In der gewerblich-technischen Lehrkraftebildung haben sich in den letzten Jahren vermehrt Veroeffentlichungen positioniert, die didaktisch-methodische Gemeinsamkeiten uber mehrere berufliche Fachrichtungen adressieren. Das hier vorliegende Buch bringt Beitrage von Prof. Dr. Dr. h. c. A. Willi Petersen zusammen, die ab Mitte der 1990er Jahre durch ihn veroeffentlicht wurden und aufzeigen, wie differenziert und tiefgreifend er sich fur eine Theoriebildung einer Didaktik der beruflichen Fachrichtung Elektrotechnik eingesetzt hat. Weiterhin wird begrundet und diskutiert, dass die Veroeffentlichungen von Petersen seiner Zeit oftmals voraus waren. Inwieweit seine Erkenntnisse die berufliche Bildung insgesamt pragten, wird hier an exemplarischen Beispielen analysiert. Mit Willi Petersen ist im Jahr 2018 einer der grossen Vertreter berufsdidaktischer und berufswissenschaftlicher Theorieansatze von uns gegangen. Mit dieser Veroeffentlichung soll die Moeglichkeit gegeben werden, Ausschnitte aus seinem Lebenswerk ganzheitlicher betrachten zu koennen.

Die Arbeit steht im Kontext des aktuellen Diskurses zur strukturellen Verankerung einer Berufsbildung fur nachhaltige Entwicklung (BBNE) und ist zugleich ein Beitrag zur vergleichenden Berufsbildungsforschung. Im Rahmen der Untersuchung erfolgt eine tiefgreifende Analyse der Berufsbildungssysteme Deutschlands und Chinas. Durch einen systematischen Vergleich der beiden Lander wird der aktuelle Stand der Berufsbildung fur nachhaltige Entwicklung aufgearbeitet. Dies erfolgt mit der Zielsetzung, Anregungen fur die Weiterentwicklung der beruflichen Bildung in China und Deutschland zu geben. Einzigartig ist die abschliessende Anwendung der Forschungsergebnisse, um eine umfassende BBNE-Roadmap zu konzipieren und somit einen Anknupfungspunkt zur UEberfuhrung der Ergebnisse in die Praxis herzustellen.

The simple guide to managing your personal brand, a vital element of success in the professional world Personal Branding For Dummies, 2nd Edition, is your guide to creating and maintaining a personal trademark by equating self-impression with other people's perceptions. This updated edition includes new information on expanding your brand through social media, online job boards, and communities, using the tried and true methods that are the foundation of personal branding. Marketing your skills and personality, and showing the rest of the world who you are, gives you a competitive edge. Whether you're looking for your first job, considering changing careers, or just want to be more viable and successful in your current career, this guide provides the step-by-step information you need to develop your personal brand. Distinguishing yourself from the competition is important in any facet of business, and the rise of personal branding has evolved specifically to help candidates stand out from the global talent pool. Establishing a professional presence with a clear and concise image, reputation, and status is a must, whether you're a new grad or an accomplished executive. Personal marketing has never been more important, and your personal brand should communicate the best you have to offer. Personal Branding For Dummies, 2nd Edition, leads you step by step through the self-branding process. * Includes information on how to know the "real" you * Explains how to develop a target market positioning statement * Helps you make plans for your personal brand communications * Instructs you with ways to make your mark on your brand environment The book also discusses continued brand building, demonstrating your brand, and the 10 things that can sink your brand. A personal brand is more than just a business card and a resume. It should be exquisitely crafted to capture exactly the image you wish to project. Personal Branding For Dummies, 2nd Edition provides the information, tips, tricks, and techniques you need to do it right.

Despite growing numbers of international academics globally, there is a dearth of works exploring success stories, and the barriers and opportunities of being an international academic. Academic Mobility and International Academics offers personal experiences and guidance from a truly international suite of scholars exploring their academic journeys and addressing intersectional topics on academic mobility including perspectives from early career researchers, university leaders, mentors, LGBTIQ scholars, and more. Throughout this timely collection, chapter authors offer insight into overall academic employment experiences, including their motivations and challenges in steering their academic career. They offer guidance on how international academics can harness their career aspirations, across both leadership and non-leadership positions and how internationality in academic careers is evolving in these current times. Essential reading for any scholar or postgraduate student looking to work outside of their home nation, this hopeful and insightful text will provide guidance, inspiration, and real-life examples of how to survive and thrive as an international scholar.

