With mental health issues and suicide rates on the rise on college campuses, most counseling centers don’t have the resources to meet the needs of their students. Join us online to learn how Georgia Tech and the University of Alabama are mitigating this by training and engaging ALL staff to recognize when students need intervention and support. Both universities have adopted the Zero Suicide model – a framework used within healthcare to prevent and eliminate suicide. As the first expert to translate and implement this model into higher ed, Dr. Ruperto Perez will describe the model and give you advice on how you can design and implement a Zero Suicide Initiative on your campus.
Learn how to better focus your budgeting process to engage finance and academic leaders in the research, design, and implementation of a budget model. We will highlight phases of an academic leadership engagement plan for authentic collaboration. Following this webcast, you will be better prepared to: Structure your budget timeline to allow for collaboration Provide training and support for committee members and leadership Build guiding principles to ensure the budget meets your strategic priorities Use visual displays to build consensus and improve transparency Create a continuous improvement feedback cycle for ongoing monitoring This program is designed for financial and academic leaders who are considering a new or improved budget model within their department and/or institution.
Sandy Weaver’s responsibilities include validating and maintaining a comprehensive inventory of all youth activities occurring on Penn State campuses as well as university-sponsored activities off-campus. She also is responsible for ensuring that youth programs and their participants comply with university policies and procedures, particularly those related to the safety and security of non-student minors. Sandy’s previous experiences in education and training, children’s services, and compliance bring a unique and significant skill set to this position. Her work in the guardian ad litem program involved the oversight of a group of trained, independent advocates who promoted the best interests of abused, neglected, and dependent children within a state court system. Experiences in compliance, in children’s mental health services at a statewide level and the continuing medical education system at a national level, included oversight of the development and monitoring of policies and procedures. Additional responsibilities have included working with large corporations and educational institutions in the development and implementation of processes to meet requirements of corporate integrity agreements. When combined, these experiences have created a strong foundation for a long-term commitment to the safety and well-being of children.
The Adverse Childhood Experiences (ACE) study in the nineties taught us the prevalence of traumatic experience in society, as well as how trauma influences lifelong learning, health, and behavior. Researchers have found correlations between high ACEs scores (indicating more traumatic experience) and learning or behavior problems, lower grades, and a higher rate of academic failure. While mental health is not a new issue to higher education, the COVID-19 pandemic and other unprecedented events have significantly impacted college student mental health and stress levels. It has therefore become increasingly vital for faculty to understand the effects of trauma and stress on the minds and behaviors of students so that they can tailor their pedagogical approach to better meet their students’ needs. Join us for a virtual training where our expert speaker Heather Rist will walk you through the effect of trauma, how it presents in the classroom, and how to implement classroom management techniques to reduce the risk of re-traumatization. You will learn to identify the signs and symptoms of trauma, as well as how to calm someone experiencing heightened trauma symptoms and to then connect them with appropriate care and resources on campus.
Here are three commonly used academic advising metrics that fail to measure the impact of advising, and three qualitative measures that DO matter. Advising administrators are challenged with recruiting, training, and retaining effective advisors. They are tasked with positively impacting student success and retention, and are often held accountable for student persistence, academic performance, and graduation rates. Additionally, advising administrators must develop measures to evaluate advisor performance to ensure that they are successfully meeting student needs. Because of these demands, administrators may use quantitative measures to evaluate student success and advisor performance. However, the use of these measures may be a source of frustration and dissatisfaction for advisors and may unjustly place the burden of student success on their shoulders. As a result, advisors may experience burnout that can lead to poor performance and possible departure. 3 Academic Advising Metrics That Fail to Accurately Measure the Impact 1. Number of Contacts an Advisor Makes The logic is sound. Research has shown that the more engaged a student is with an institution and its personnel, the more likely he or she is to persist. By encouraging advisors to reach out to their students, administrators are hoping to build connections to promote […]
Can you describe your institution as nimble? Do you offer programs that meet the needs of adult learners? Does your institution effectively use online education to reach non-traditional learners? Do you offer practitioner-oriented programs? Proprietary institutions have successes we can learn from. Use the insights from an instructor that has experienced both sides of the fence. Take lessons learned from the for-profit sector to enhance your program’s competitiveness, student success, and persistence. J. Joseph Hoey will share best practices and case studies to illustrate innovations often used by the proprietary marketplace that are directly applicable to traditional institutions. Join us to learn models that you can incorporate into the way education is delivered at your institution. We will examine: Building education around the student Learning outcomes that connect learners and the workplace Flexible course and program offerings Steps to support students towards matriculation The role of prior learning assessment
Hi there! I’m Misha, your friendly email marketing guru. By day, I’m crafting emails from Academic Impressions that make institutions and students alike do a happy dance. My mission? To spread the word on how Academic Impressions can transform your institution and boost student enrollment. Fun fact: I once set a goal to meet Sir Paul McCartney, and guess what? I turned that dream into reality. When I’m not busy perfecting emails and shaking hands with rock stars, you’ll find me jet-setting to the Caribbean, lacing up my running shoes for thrilling races, jamming out to some seriously good tunes, and diving into captivating books.
Traditionally, most institutions have not made significant investments in either training or rigorous evaluation for contingent faculty. However, given the rising percentages of part-time instructors, it is increasingly crucial that deans and department chairs give thought to implementing evaluation methods that will encourage continued improvement of the quality of instruction in their adjunct-taught courses. For this article, we asked Richard Lyons, senior consultant with Faculty Development Associates and editor of the book Best Practices for Supporting Adjunct Faculty (2007), for advice on how to provide effective evaluation for part-time instructors. Find Effective Ways to Share Student Evaluation Feedback “First, get usable feedback in as many adjuncts’ hands as possible and as quickly as possible, preferably before the next term begins.” Richard Lyons, Faculty Development Associates Lyons stresses the importance of feedback from student evaluations speedily at the close of the term, as well as the importance of sharing them with all instructors, not just in cases in which a red flag was raised. Whether you are sharing these through a spreadsheet, through your course management system, or through some other tool, make sure that the sharing of evaluation data is systematic and that you offer guidance on how to interpret the […]
This webcast will show you how you can use a Net Promoter® question on your alumni surveys to determine which investments bring your alumni closer to and more connected with your university. By adding one question to your existing alumni surveys, you can: Move beyond measuring engagement by attendance Resource programming that meets the needs of both your alumni and university Focus efforts on the segments of your alumni population that are “promoters” Make a distinction between satisfied and intensely loyal alumni Identify the elements of your programs that really matter Our expert instructor, Jennifer Lynham Cunningham, will demonstrate how she was able to incorporate a Net Promoter® question on her institution’s post-event and alumni attitudinal surveys. Jennifer will also share how to collect and analyze this data with easy-to-use and inexpensive tools.
As a frontline fundraiser, you have likely honed your “fundraising voice” over time. You have learned to embody crucial tenets such as integrity, listening, and humility in ways that feel authentic and purposeful. As you continue adapting to a virtual workflow, have you considered whether your fundraising voice is deeply rooted in handshakes or face-to-face meetings? Have you felt less “yourself” while fundraising virtually? Join us online for an in-depth virtual training where our experts will help you adapt your fundraising practices to the online environment and become more successful. Our panel will help you determine key tenets of your own unique voice as a frontline fundraiser. Through small group roleplays, you will learn how to leverage these characteristics, and you’ll leave the training with clear next steps for fundraising more authentically in a virtual world.
