Strategies to Successfully Complete Your Dissertation or Master s Thesis

Size: px
Start display at page:

Download "Strategies to Successfully Complete Your Dissertation or Master s Thesis"

Transcription

1 Strategies to Successfully Complete Your Dissertation or Master s Thesis Dissertation Coach and Owner of The Dissertation Coach amcoach@sbcglobal.net

2 PART I The Mindset Difference Psychological research 1 indicates that human beings have two fundamental mindsets or beliefs about their capacities and qualities. These mindsets have a fundamental impact on achievement, motivation, and life satisfaction. Mindset #1 The Fixed Mindset Believing that your qualities and capacities such as intelligence, creativity, and personality are fixed or finite. Believing that who you are is quantifiable and unchangeable. For example, if you have a fixed mindset about intelligence, you believe your intellectual capacity is measurable and unchangeable. Mindset #2 The Growth Mindset Believing that your qualities and capacities can be cultivated through your own efforts. In this mindset, you believe that while people differ in their aptitudes, interests, talents, and temperaments, everyone can change and grow through effort, persistence, and by seeking the input and guidance of others. For example if you have a growth mindset about intelligence, you believe your intelligence is malleable, your potential is unknown, and that you can actually grow your competence through effort and application. A growth mindset does not mean anyone can be anything. But it does mean that a person s true potential is unknown. Your mindset can have a significant impact on you motivation, achievement, and life satisfaction. You can have a fixed mindset about certain areas of your life and a growth mindset about other areas. You can cultivate a growth mindset (no matter your age or your past history) and consequently improve your ability to meet important life goals. 1 I highly recommend reading Mindset: The New Psychology of Success by Carol Dweck to further your understanding of the growth and fixed mindsets

3 Fixed vs. Growth Mindset The Fixed Mindset Leads To A focus on performance over learning Being driven to prove yourself, your intelligence, personality, etc. and your superiority to others Seeking external validation of your capacities and abilities Pulling back, losing interest, or lowering effort when faced with setbacks or challenges Avoiding feedback or input Thriving only when success is safely within your grasp and difficulty coping with failure Feeling diminished when other people succeed Feeling smart, capable, and worthy when performance is good Expecting ability to show up on its own before any learning takes place (believing effort is for those who are deficient) Success is about being more gifted than others The Growth Mindset Leads To. A focus on learning over performance Being driven to learn, grow, and develop Being more concerned with learning than the evaluation or opinion of others Strategizing and remaining focused and interested when something becomes challenging Seeking feedback as a means for growth Thriving in the face of challenges and even purposively seeking challenges Feeling excited about human potential when other people succeed Feeling smart, capable, and worthy when you are learning and stretching yourself Knowing ability is a product of learning (believing effort is how you become more competent and capable) Success is about effort and persistence

4 4 How to Develop A Growth Mindset 1. Maintain awareness of the two mindsets. Recognize when you have a fixed vs. a growth mindset in different areas of your life. Look for examples of the two mindsets in our world. 2. Actively cultivate a growth mindset. Find ways to develop and maintain a love of learning. Learn to enjoy the process of growth and discovery. Keep choosing to believe that effort and persistence are more important than performance in the short-run (and are the pathway to better performance in the long run). Research shows that effort and persistence do lead to greater learning, intelligence, artistic ability, personality change, etc. 3. Let go of judging your performance so harshly. Criticizing your self for being not smart enough, too angry, too needy, or not creative enough for example, does not promote change or help you meet your goals. Actually being compassionate, nonjudgmental, and maintaining a growth mindset increases the odds you will be able to change. Fixed mindset: I am not smart enough. I should be smarter. Growth mindset: It is true that I have strengths and weaknesses and that like everyone else I am human. When I label myself as not smart enough, I am ignoring the complex nature of intelligence and failing to acknowledge that which I do well. In reality, believing that I am not smart enough is one of the biggest reasons that I procrastinate and see intellectual roadblocks as failures on my part rather than as opportunities to push myself, ask for support, learn new skills, and develop new capacities. 4. Praise effort (both your own and that of others) in addition to performance. A great deal of psychological research shows that praising only performance fosters the fixed mindset while praising effort fosters a growth mindset. 5. Give constructive, growth-promoting feedback (to yourself and others). Give feedback that is constructive, honest and that helps people see where effort (not intelligence, personality, creativity, etc. is falling short). Constructive feedback means giving feedback in a way that helps you or someone else do a better job, fix something, or build competencies or capacities. Focus on behavior not character. 6. Compete less. Competing with others keeps you stuck in the fixed mindset and the mode of proving yourself. Competition reinforces the message that you need to be better than someone else. Why would you need to be better than someone else? Because deep down you feel inadequate or worry whether or not you have enough intelligence, creativity, or other qualities you value.