An engaging guide on how to develop and hone your professional communication and influencing skills in the digital age In a world where human interactions and behaviour are more pivotal than ever to business success, Working With Influence sets out nine easy-to-apply principles, based on robust behavioural science, for influencing people and outcomes in both physical and digital working scenarios. It provides ambitious professionals with a set of actionable principles which will help them kick-start, accelerate or transform their careers. Technology has redefined almost every job and is becoming the primary medium through which we interact with colleagues and clients - this book provides crucial insights into how you can influence others and stand out in this new digital landscape. With the hugely competitive and unpredictable nature of the job market and the unstable economy, it is more important than ever to improve your communication skills and broader qualitative skillset to ensure a prosperous career in the 21st century. This book's insightful principles are drawn from first-hand research findings and behavioural science data. Each chapter includes a wide range of relevant, applied workplace examples, as well as tools to help readers build their own action plans. Packed with practical guidance and psychological research, Working With Influence is the modern guide for anyone looking to improve their communication, networking and drive in business.

The Career Coaching Toolkit is a practical guide to 34 effective and relevant career coaching techniques to help practitioners encourage, stretch and clarify their clients' thinking. Structured around ten of the most common career dilemmas clients bring to their coaches, this book provides clear advice to coaches about when to apply the right technique to address all of these problems. With a dual focus on theory and practice, each chapter explores the links between the coaching technique and the scientific research on which it is based. The book explains how and why the technique works, giving the reader a real appreciation of the underlying mechanisms that make these techniques effective. Written specifically for career coaching, this deepened understanding will enhance confidence when working with clients. A practical toolkit for practitioners and students alike, The Career Coaching Toolkit will add depth to the practice of anyone working with clients facing a career crossroads, or conducting research into occupational identities and career decision making.

This book is about using the Small Group Instructional Diagnosis (SGID) method to make improvements to the educational experience midcourse. The idea is to use this structured interview process to involve students in helping faculty improve a course while they are in it, potentially making a difference for themselves as well as for future students. Faculty gain the opportunity to work on a course before it ends, and can see what changes work without waiting for the next time the course is offered, or the end of semester student evaluations. SGID is a consultation method developed to collect midsemester feedback from students using structured small and large group conversations, involving four conversations between students, a learned colleague the authors refer to as the SGID consultant, and the instructor. First, student talk with each other in small groups about the learning happening in a course, under the guidance of a consultant (SGID Conversation #1- Student & Students). Then the SGID consultant engages the students in a conversation about how the feedback provided impacts the learning in the course (SGID Conversation #2 - Students & Consultant). Then there is a conversation between the consultant and the instructor, where they discuss how the feedback provided by the students can best inform the pedagogical approaches and strategies used by the instructor (SGID Conversation #3 - Consultant & Instructor). Finally, the instructor closes the feedback loop with a conversation with their students about what they learned and how best to move forward (SGID Conversation #4 - Instructor & Students). These conversations during the middle of the semester change the way students think about the teaching and learning endeavor, the way instructors perceive the learning challenges of their courses, and the quality of the institutional academic culture. Most importantly, the SGID equips the instructor with the knowledge to make midsemester course corrections that can profoundly impact the ways students navigate the course, communicate with the instructor, and realize the ways effective teaching can enhance learning.

* Explores the many roles women play in the criminal justice system, including victims, justice-involved individuals, and professionals. * Designed to appeal to a generation standing on the threshold of change they believe in and helped to initiate, within the context of contemporary social movements such as the #MeToo movement and Black Lives Matter. * Features an empowerment approach that focuses on the intersection of gender, race, and class.

This book is about using the Small Group Instructional Diagnosis (SGID) method to make improvements to the educational experience midcourse. The idea is to use this structured interview process to involve students in helping faculty improve a course while they are in it, potentially making a difference for themselves as well as for future students. Faculty gain the opportunity to work on a course before it ends, and can see what changes work without waiting for the next time the course is offered, or the end of semester student evaluations. SGID is a consultation method developed to collect midsemester feedback from students using structured small and large group conversations, involving four conversations between students, a learned colleague the authors refer to as the SGID consultant, and the instructor. First, student talk with each other in small groups about the learning happening in a course, under the guidance of a consultant (SGID Conversation #1- Student & Students). Then the SGID consultant engages the students in a conversation about how the feedback provided impacts the learning in the course (SGID Conversation #2 - Students & Consultant). Then there is a conversation between the consultant and the instructor, where they discuss how the feedback provided by the students can best inform the pedagogical approaches and strategies used by the instructor (SGID Conversation #3 - Consultant & Instructor). Finally, the instructor closes the feedback loop with a conversation with their students about what they learned and how best to move forward (SGID Conversation #4 - Instructor & Students). These conversations during the middle of the semester change the way students think about the teaching and learning endeavor, the way instructors perceive the learning challenges of their courses, and the quality of the institutional academic culture. Most importantly, the SGID equips the instructor with the knowledge to make midsemester course corrections that can profoundly impact the ways students navigate the course, communicate with the instructor, and realize the ways effective teaching can enhance learning.

