This collection brings together insightful chapters which explore diverse student success initiatives and programs in response to challenges faced by community colleges. Each chapter of the collection magnifies a specific aspect of student affairs to illustrate how dedicated departments and practitioners have effectively supported student success via select projects or initiatives. Readers will gain a deeper insight into the contemporary applications, practices, and impacts of agendas such as the assessment of student affairs and services, student success programming, Guided Pathways, and The Completion Agenda. By demonstrating the meaningful involvement of student affairs practitioners in fulfilling institutional missions and visions, this collection contributes to an overarching dialogue about promoting community college student success. This collection will be of interest to researchers, academics, graduates, and postgraduate students in the fields of higher education administration, educational leadership, adult education, and lifelong learning.

This book uniquely offers the distilled wisdom of scores of instructors across ranks, disciplines and institution types, whose contributions are organized into a thematic framework that progressively introduces the reader to the key dispositions, principles and practices for creating the inclusive classroom environments (in person and online) that will help their students succeed. The authors asked the hundreds of instructors whom they surveyed as part of a national study to define what inclusive teaching meant to them and what inclusive teaching approaches they implemented in their courses. The instructors' voices ring loudly as the authors draw on their responses, building on their experiences and expertise to frame the conversation about what inclusive teachers do. The authors in addition describe their own insights and practices, integrating and discussing current literature relevant to inclusive teaching to ensure a research-supported approach. Inclusive teaching is no longer an option but a vital teaching competency as our classrooms fill with racially diverse, first generation, and low income and working class students who need a sense of belonging and recognition to thrive and contribute to the construction of knowledge. The book unfolds as an informal journey that allows the reader to see into other teachers' practices. With questions for reflection embedded throughout the book, the authors provide the reader with an inviting and thoughtful guide to develop their own inclusive teaching practices. By utilizing the concepts and principles in this book readers will be able to take steps to transform their courses into spaces that are equitable and welcoming, and adopt practical strategies to address the various inclusion issues that can arise.

This book identifies elements in industrial training programs incorporating advanced educational technology that could be appropriately transferred to the secondary school environment. New didactic concepts for developing key qualifications through technology education programs using advanced educational technology in innovative integrative situations are explained from educational, technological, engineering, and management perspectives. The target of the work is to develop integrated learning situations suitable for secondary schools and teacher education, as well as for university-level technology, teacher education, and engineering programs. The book is based on a NATO Advanced Research Workshop held within the NATO Special Programme on Advanced Educational Technology.

Education is becoming more competitive - choice in education is now a key issue. This book will help parents, schools, colleges, universities and policy makers understand how education and training markets work. Choosing Futures offers a wide ranging perspective on how young people, and their parents, make choices as they travel through a lifetime of education and training. The authors challenge traditional views of how choices are made of primary school, secondary school, college, university and career, which assume that choices are rational and objective. Instead this book reveals how choices depend upon a range of factors:
*young people's personal experiences
*individual and family histories
*perceptions of education and careers.
The book compares choice for 5 to 11 year olds, and for 16 and 18 year olds; drawing out models of the decision making process, and at the same time the consequences on schools, colleges and individuals of 'enhanced choice'.

Education is becoming more competitive - choice in education is now a key issue. This book will help parents, schools, colleges, universities and policy makers understand how education and training markets work. Choosing Futures offers a wide ranging perspective on how young people, and their parents, make choices as they travel through a lifetime of education and training. The authors challenge traditional views of how choices are made of primary school, secondary school, college, university and career, which assume that choices are rational and objective. Instead this book reveals how choices depend upon a range of factors:
*young people's personal experiences
*individual and family histories
*perceptions of education and careers.
The book compares choice for 5 to 11 year olds, and for 16 and 18 year olds; drawing out models of the decision making process, and at the same time the consequences on schools, colleges and individuals of 'enhanced choice'.

Demand for Technical and Vocational Education and Training (TVET) in Malaysia has been growing extensively, involving various involvement from industry and academia. Research related to the improvement of TVET in Malaysia, as well as the sustainability of TVET especially in the Industrial Revolution 4.0 era are among the topics of interest presented in this book. The input from this research provides better insight on the current situation of TVET in Malaysia as a whole, opening up various research fields to be explored in the future by other researchers. The development of education on an international level has sparked the idea for educators and academia to find solutions on issues of education relevant to the 21st century, hence this book shares the strategies and efforts needed to strengthen the education in various regions and make sure it is on par with education in developed countries.