5 5 Strategies to Successfully Complete Your Dissertation or Master s Thesis 1. Develop and maintain a healthy relationship to your dissertation or master s thesis a. Be aware of and manage negative beliefs that contribute to feelings of inadequacy & procrastination. 1. Graduate students often have negative thoughts such as, I am not smart enough, I don t have what it takes to do a dissertation, I am a fraud, The faculty made a mistake accepting me into this program, I am lazy, or other thoughts about being inadequate in some way. Negative thoughts lead to a poor relationship to your dissertation and fuel procrastination. 2. Remember that it is a normal part of being a graduate student to feel inadequate at times. All human beings have negative thoughts about themselves. Doing a dissertation is, by definition, a very challenging intellectual task that will elicit feelings of self-doubt and inadequacy. 3. Learn to challenge negative thoughts. Ask yourself if they are really true? What evidence is there that they are not true? Learn to stop taking your negative thoughts so seriously. Just because you have a negative thought about yourself does not mean it is true! b. Create structure to break down your dissertation into small, specific pieces. It is important to find a way to stop relating to your dissertation as one, large entity (because that leads to feeling overwhelmed and inadequate). Use the timeline and action list structure (see attached handouts) as one possible way to alter your relationship to your dissertation. 1. A timeline consists of breaking down your dissertation into major milestones over time. A milestone is a large chunk of your dissertation (e.g., a chapter, writing a section of your literature review, completing data collection, establishing a dissertation committee, obtaining IRB approval). See the attached examples of dissertation milestones. In any given week or month, you are working towards a set of milestones instead of working on your DISSERTATION as one, large entity. Make sure that your timeline is realistic. It can be challenging but it must also be realistic. 2. If possible, share your timeline with your advisor to get his or her support and feedback on whether it is realistic. 3. If you get off track from your timeline, REVISE IT! A timeline that is not based in reality will undermine you and contribute to avoidance and procrastination. Most people need to revise their timeline many times throughout the process of doing a dissertation. 4. Once you ve created a timeline, the next step is to make an action list each week where you break your milestones down into small, specific actions. An action should have a clear, specific beginning and an end. 5. An action such as read about social support theories is not a specific action. It is vague and open-ended. But read Jones & Smith (1999) article on social support is a clear, specific action with a beginning and an end. 6. If at any time, you get off track from your action list, REVISE IT!

6 6 2. Create accountability a. Have someone else hold you accountable for what you say you are going to do. This strategy can have a significant impact on the progress you make. 1. Ask a peer or friend (preferably not your spouse or significant other) to hold you accountable for what you say you are going to do. It is much easier to keep your word and do the actions on your action list if you ve made a commitment to another person. 2. Recognize that there may be times during the dissertation process when you need more accountability than others. 3. Maintain weekly contact with someone else who is willing to hold you accountable for making progress. 3. Elicit the support you need from others a. Social support 1. Doing a dissertation is challenging and at times stressful. Having emotional support from friends and family can help you cope more effectively. Don t be afraid to ask for the support you need. b. Instrumental support 1. Ask for the intellectual support you need from your advisor, other faculty/chairpersons, peers, and colleagues. Many graduate students believe that they must do their dissertation alone and that asking for help is a sign of weakness. Yet, talking through the inevitable intellectual roadblocks in the dissertation process can help you maintain momentum, overcome roadblocks, and do better quality work. Don t be afraid of looking stupid. You aren t asking someone else to do your dissertation for you. Rather, you are asking for the support you need to do your best intellectual work. 2. There are times during the dissertation process where you may need extra help with household chores, childcare, or other aspects of daily life. Ask for the help you need from friends and significant others. 4. Engage in a regular practice of self-care a. Self-care is extremely important when you are in graduate school. You need and deserve to engage in pleasurable activities to restore yourself and sustain motivation. Give yourself permission to do things that you enjoy and find pleasurable. Self-care does not have to be elaborate and take a lot of time. Simple activities like taking a short walk, listening to music you enjoy, or even doing deep breathing are all acts of self-care. b. Avoid falling into the trap of telling yourself that you ll take good care of yourself once you finish your dissertation. Stop putting your life on hold. c. The more that you use the timeline and action plan structure, the easier it will be to develop the ability to set aside time to take care of yourself.