Since teacher education looked to become a formal field of study in the 1800s, it has historically contended with competing forces in the effort to solidify its professional identity. Currently, that contention is juxtaposed with those external forces that look to promote fast-track teacher training, with its ultimate goal to dismantle traditional teacher education programs, and those internal forces, whereby teacher education within itself continues to struggle with its own identity, power, and influence. To that end, this book, A Turning Point in Teacher Education: A Time for Resistance, Reflection, and Change, suggests we have reached a climax point, a turning point in teacher education, meaning we must work to resist and denounce those external forces that are laboring to undermine the professionalization of what it means to be a teacher. Simultaneously, we must also deeply reflect and be clear about those internal forces at work when it comes to solidifying the place, power, and necessity of traditional teacher education programs, ultimately announcing the furthering of what should be.

What is sociology? Why is it important? Sociologists' Tales is the first book to offer a unique window into the thoughts and experiences of key UK sociologists from different generations, many internationally recognised, asking what sociology means to them. It reveals the changing context of sociology and how this has shaped their practice. Providing a valuable insight into why sociology is so fascinating, it gives advice to those wanting to study or develop a career in sociology reflecting on why the contributors chose their career, how they have managed to do it and what advice they would offer the next generation. This unique volume provides an understanding of sociology and its importance, and will have wide appeal among students, young sociologists thinking about their future and professional sociologists alike.

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.

Co-published with NACADA. Changes on college and university campuses have echoed changes in U.S. popular culture, politics, and religion since the 1970s through unprecedented visibility of LGBTQA persons and issues. In the face of hostile campus cultures, LGBTQA students rely on knowledgeable academic advisors for support, nurturance, and the resources needed to support their persistence. This edited collection offers theoretical understanding of the literature of the field, practical strategies that can be implemented at different institutions, and best practices that helps students, staff, and faculty members understand more deeply the challenges and rewards of working constructively with LGBTQA students. In addition, allies in the field of academic advising (both straight/cis-identified and queer) reflect on becoming an ally, describe obstacles and challenges they have experienced and offer advice to those seeking to deepen their commitment to ally-hood.

Co-published with NACADA. Changes on college and university campuses have echoed changes in U.S. popular culture, politics, and religion since the 1970s through unprecedented visibility of LGBTQA persons and issues. In the face of hostile campus cultures, LGBTQA students rely on knowledgeable academic advisors for support, nurturance, and the resources needed to support their persistence. This edited collection offers theoretical understanding of the literature of the field, practical strategies that can be implemented at different institutions, and best practices that helps students, staff, and faculty members understand more deeply the challenges and rewards of working constructively with LGBTQA students. In addition, allies in the field of academic advising (both straight/cis-identified and queer) reflect on becoming an ally, describe obstacles and challenges they have experienced and offer advice to those seeking to deepen their commitment to ally-hood.

A high quality CV is essential for anyone who wants to get ahead, especially in today's competitive job market. This fully updated guide shows readers how to create a brilliant CV that'll get them noticed - and the job they deserve. With dozens of useful sample CVs from a diverse range of industries and age groups, plus advice on structure, language and classic CV mistakes that could be holding them back, this book is the easiest way to a CV tune-up, and a dream job. The new and updated CVs For Dummies 2 nd Edition contains: Information on bouncing back from redundancy Tips on looking for work in a hostile job market Extended information on the graduate recruitment process A question and answer section on online application forms A brand new chapter on cover letters CVs For Dummies 2 nd Edition covers : Part I: Pitching Your CVs in a Fierce Marketplace Chapter 1: The Versatile CV Is So Five Minutes Ago Chapter 2: New Quick Ways to Find the Right Jobs Chapter 3: Make Your CV Stand Out Among the Web giants Chapter 4: Familiar Search Tools Making a Stance Part II: The Rise and Reign of the Powerful CV Chapter 5: Creating Your Best CV Chapter 6: Flowing Contents vs. Jarring Detail Chapter 7: Words That Always Make the Mark Chapter 8: Catch The Eye In Three Seconds With Design Chapter 9: CVs for Your Life's Changing Phases Chapter 10: The Graduate vs. the Corporate World Chapter 11: The Bare Essentials: That Crucial Cover Letter Part III: Bringing It All Together Chapter 12: A Sampling of Targeted CVs by Industry and Career Field Chapter 13: A Sampling of Targeted CVs by Experience Level and Age Chapter 14: A Sampling of Targeted CVs for Special Circumstances Chapter 15: A Sampling of Extreme CV Makeovers Chapter 16: Successful Solutions to CV Problems Part IV: Launching Your CV Into Orbit Chapter 17: References Authenticate Your CV Chapter 18: Follow-up on Launch and Touch down Chapter 19: Almost Got the Interview Date? Prepare Yourself Part V: The Part of Tens Chapter 20: Ten Ways to Prove Your Claims Chapter 21: Ten Ways to Improve Your CV Chapter 22: Ten Tips on Choosing Professional CV Help Chapter 23: Ten Things that Annoy Recruiters Chapter 24: Your Ten-Point CV Checklist

