014). Graduate and Professional Students. Hanover, MD: American College Health Association. Retrieved from http://www.acha-ncha.org/reports_ACHA-NCHAIIb.html -Health Behavior and Health Education. (n.d.). Retrieved from http://www.med.upenn.edu/hbhe4/part3-ch8-key-constructs.shtml -Health Behaviors of Adults: United States, 2008-2010, 10th ser., 5-8. (2013). Retrieved from http://www.cdc.gov/nchs/data/series/sr_10/sr10_257.pdf -Health Education. (n.d.). Alcohol and Other Drug Prevention, Intervention, and Recover. Retrieved from http://www.jmu.edu/healthcenter/PreventionandEducation/index.shtml -JMU Plans. (n.d.). Retrieved from https://www.jmu.edu/jmuplans/about.shtml -McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2008). Planning, implementing, and evaluating health promotion programs: A primer (6th ed.). San Francisco, CA: Pearson/Benjamin Cummings. -Parks, G. A., & Woodford, M. S. (2005). CHOICES about alcohol:

Supervising Graduate Students

Transcript: Buzz-words/phrases UNF Culture ARLCs: Love Language Communication/Confrontation Style Supervision Style Group Fireside Chat learn the culture of their program & cohort both student & employee relationships & feedback among all consistency in experience & development opportunities relationship building StrengthsQuest Identities Student Staff/Student Leaders: Autocratic/authoritarian Bureaucratic Charismatic Democratic Laissez-Faire People-/Relationship-Oriented Task-Oriented Transactional Transformational Situational Others? high-touch & high-involvement Florida-natives; personal connections w/ city & state Beach personality Polarized on diversity True Colors The Barrett Model identify the similarities and differences between the responsibilities of student staff, the ARLC, and you Position Responsibilities (in a nutshell) ARLC RLC select, train, supervise, evaluate staff assist in select, train, supervise, evaluate staff implement residential curriculum advise living-learning community assist in implementing residential curriculum foster inclusive environment focused on educational priorities assist in advising area council positive, creative, self-motivated, and hardworking w/ interpersonal skills serve on departmental committees/initiatives departmental, division, university committees/initiatives customer service aligned w/ University mission & values Relationship Requirements vs. Opportunities Consistency vs. Individualization Utilizing & maximizing ARLC experience respond to student issues articulate best practices for establishing and maintaining a positive relationship with your ARLC admin work role model academic success build relationships with residents implement floor-specific community strategies assist in advising area council Student Staff values behavior & attitude balance communication staff relations outside time commitments job responsibilities feedback & recognition Enough said. Know your job and do it well! You solve problems and achieve goals. You're highly resourceful. Know their jobs. Make things happen. Committed and responsible. A good communicator. You're committed to your organization and what it stands for. You take a personal responsibility for acting out those values and the mission. Develop to their full potential. Staff development, training sessions, challenge to expand their skills. Give clear instructions, explain the WHY, ensure tasks are done correctly, present complex ideas in an understandable way. Hold staff and self accountable for progress. Set SMART goals and work as group to achieve. After this session, we hope you will be able to... assist in advise living-learning community conduct hearing administrator serve on call Establishing & Maintaining Rapport ground-level policy enforcement Expectations Coach vs. Supervise vs. Advise 1:1s Feedback & Recognition Accountability Open Doors vs. Behind Closed Doors Cohesion, Plan of Approach, & United Front begin drafting expectations of your ARLC & application of ARLC Curriculum assessing group approach and standards toward ARLCs The ARLC Curriculum Plan How you treat staff and those around you. Tell the story of your team. Respectful and courteous. Cheerleader and advocate. Develop people. Insist on accountability. Supervision Katie M. Lewis setting the tone clear expectations building positive rapport self, student, staff communication loop feedback & guidance motivation new vs. returning departmental standards documentation academic & professional commitment personal involvement recognizing & valuing diversity setting high standards serving as a model Common Qualities of Effective Supervisors

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