7 7 Example Dissertation Timeline (For a dissertation proposal) By June Research questions and measures given to advisor 2. Created very rough outline of literature review (determine main substantive areas to be covered) modify timeline once I determine these areas 3. Set up a meeting my advisor for next week By July 3 1. IRB process and potential committee members discussed with advisor 2. Feedback on research questions received from advisor 3. Created draft of model to be tested 4. Draft of purpose of study written By July Obtained articles on maternal depression and childhood/adolescent depression and developmental trajectories of adolescent depression (early in week) 2. Read articles on childhood/adolescent depression 3. Met with Dr. Caldwell (potential committee member) to discuss possibility of having her on my committee 4. Confirmed that Dr. Sutter that he will be on my dissertation committee 5. Revised model and purpose of study and gave to advisor for feeback By July Read articles on maternal depression 2. Draft of participant section of method written 3. Draft of measures section of method written 4. Outlined maternal depression and childhood/adolescent depression section 5. Asked Dr. Skolnick to be on my committee 6. Asked Dr. Garner to be on my committee By July Section written on relationship between maternal depression & childhood/adolescent depression 2. Committee established ( ed advisor to confirm committee members) 3. Feedback on model and purpose of study received from advisor By July Read articles on developmental trajectories of depression in adolescents 2. Reviewed advisor s feedback on model and purpose of study / met with him to discuss his feedback (as needed) By August 7 1. Study purpose and model revised and finalized 2. Meeting set up next week with Dr. Caldwell for statistical assistance to review my ideas for analyses 3. Created a figure to provide a visual of study model

8 8 By August Section written on development of depression in adolescents 2. Read articles on psychology and behavioral control 3. Outlined section on psychology and behavioral control 4. Obtained any articles needed on sexual behavior in adolescence By August Written literature review section on parental control and depression 2. Internship letters requesting applications written and mailed By August Read the articles I have on sexual behavior in adolescence 2. Outlined section on sexual behavior in adolescence By September 4 1. Section written on development of sexual behavior in adolescence 2. Read about structural equation modeling/regression models to determine what type of analyses are most appropriate for research questions Dr. Caldwell as needed 3. Ideas for analysis sketched out on paper 4. Outlined section on relationship between depression and sexual risk-taking By September Section written on relationship between depression and sexual risk-taking 2. Met with Dr. Caldwell to discuss structural equation modeling/regression models as they relate to my study 3. Full draft of participants, measures and procedure revised and completed 3. Read articles on peer influence and HIV risk/sexual risk-taking 4. Outlined section on peer influence and HIV risk/sexual risk-taking By September Outlined section on peer factors and HIV risk 2. Draft of section on peer factors and HIV risk written 3. Integrated all of the sections of the literature review written to date - make sure purpose of study and research questions are written as part of the literature review 4. Meeting held with Advisor to review proposed analyses By September Brainstorm ideas for internship essays 2. Talk over internship essay ideas with Alison and Betsy 3. Dr. Caldwell with any remaining questions regarding analyses 4. Revised figures as needed 5. Revised literature review and method and sent to advisor for feedback By October 2 1. Proposed analyses section written and sent to advisor 2. Feedback received from advisor on literature review and method sections 3. First draft of internship essays complete given to Alison & Betsy for review