This book is about student success and how to support and improve it. It takes as its point of departure that we--as faculty, assessment directors, student affairs professionals, and staff--reflect together in a purposeful and informed way about how our teaching, curricula, the co-curriculum, and assessment work in concert to support and improve student learning and success. It also requires that we do so in collaboration with our colleagues and our students for the rich insights that we gain from them. Conversational in style, this book offers a wide variety of illustrations of how your peers are putting assessment into practice in ways that are meaningful to them and their institutions, and that lead to improved student learning. The authors provide rich guidance for activities ranging from everyday classroom teaching and assessment to using assessment to improve programs and entire institutions. The authors envisage individual faculty at four-year institutions and community colleges as their main audience, whether those faculty are focused on their own classes or support their colleagues through leadership roles in assessment. If you plan to remain focused on your own courses and students, you will find that those sections of this book will help you better understand why and how assessment leaders do what they do, which in turn will make your participation in assessment more engaging and increase your expertise in facilitating student learning. Because the authors also aim to strengthen connections between the curriculum and co-curriculum and include examples of co-curricular assessment, student affairs professionals and staff interested in doing the same will also find ideas in this book relevant to their work. Opening with a chapter on equity in assessment practice, so critical to learning from and benefitting our diverse students, the authors guide you through the development and use of learning outcomes, the design of assignments with attention to clear prompts and rubrics, and the achievement of alignment and coherence in pedagogy, curriculum, and assessment to better support student engagement, achievement and success. The chapter on using student evidence for improvement offers support, resources, and recommendations for doing so, and demonstrates exciting uses of student wisdom. The book concludes by emphasizing the importance of reflection in assessment practices--offering powerful examples and strategies for professional development--and by describing appropriate, creative, and effective approaches for communicating assessment information with attention to purpose and audience.

This book is about student success and how to support and improve it. It takes as its point of departure that we--as faculty, assessment directors, student affairs professionals, and staff--reflect together in a purposeful and informed way about how our teaching, curricula, the co-curriculum, and assessment work in concert to support and improve student learning and success. It also requires that we do so in collaboration with our colleagues and our students for the rich insights that we gain from them. Conversational in style, this book offers a wide variety of illustrations of how your peers are putting assessment into practice in ways that are meaningful to them and their institutions, and that lead to improved student learning. The authors provide rich guidance for activities ranging from everyday classroom teaching and assessment to using assessment to improve programs and entire institutions. The authors envisage individual faculty at four-year institutions and community colleges as their main audience, whether those faculty are focused on their own classes or support their colleagues through leadership roles in assessment. If you plan to remain focused on your own courses and students, you will find that those sections of this book will help you better understand why and how assessment leaders do what they do, which in turn will make your participation in assessment more engaging and increase your expertise in facilitating student learning. Because the authors also aim to strengthen connections between the curriculum and co-curriculum and include examples of co-curricular assessment, student affairs professionals and staff interested in doing the same will also find ideas in this book relevant to their work. Opening with a chapter on equity in assessment practice, so critical to learning from and benefitting our diverse students, the authors guide you through the development and use of learning outcomes, the design of assignments with attention to clear prompts and rubrics, and the achievement of alignment and coherence in pedagogy, curriculum, and assessment to better support student engagement, achievement and success. The chapter on using student evidence for improvement offers support, resources, and recommendations for doing so, and demonstrates exciting uses of student wisdom. The book concludes by emphasizing the importance of reflection in assessment practices--offering powerful examples and strategies for professional development--and by describing appropriate, creative, and effective approaches for communicating assessment information with attention to purpose and audience.