Well structured training, based on sound theoretical principles, can transform the system in which high performance is essential and in turn, the organisation. Yet the strategic role of cost-effective training provision is often less well understood than it might be in all branches of aviation - whether civil or regional, general, business or military. This book analyzes the cycle of training design from the identification of requirement through to measurement of effectiveness. Key issues in training design and management are illustrated with examples and learning is consolidated through case studies. The book provides advice, tools, procedures and examples of best practice - both recent and well-established - to assist aviation training personnel who aim to guarantee cost-effective training. The approach is highly practical, but does not avoid covering the theory when needed. An informative guide to the process of training analysis and course design, the book examines each stage of the training design cycle in some depth. In addition, it looks at the application of quality management and of project management to training design. Each chapter contains advice and techniques, as well as examples drawn from the author's wealth of experience of training in aviation.

The common phrase, "I am not a data person," suggests that some campus professionals may not fully understand their capacity and potential to contribute to data-related activities. This book is intended to: Provide context for the levels at which professionals are comfortable using data. Help readers identify the areas where they should strengthen their knowledge. Offer tangible examples of how professionals can make data contributions at their current and future knowledge level. Inspire readers to take the initiative to engage in data projects. The book includes a set of self-assessment questions and a companion set of action steps and available resources to help readers accept their identity as a data person. The project also includes an annotated list of at least 20 indicators that any higher education professional can examine without sophisticated data analyses.

The results are in. The evidence has been analyzed. Research shows that the lack of enterprise-wide training is the biggest reason for ERP implementation failures. It is the single most important precursor to achieving success.

Integrated Learning for ERP Success is the first resource to offer a specifically defined, comprehensive method for planning, delivering, and evaluating ERP training efforts. It even includes formulas for determining training return on investment. The Learning Requirements Planning (LRP) process presented involves a six-step enterprise-level instructional design model that when implemented correctly assures success.

If you would rather have a root canal than oversee an ERP implementation, you are not alone. But like avoiding a root canal, avoiding ERP implementation only causes more pain. This book eases the implementation pain. It shows you how a formal plan for learning will increase the productivity of the ERP implementation team, shorten overall implementation time, and substantially decrease implementation costs. It also provides a discussion on how an ERP implementation can be used as a catalyst for lifelong organizational learning.

Implementing an ERP system can cost three to ten times the actual software purchase price. You can't afford to waste money or time in the areas of ERP education. Integrated Learning for ERP Success shows you how to create learning-focused ERP implementations that provide substantial savings and the competitive advantage.

Learning does not stop when you leave school or tertiary studies, but continues throughout life. The workplace is now seen as an important learning environment, and businesses and government units are encouraged to become "learning organizations". This is all very well in theory, but how does learning actually occur in the workplace? Drawing on research of a wide variety of workplaces in different countries, Stephen Billett analyzes the strengths and limitations of "on-the-job" learning.;Billett outlines what knowledge individuals need and how they can best acquire this knowledge in workplace settings. He shows how to develop a workplace curriculum, and how it can be implemented in organizations of different sizes. The book is intended to offer a comprehensive pedagogy for the workplace and should be a useful reference for human resource practitioners and students in courses on professional development and adult and vocational learning.

This book is the first edited volume devoted exclusively to career counseling with African Americans. African Americans are now at parity with the graduation rates of White Americans, yet disparities in employment continue to abound. At the same time the job market is changing and in need of more highly qualified workers, society must begin to understand the career and employment needs of Black Americans if it is to more effectively utilize this available market resource.
Recent data indicates that stronger economies have a competitive edge if they have a more diverse workforce. More effective career counseling must be provided for African Americans so that they can become more thoroughly integrated in the world of work, thus creating stronger economies for society and more satisfying and challenging lives for this segment of the United States. Career Counselors need to be trained to effectively interact with African Americans. This volume begins to shed more light on just how to do that.
This book presents nine significant topics focusing on career counseling for African Americans:
*basic issues and concepts;
*career assessment;
*career counseling with African Americans;
*career counseling with dual career African American couples;
*career transition issues;
*affirmative career counseling with African American women;
*career counseling in non-traditional career fields;
*the impact of the glass ceiling on the career development of African Americans; and
*future directions in career counseling theory, research, and practice with African Americans.

How do you openly work with a "poor team player"? Positively handle a "negative attitude"? Objectively deal with a "bad judgment"? Sensitively criticize your boss (and keep your job)? And, how do you praise others to capitalize on your team's strengths? The Feedback Planner--a powerful and professional coaching tool shared in this guidebook--shows you how. Now you can offer ideas for improvement and build your working relationships through successful communication!