9 9 4. All requests for letters of recommendation for internship made to faculty/supervisors By October 9 1. Feedback from advisor received on proposed analyses 2. Made inventory of revisions to make on literature review, method, and proposed analyses sections 3. Feedback obtained on internship essays By October Internship essays revised 2. Entire proposal revised 3. Submitted proposal to advisor and Dr. Caldwell for review By October Feedback received from advisor on proposal 2. References checked and finalized 3. Figures checked and finalized 4. Set proposal defense date & sign out a room for the meeting 5. Read and revised essays again 6. Internship applications complete and sent out for those with 11/1 deadline By October Remaining internship applications complete and sent out for 11/15 deadline 2. Feedback received from Dr. Caldwell 3. Made inventory of changes to make to proposal based on feedback from advisor and Dr. Caldwell By November 13 * (two week interval to allow herself time to enter final round of feedback on her proposal) 1. Feedback from advisor and Dr. Caldwell integrated 2. Met advisor (if I need to discuss any issues before submitting proposal to committee) 3. Finalized proposal and sent to all 5 dissertation committee member By November Created PowerPoint presentation for proposal defense meeting 2. Met with advisor to discuss proposal meeting 3. Practice presentation for proposal defense By December 4* 1. Proposal defended *In this student s department it is the norm to submit proposals or final defense dissertation paper s to the committee at least two weeks prior to the defense meeting

10 10 Action Plan to Meet August 21 Milestones Milestone Goals due by August Written literature review section on parental control and depression 2. Internship letters requesting applications written and mailed Monday August 15 10am bikram yoga Write generic letter requesting applications from internship sites Read and write summary of the following three articles Petit, Laird, Dodge, Bates et al. (2001) Garber, Robinson & Valentine (1997) Barber, Olsen, & Shagle (1994) Tuesday August 16 Work at University hospital from 8am to 6pm Read & write summary of Conger, Conger & Scaramella (1997) Read & write summary of Baron and MacGillivray (1989) Wednesday August 17 Attend APAGS internship workshop at APA Write rough draft parental control and depression section based on articles read to date Address envelopes for internship letters Thursday August 18 Read & write summary of 4 articles: 1) Forehand and Nousiainen (1993) 2) Cole, Tram, Martin, et al. (2002) 3) Formosa, Gonzales, & Aiken (2000) 4) Herman, Dornbusch, Herron & Herting (1997) 4pm bikram yoga Friday August 19 Attend APA in the 9am to noon Read & write summary of Barber (1996) Read & write summary of Mason, Cauce, Gonzales, Hiraga (1996) Customize internship letters for 15 sites Saturday August 20 Integrate literature read Thursday and Friday into parental control & depression section to complete the entire section Make a list of any points that might still be missing Conduct literature search for any points that need additional literature Customize internship letters for 15 sites Put all internship letters in envelopes, stamp, and mail 4pm bikram yoga Sunday August 21 Attend APA conference in the 9am to 1pm Complete draft of parental control and depression section including any updates from list of points that are missing Revise parental control and depression section one more time Create a new action plan for August 22 to August 28 plan to Alison

American Studies Ph.D. Timeline and Requirements

American Studies Ph.D. Timeline and Requirements American Studies Ph.D. Timeline and Requirements (Revised version ) (This document provides elaboration and specification of degree requirements listed in the UNC Graduate Record, especially regarding

More information

PSYCHOLOGY 353: SOCIAL AND PERSONALITY DEVELOPMENT IN CHILDREN SPRING 2006

PSYCHOLOGY 353: SOCIAL AND PERSONALITY DEVELOPMENT IN CHILDREN SPRING 2006 PSYCHOLOGY 353: SOCIAL AND PERSONALITY DEVELOPMENT IN CHILDREN SPRING 2006 INSTRUCTOR: OFFICE: Dr. Elaine Blakemore Neff 388A TELEPHONE: 481-6400 E-MAIL: OFFICE HOURS: TEXTBOOK: READINGS: WEB PAGE: blakemor@ipfw.edu

More information

The Agile Mindset. Linda Rising.