"Samantha has a unique power in helping people unlock their potential. In a world of endless social media posts, Samantha helps to quieten that noise, zone in on your inner truths and pinpoint a clear direction. She has helped countless people in person (including me) and now we all get to experience her guidance with her brilliant new book." Emma Gannon, author of The Multi-Hyphen Method "Samantha helped me to see I am more in control of how I react to the working day than I first thought. Her words completely changed my attitude to work." Natasha Lunn, Red Magazine "Love It Or Leave It is a relatable, juicy and inspiring read. I particularly enjoyed the practical reflection exercises for self-insight. This is a great resource to help you carve a career you love compatible with a life you love. It's a fantastic resource." Suzy Reading Say goodbye to the dread of Monday morning. In Love It Or Leave It, expert 'work happiness' coach Samantha Clarke will help you figure out ways to find that work-life balance and be happier and more fulfilled at work. If you are struggling to find motivation, or questioning changes to your job, this inspiring guide is full of vital tips and tools that will help you: LOVE IT - find ways to get more out of the job you have, improve your working relationships and boost your sense of wellbeing and worth. OR LEAVE IT - work out the skills you have to offer and identify the steps you need to take, whether that's looking for a new job, starting a portfolio career or testing a new business idea. Love It Or Leave It is for anyone: *Stuck in a job they hate *Wanting a flexible working routine *Trying to gain some work-life balance *Thinking about a career change *Who has landed their dream job but is struggling with toxic colleagues *Who wants to find a more fulfilling role that brings them joy

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 is a guide for designing professional development programs for graduate students. The teaching competencies framework presented here can serve as the intended curriculum for such programs. The book will also be an excellent resource for evaluating programs, and will be an excellent resource for academics who study graduate students. This book presents the work of the Graduate Teaching Competencies Consortium to identify, organize, and clarify the competencies that graduate students need to teach effectively when they join the professoriate. To achieve this goal, the Consortium developed a framework of 10 teaching competencies organized around three overarching questions: What do graduate students need to achieve by the end of their graduate education to be successful teacher-scholars? What do graduate students need to understand about higher education to have successful careers as educators? What do graduate students need to do to be successful teachers during their graduate student careers? Although much work has been done to identify the competencies of effective teachers in higher education, only a small portion of this work has been conducted with graduate student instructors. This is an important area of research given that graduate students are critical in the higher education academic pipeline. Nationally, graduate students teach between 25% and 50% of courses offered at the undergraduate level. Graduate student teaching is also critical because during early teaching experiences teachers establish a teaching style and set of teaching skills, which will endure as graduate students enter the professoriate. It is important to develop a teaching competency framework that is specific to graduate student instructors as they often have unique needs and roles as teachers. Moreover, as many professional development programs for graduate student instructors evolve based upon factors such as available resources and perceived needs of graduate students, this framework will be a useful aid for thoughtfully designing strategic, evidence-based, comprehensive professional development opportunities and programs.

This book is a guide for designing professional development programs for graduate students. The teaching competencies framework presented here can serve as the intended curriculum for such programs. The book will also be an excellent resource for evaluating programs, and will be an excellent resource for academics who study graduate students. This book presents the work of the Graduate Teaching Competencies Consortium to identify, organize, and clarify the competencies that graduate students need to teach effectively when they join the professoriate. To achieve this goal, the Consortium developed a framework of 10 teaching competencies organized around three overarching questions: What do graduate students need to achieve by the end of their graduate education to be successful teacher-scholars? What do graduate students need to understand about higher education to have successful careers as educators? What do graduate students need to do to be successful teachers during their graduate student careers? Although much work has been done to identify the competencies of effective teachers in higher education, only a small portion of this work has been conducted with graduate student instructors. This is an important area of research given that graduate students are critical in the higher education academic pipeline. Nationally, graduate students teach between 25% and 50% of courses offered at the undergraduate level. Graduate student teaching is also critical because during early teaching experiences teachers establish a teaching style and set of teaching skills, which will endure as graduate students enter the professoriate. It is important to develop a teaching competency framework that is specific to graduate student instructors as they often have unique needs and roles as teachers. Moreover, as many professional development programs for graduate student instructors evolve based upon factors such as available resources and perceived needs of graduate students, this framework will be a useful aid for thoughtfully designing strategic, evidence-based, comprehensive professional development opportunities and programs.