This book provides an integrated treatment of the relationship between political economy and vocational education at the beginning of the twenty-first century. Approaching the subject from a philosophical perspective the author engages with debates about
* the work-related aims of education
* the moral and spiritual significance of work
* the conceptualisation of political economy
* high-skill economies and vocational education
* the 'end of work' thesis
* the relationship between education and training in vocational education
* future work patterns
* the educational consequences of the economic theories of influential economists such as Smith, Mill, Marx, Marshall and Keynes.
This is an essential and ground-breaking study for academics and students of business studies, economics, political economy, and the sociology of work. It will equally be of interest to policy makers concerned with the future development of vocational education and training.

eBook available with sample pages: 0203183274

Action learning is a method of learning that takes place in a group - of colleagues or students. It is widely used in a wide number of educational fields, particularly where learning in groups is appropriate. Action learning is established in both higher education and in professional learning and training situations. First published in 1995, this is a guide to using action learning techniques successfully.;Written by two leading figures in the field, this revised edition retains the same practical guidebook approach to how action learning works. Key points include being a facilitator of action learning, and running workshops for a variety of situations, including higher education, organizational change and professional development.

Sponsored by American College Personnel Association and National Association of Student Personnel Administrators

Good Practice in Student Affairs expands on key practice standards outlined in a joint document sponsored by the American College Personnel Association and the National Association of Student Personnel Administrators: The Principles of Good Practice for Student Affairs. Based on the findings of the joint study group, this volume identifies the best practices in student affairs, presents research used to define the practices, and gives examples of how to these principles in the field. This essential guide to effective practice is for student affairs professionals on all types of campuses.

Authors include leading scholars and experienced practitioners in the fields of higher education and student affairs. They draw from the most current thinking and research to show how readers can translate principles for good practice into programs and services that support curricular objectives, advance student learning and development, and enrich campus communities. In a field where there have been diverging views of the role, scope, and mission of student affairs work, this resource provides a comprehensive action plan for fostering the education of students through student affairs.

In response to national concerns a decade ago, driven by research that showed that higher education was making little impact on students' development of broad competencies and critical thinking, the provost and president of Purdue University, a research university, instituted a program whose goals were to build on the accumulated knowledge on effective teaching to facilitate student learning, improve outcomes, and change the institutional culture around teaching and learning - objectives to which many institutions aspire, but which few consistently attain, or attain at scale. This book describes the development of Purdue's IMPACT program (Instruction Matters: Purdue Academic Course Transformation), from its tentative beginning, when it struggled to recruit 35 faculty fellows, to the present, when 350 have been enrolled and the university has more applications than it can currently handle. Overall, more than 600 courses have been impacted, many of which have seen significantly reduced DFW rates. Chantal Levesque-Bristol, whose Center for Instructional Excellence is part of an institutional team that comprises the Provost's Office, Teaching and Learning Technologies Unit, Institutional Assessment, the Purdue University Library and School of Information Studies, and the Evaluation and Learning Research Center, describes the evolution of IMPACT, lessons learned, and the central tenets that have led to its success. The purpose of this book is not only to describe the program, but also to highlight the importance and implications of the underlying motivational theoretical framework guiding the initiative. Having started as a course redesign program that faltered in achieving its objectives, the breakthrough came with the introduction of the fundamental motivational principles of self-determination theory (SDT) followed by the applications of these principles to the research in higher education leadership and pedagogy. Giving faculty fellows the autonomy to build on their disciplinary expertise, pursue their interests and predilections, within a guided framework, and leveraging interactions with colleagues through FLCs, stimulated faculty fellows' motivation and creativity. This book describes the core and structure of the IMPACT program, presents details of faculty learning curriculum, explains how the focus on SDT principles shaped the program's evolution and transformation from a course redesign to a professional faculty development program, and covers the considerations behind the formation of faculty fellow IMPACT teams. A concluding chapter addresses how the IMPACT program, having helped faculty pivot to emergency remote teaching when the campus closed owing to the COVID-19 pandemic, is being modified so it can be successfully sustained online if circumstances require, or as a means to expand its reach in the future. While the principles behind this initiative will be of compelling interest to its primary audience of faculty developers, several chapters will have appeal to instructors and administrators.

Contents:
Introduction 1.What is Practitioner-Based Enquiry? 2.The Basis of Critique of Practitioner-Based Enquiry 3.Opening the Tool Bag: Proactive Behaviour in Planning an Enquiry 4.'Ologies and Analogies: Tuning the Mind to Research Design 5.Contriving Methodology: Bringing Unity to Knowing and Doing in Research Activity 6.Analysing and Writing - Writing and Analysing 7.Making a Difference: Using PBE to Influence Policy and Practice

At head of title: International Council on Archives.