The Agile Mindset. Linda Rising. The Agile Mindset Linda Rising linda@lindarising.org www.lindarising.org @RisingLinda Do you mostly agree or mostly disagree with the following Intelligence is something very basic that you really can't

More information

No Parent Left Behind

No Parent Left Behind No Parent Left Behind Navigating the Special Education Universe SUSAN M. BREFACH, Ed.D. Page i Introduction How To Know If This Book Is For You Parents have become so convinced that educators know what

More information

Graduate Handbook Linguistics Program For Students Admitted Prior to Academic Year Academic year Last Revised March 16, 2015

Graduate Handbook Linguistics Program For Students Admitted Prior to Academic Year Academic year Last Revised March 16, 2015 Graduate Handbook Linguistics Program For Students Admitted Prior to Academic Year 2015-2016 Academic year 2014-2015 Last Revised March 16, 2015 The Linguistics Program Graduate Handbook supplements The

More information

SIMPLY THE BEST! AND MINDSETS. (Growth or fixed?)

SIMPLY THE BEST! AND MINDSETS. (Growth or fixed?) SIMPLY THE BEST! AND MINDSETS (Growth or fixed?) SIMPLY THE BEST Why American Schools are the Best in the World! Kindergarten through High School EVERYONE! No exceptions. No disclaimers. So why all the

More information

George Mason University Graduate School of Education Education Leadership Program. Course Syllabus Spring 2006

George Mason University Graduate School of Education Education Leadership Program. Course Syllabus Spring 2006 George Mason University Graduate School of Education Education Leadership Program Course Syllabus Spring 2006 COURSE NUMBER AND TITLE: EDLE 610: Leading Schools and Communities (3 credits) INSTRUCTOR:

More information

English 195/410A Writing Center Theory and Practice Section 01, TR 4:30-5:45, Douglass 108

English 195/410A Writing Center Theory and Practice Section 01, TR 4:30-5:45, Douglass 108 Dan Melzer Office Phone: 278-6925 Office Hours: 3:00-4:00 Tuesdays or by appointment Fall 2014 Office: Calaveras 151 Email: melzer@csus.edu Class SacCT site: http://online.csus.edu English 195/410A Writing

More information

Soaring With Strengths

Soaring With Strengths chapter3 Soaring With Strengths I like being the way I am, being more reserved and quiet than most. I feel like I can think more clearly than many of my friends. Blake, Age 17 The last two chapters outlined

More information

Doctoral GUIDELINES FOR GRADUATE STUDY

Doctoral GUIDELINES FOR GRADUATE STUDY Doctoral GUIDELINES FOR GRADUATE STUDY DEPARTMENT OF COMMUNICATION STUDIES Southern Illinois University, Carbondale Carbondale, Illinois 62901 (618) 453-2291 GUIDELINES FOR GRADUATE STUDY DEPARTMENT OF

More information

Job Explorer: My Dream Job-Lesson 5

Job Explorer: My Dream Job-Lesson 5 Job Explorer: My Dream Job-Lesson 5 Topic: Creating Goals Objectives: Students will be able to: Explain the importance of setting goals Differentiate between the various goal categories Distinguish between

More information

How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments

How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments Free Report Marjan Glavac How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments A Difficult

More information

Understanding and Changing Habits

Understanding and Changing Habits Understanding and Changing Habits We are what we repeatedly do. Excellence, then, is not an act, but a habit. Aristotle Have you ever stopped to think about your habits or how they impact your daily life?

More information

"Be who you are and say what you feel, because those who mind don't matter and

Be who you are and say what you feel, because those who mind don't matter and Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and

More information

Tutoring First-Year Writing Students at UNM

Tutoring First-Year Writing Students at UNM Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students

More information

Synthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski

Synthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski Synthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski When I accepted a position at my current school in August of 2012, I was introduced

More information

KENTUCKY FRAMEWORK FOR TEACHING

KENTUCKY FRAMEWORK FOR TEACHING KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists

More information

By Merrill Harmin, Ph.D.

By Merrill Harmin, Ph.D. Inspiring DESCA: A New Context for Active Learning By Merrill Harmin, Ph.D. The key issue facing today s teachers is clear: Compared to years past, fewer students show up ready for responsible, diligent

More information

A. True B. False INVENTORY OF PROCESSES IN COLLEGE COMPOSITION

A. True B. False INVENTORY OF PROCESSES IN COLLEGE COMPOSITION INVENTORY OF PROCESSES IN COLLEGE COMPOSITION This questionnaire describes the different ways that college students go about writing essays and papers. There are no right or wrong answers because there

More information

Should a business have the right to ban teenagers?

