Online Academic Advising

Active involvement by students is important as they talk about the story, ask questions, and build expectations of the text. Everyone in the group simultaneously reading and receiving support from the teacher and other students is included in active involvement. Students engaged in conversation before and after reading in a social environment implements reading, writing, speaking, and listening skills.

My Parent Involvement Philosophy; parent involvement is crucial force in children’s development, learning, and success at school and in life. Parent involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities including ensuring that parents play an integral role in assisting their child’s learning; parents are encouraged to be actively involved in their child’s education at school; and parent involvement and communication is crucial to a classroom. (Module 2: What is Parent Involvement? Project)

Student engagement or the extents to which they participate in activities are key factors to the successful integration into college (Chickering & Gamson, 1987). In the publication, Seven principles of good practice for undergraduate education, Chickering and Gamson (1987) underscored seven categories of effective educational practises, which are student-faculty contact, cooperation among students, active learning, prompt feedback, time on task, high expectations, and respect for diverse talents and ways of learning. The overall scores of studies over decades indicates that student engagement in activities benefit all types of students in different degree fields. The positive interaction with activities creates the needed outcome including grades, satisfaction, and persistence. These give the student the devotion to other educational purposeful activities.. As noted by Chickering and Reisser (1993): “living on campus has long been associated with persistence and student success”. Forest (1985) also performed a study about student academic ability and found that institutions that provided the most extensive orientation, activities and advising programs had higher graduation rates. Pascarella and Terenzini (2005) reported that students in residences with strong academic orientation towards academics generally

Academic Advisors have been needed for as long as there have been higher education institutions. America established its first collegiate institutions in the eighteenth century. It was during the nineteenth century “Faculty within specialized curricula took charge of guiding students to the classes they needed” (Gillespie, 2003). Today, the field of academic advising encompasses all of those same needs from the nineteenth century and more. The needs of students have changed and expanded drastically from when America 's first colleges were established. It is not uncommon for an advisor to assist the student in not only selecting which classes they should take but also helping them to determine what career they should have. Essentially that advisor is taking on the responsibility of facilitating the planning of a student 's next four years and their next forty years as well.

I used different behaviour management and engagement strategies throughout the lessons taught (artefact 4) to promote student participation (standards 4.1 and 4.3). The 10 micro-skills for classroom

Participation is the act of participating and being involved in activities, decisions, planning and sharing. Participation is important for the children as well as the parents in school settings. When parents and children are involved in decision-making it allows them to feel connected to the school and feel like their voice is being heard and wishes met. Children feel that their opinions and feelings matter, this is important to social skill development, as they will feel apart of the school community. Children who participate in school activities such as sports gain self-confidence and team building skills. Communication skills improve, stress is relieved and friendships build as children learn to trust and depend on their peers.

In bringing together our interviews, along with current research on academic advising in post-secondary institutions, we will consider student dynamics, needs, advisement issues, and potential ways to effectively advise high-ability students.

From my experience in overcoming barriers, as a past first-generation college student, appreciative advising is important for my work with students. According to recent literature, appreciative advising means “establishing meaningful rapport between students and advisors, and co-creating paths toward success” (Bloom et al., 2008, p. 18). Advising undergraduate students and graduate students is a two-way learning experience for both the advisor and the student. Hence, I am an expert in improving student persistence, and narrowing the achievement gap for underrepresented students (as specified in Goal 2 of the strategic plan implemented by President Mildred Garcia). As the new Educational Leadership and Ed Doctorate Advisor, I can focus on closing the achievement gap for underrepresented master’s degree students and doctoral students. Respectively, I can use the methods of appreciative advising while working with students in the College of Education (COE). For instance, I will communicate with COE faculty and manage assessments to learn the challenges graduate students

The three purposes and missions of higher education are education, research, and public service. The first one to be addressed is education. In his paper, “Goals: The Intended Outcomes of Higher Education,” author Bowen (1977) has stated education is “not only the academic curricula, classes, and laboratories, but also all those influences upon students flowing from association with peers and faculty members and from the many and varied experiences of campus” (p. 24). Educating students is an important mission for higher education, but educating students is not limited to their academics. The mission for higher education involving education can be categorized as cognitive learning, affective development, and practical competence (Bowen, 1977, p. 27). While cognitive learning is based on expanding on students’ knowledge, affective development and practical competence are based on the overall being of the student. The intent of affective development is to help enhance

The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. “A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students,

This involves a learning process that engages the learners. Attention is moved from the teacher to the learners through practices such as role playing, group work and problem-based approaches, for instance. These activities put the learners in a situation where it is up to them to use available learning resources to solve problems, hence causing active learning.

The film The World in Claire’s Classroom, 2000, shows us an alternative first and second grade classroom dynamic that Claire helps facilitate by her teaching style and beliefs.While certain parts of the film are socially problematic, in regards to some methods when learning about other cultures, Claire practices very progressive teaching methods and concepts that our class has covered. Because of using these varied teaching methods, Claire is also creating a more indepth and engaged learning environment that appears to have a positive impact on her students. Two concepts that I will be introducing and comparing to Claire’s classroom are Self-directed Learning and The Four Aspects of Engagement. Both of these concepts connect to multiple

Active engagement occurs in the classroom when a teacher makes the connection between teaching and learning through pedagogy. The choice of pedagogy must see fit with the content of the lesson which in return will assist the teacher in constructing a more meaningful and supportive learning environment where students’ are more willing to participate and be actively engaged. The most important skill in pedagogies is relating the learning experience to real world situations in which students’ can relate too (Churchill et al., 2011).

students are composed of many diverse groups of people together, which is a problem for teachers when providing lessons. However, engagement is best method or way for people to acquire knowledge. In schools, engagement is an important way that students acquire their education. When students and teachers are highly engaged in school, teachers are able to help students improve their learning. In the article "Student Engagement", the author pointed out that highly engagement between teachers and students help to reduce dropout rates and increased levels of student success. Also, the author believes it motivates the students keeping them interested in school and their education. (Sadker, M) The action of engagement it benefits both students and teachers. From the schools, teachers and educators point of view, it is important for teachers to engage students in the learning process, because it helps teachers to know and make sure the students are learning. In the "Teachers Engagement" article, the author explain the idea of teachers engage students in learning help students motivated and interested in school. Also, in the article, the author pointed out that most students are do not know purpose why they are in school, and teachers by engaging the students in school help students realize the purpose of education. (Kennedy, C) With those reasons, it shows that engagement it important for students and teachers in

Student personnel point of view encompasses the student as a whole. The concept of education is broadened o the student’’s well rounded development- physically, socially, emotionally and spiritually as well as intellectually. (sppv) Student affairs not only emphasize on academic excellence but to shape each individual as a unique human by providing a holistic learning and living environment. Student Affairs professionals play a pivotal role in the development of the students. By applying different theories in student development, they can foster student learning to help them shape their identity. Student affairs staff members must view themselves as educators to refute the belief that learning is held only in the classroom. (contested issue, 29). Learning does not only occur in the classroom but through out of class activities as well. Student affairs staff should talk about student learning and development to enhance the multiplicity of growth areas for students in higher education. These learning and development experiences do not simply happen to students. They happen with their active involvement. There are numerous branches of fields in student affairs that attend to the unique needs of each individual. Residence Director trains Residence assistance to cater to the needs of first year students who are new to the college environment. RA plays a major role of introducing the life of college through building relationships and community to help them develop their sense of