Fresh, creative strategies guaranteed to enliven online training 101 Ways to Make Learning Active Beyond the Classroom provides proven, practical strategies, activities, and tips for those tasked with facilitating training in any subject area among alternative settings. Based on the best-selling Active Training approach, these methods have been designed by recognized experts, and are guaranteed to enliven any learning event. Readers will find a toolkit of ready-to-use exercises and tips for organizing, conducting, and delivering active learning, in alternative settings on the job or around the world. The book is organized in a way that allows trainers to quickly and easily identify strategies that hold the most promise for specific situations. Each strategy is illustrated with a case example that demonstrates the concepts in action. Two hundred tips organized in twenty how-to lists will prove invaluable for using Twitter, coaching virtually, encouraging informal learning, opening interactive virtual learning sessions, and much more. Coverage includes best practices for social media and informal learning, common e-learning tools, as well as guidance toward using a full gamut of tools from gamification and simulation to serious games and m-learning. Active training encourages participants to use their brains to study ideas, solve problems, and apply what they've learned. It's a fast-paced, fun, supportive, and personally engaging environment. This book shows training facilitators the proven techniques that help learners get more out of the material. * Design a more engaging learning environment * Improve delivery with optimized technology * Utilize effective learning tools and practical strategies * Learn best practices for social media, coaching, virtual learning, and more Learners need to figure things out by themselves, ask questions, practice skills, and transfer skills and knowledge to the job. With proven strategies designed by industry leaders, 101 Ways to Make Learning Active Beyond the Classroom is the indispensable guide to the design and delivery of effective alternative ways to learn.

In this collection of original essays, contributors critically examine the pedagogical, administrative, financial, economic, and cultural contexts of American Indian vocational education and workforce development, identifying trends and issues for future research in the fields of vocational education, workforce development, and American Indian studies.

During the 1980s and 1990s the elaboration of a reformed system of vocational qualifications was perhaps the most controversial of all the governments efforts to improve the provision of vocational education and training. Based largely on interviews with nearly 100 individuals who were closely involved with these reforms, this book provides an in-depth account of the origins, development and implementation of NVQ and GNVQ policies. In accounting for the progress of vocational qualifications policy three main areas are covered by the book. Firstly the authors look at the origins of the reformed system, then examine the initial implementation of the NVQ and GNVQ policies in the late 1980s and early 1990s and identify the considerable problems that accompanied the reform process. Thirdly, the book focuses on the ways in which the reformed policy was sustained during the 1990s.

There are a bewildering number of counselling and psychotherapy courses on offer: yet often trainees are not fully aware of the implications of their choice of course for their time, finances and future career until they have already begun training. Choosing a Counselling or Psychotherapy Training takes the reader through all the stages of the therapeutic training path, looking at everything from starting a course to employment prospects.
Informative and realistic, the book includes:
* Theoretical approaches to counselling and psychotherapy
* Preparation for starting a course: costs and course content
*Qualifications, registration, accreditation and research
*Careers in therapy
Choosing a Counselling or Psychotherapy Training is essential preparatory reading for all those embarking on counselling or psychotherapy courses, as well as for trained counsellors and therapists considering their career development.

This practical, how-to guide provides human resource professionals with a detailed framework for designing, implementing, and maintaining comprehensive career development systems. It offers advice on using wide range of approaches--including workshops, counseling, mentoring, and computer-assisted programs. The book details how to secure the support of top management and others, set up pilot programs, develop staff, and encourage middle managers to participate."The authors have designed a career development framework that draws from career planning, organization development, and the human resource function....The 'how to' approach should be of great help to organizations seeking to develop comprehensive career development programs."--Personnel Administrator

During the 1980s and 1990s the elaboration of a reformed system of vocational qualifications was perhaps the most controversial of all the governments efforts to improve the provision of vocational education and training. Based largely on interviews with nearly 100 individuals who were closely involved with these reforms, this book provides an in-depth account of the origins, development and implementation of NVQ and GNVQ policies. In accounting for the progress of vocational qualifications policy three main areas are covered by the book. Firstly the authors look at the origins of the reformed system, then examine the initial implementation of the NVQ and GNVQ policies in the late 1980s and early 1990s and identify the considerable problems that accompanied the reform process. Thirdly, the book focuses on the ways in which the reformed policy was sustained during the 1990s.

This book examines the experiences of adult learners in times of austerity. The power of adult education to transform lives is well known, and it is especially powerful for those who missed out on educational opportunities earlier in life. Those who have been successful learners in the past are more likely to continue their education and training, making extra support and funding ever-more important: however, in the current economic and political climate, support for adult learning is significantly decreasing. This book sheds light on the experiences of adult learners, despite the difficulties facing the sector: interweaving empirical discussions with theoretical debates, the editors and contributors demonstrate the challenges and struggles of adult learners in higher, further and community education. This enlightening edited collection will be of interest to all those involved in adult education as well as policy makers and funders.