Should a business have the right to ban teenagers? practice the task Image Credits: Photodisc/Getty Images Should a business have the right to ban teenagers? You will read: You will write: a newspaper ad An Argumentative Essay Munchy s Promise a business

More information

Collegiate Academies Response to Livingston School Facility RFA Submitted January 23, 2015

Collegiate Academies Response to Livingston School Facility RFA Submitted January 23, 2015 Collegiate Academies Response to Livingston School Facility RFA Submitted January 23, 2015! I. APPLICANT INFORMATION Please provide the information below. Name of charter operator Application contact name

More information

DO SOMETHING! Become a Youth Leader, Join ASAP. HAVE A VOICE MAKE A DIFFERENCE BE PART OF A GROUP WORKING TO CREATE CHANGE IN EDUCATION

DO SOMETHING! Become a Youth Leader, Join ASAP. HAVE A VOICE MAKE A DIFFERENCE BE PART OF A GROUP WORKING TO CREATE CHANGE IN EDUCATION DO SOMETHING! Become a Youth Leader, Join ASAP. HAVE A VOICE MAKE A DIFFERENCE BE PART OF A GROUP WORKING TO CREATE CHANGE IN EDUCATION The Coalition for Asian American Children and Families (CACF) is

More information

RESPONSE TO LITERATURE

RESPONSE TO LITERATURE RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature

More information

Critical Thinking in Everyday Life: 9 Strategies

Critical Thinking in Everyday Life: 9 Strategies Critical Thinking in Everyday Life: 9 Strategies Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like

More information

KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: Fax:

KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: Fax: KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: 450 632-8770 Fax: 450 632-8042 JOB DESCRIPTION SPECIAL EDUCATION TEACHER ASSISTANT August 2013 SUMMARY DESCRIPTION: The teacher assistant,

More information

MENTORING. Tips, Techniques, and Best Practices

MENTORING. Tips, Techniques, and Best Practices MENTORING Tips, Techniques, and Best Practices This paper reflects the experiences shared by many mentor mediators and those who have been mentees. The points are displayed for before, during, and after

More information

Writing the Personal Statement

Writing the Personal Statement Writing the Personal Statement For Graduate School Applications ZIA ISOLA, PHD RESEARCH MENTORING INSTITUTE OFFICE OF DIVERSITY, GENOMICS INSTITUTE Overview: The Parts of a Graduate School Application!

More information

MASTER OF ARTS IN APPLIED SOCIOLOGY. Thesis Option

MASTER OF ARTS IN APPLIED SOCIOLOGY. Thesis Option MASTER OF ARTS IN APPLIED SOCIOLOGY Thesis Option As part of your degree requirements, you will need to complete either an internship or a thesis. In selecting an option, you should evaluate your career

More information

University of Texas Libraries. Welcome!

University of Texas Libraries. Welcome! University of Texas Libraries Welcome! What would you like to know about the UT Libraries? Take the poll at pollev.com/utlibraries553 to select topics People Meet your librarians! http://guides.lib.utexas.edu/

More information

San José State University

San José State University San José State University College of Humanities and the Arts Philosophy Department Philosophy 111:01; 27899; Gero 29012; HS 29010; Nurs 29011 Medical Ethics Spring 2017 Instructor: Office Location: Telephone:

More information

White Paper. The Art of Learning

White Paper. The Art of Learning The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how

More information

Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth

Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth SCOPE ~ Executive Summary Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth By MarYam G. Hamedani and Linda Darling-Hammond About This Series Findings

More information

MARY GATES ENDOWMENT FOR STUDENTS

MARY GATES ENDOWMENT FOR STUDENTS MARY GATES ENDOWMENT FOR STUDENTS Autumn 2017 April M. Wilkinson, Assistant Director mgates@uw.edu (206) 616-3925 Center for Experiential Learning and Diversity (EXPD) Mary Gates Endowment For Students

More information

Power of Ten Leadership Academy Class Curriculum

Power of Ten Leadership Academy Class Curriculum Power of Ten Leadership Academy 2017-2018 Class Curriculum Dates marked with an asterisk (*) are tentative and subject to change Skills Lab Personal Effectiveness, Leadership, and Communications Friday,

More information

Science Fair Rules and Requirements

Science Fair Rules and Requirements Science Fair Rules and Requirements Dear Parents, Soon your child will take part in an exciting school event a science fair. At Forest Park, we believe that this annual event offers our students a rich

More information

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and

More information

ENGLISH 298: Intensive Writing

ENGLISH 298: Intensive Writing Patricia Gillikin, PhD (she, her, hers) Phone: 565-1891 (home--landline), 925-8616 (office) Office: Learning Resource Center 137 A, in the Writing Center e-mail: gillikin@unm.edu Office/Campus Hours: Tuesdays

More information

Writing Center Workshops (Must choose at least one)

Writing Center Workshops (Must choose at least one) Writing Center Workshops (Must choose at least one) Winning Essays for Scholarships and Graduate School Admission When: Monday, September 8 th and November 10 th from 3:00 p.m. until 4:00 p.m. Wednesday,

More information

Earl of March SS Physical and Health Education Grade 11 Summative Project (15%)

Earl of March SS Physical and Health Education Grade 11 Summative Project (15%) Earl of March SS Physical and Health Education Grade 11 Summative Project (15%) Student Name: PPL 3OQ/P - Summative Project (8%) Task 1 - Time and Stress Management Assignment Objective: To understand,

More information

MGMT 479 (Hybrid) Strategic Management

MGMT 479 (Hybrid) Strategic Management Columbia College Online Campus P a g e 1 MGMT 479 (Hybrid) Strategic Management Late Fall 15/12 October 26, 2015 December 19, 2015 Course Description Culminating experience/capstone course for majors in

More information

Effectively Resolving Conflict in the Workplace

Effectively Resolving Conflict in the Workplace Effectively Resolving Conflict in the Workplace Presented by: Jordan Rodney June 2016 What Do You See in This Picture? What Do You See in This Picture? What Do You See in This Picture? What Do You See

More information

COMMUNICATING EFFECTIVELY WITH YOUR INSTRUCTOR

COMMUNICATING EFFECTIVELY WITH YOUR INSTRUCTOR COMMUNICATING EFFECTIVELY WITH YOUR INSTRUCTOR Presented by: Dr. Lana Myers & Dr. Lori Hughes 1/30/2014 The Write Place, Building G, Room 103 1 PRESENTATION OUTLINE Introduction Email activity Ways to

More information

Graduate Calendar. Graduate Calendar. Fall Semester 2015

Graduate Calendar. Graduate Calendar. Fall Semester 2015 Graduate Calendar Graduate Calendar Fall Semester 2015 August 31, Monday September 14, Monday Thesis/Dissertation Committee Approval form due to the Graduate School September 10, Thursday Graduate Council

More information

IDS 240 Interdisciplinary Research Methods

IDS 240 Interdisciplinary Research Methods IDS 240 Interdisciplinary Research Methods Course Description IDS 240 provides students with the tools they will need to approach a research topic from an interdisciplinary perspective. This course teaches

More information

Getting Started with Deliberate Practice

Getting Started with Deliberate Practice Getting Started with Deliberate Practice Most of the implementation guides so far in Learning on Steroids have focused on conceptual skills. Things like being able to form mental images, remembering facts

More information

Passport to Your Identity

Passport to Your Identity www.ileadershipdevelopment.com Copyright 2016 Identity Passport Passport to Your Identity Time / Communication Rank Mountains Your Acquired Talents Eleven Areas of Personal Growth Vision Given In order

More information

WORK OF LEADERS GROUP REPORT

WORK OF LEADERS GROUP REPORT WORK OF LEADERS GROUP REPORT ASSESSMENT TO ACTION. Sample Report (9 People) Thursday, February 0, 016 This report is provided by: Your Company 13 Main Street Smithtown, MN 531 www.yourcompany.com INTRODUCTION

More information

SOCIAL SCIENCE RESEARCH COUNCIL DISSERTATION PROPOSAL DEVELOPMENT FELLOWSHIP SPRING 2008 WORKSHOP AGENDA

SOCIAL SCIENCE RESEARCH COUNCIL DISSERTATION PROPOSAL DEVELOPMENT FELLOWSHIP SPRING 2008 WORKSHOP AGENDA SOCIAL SCIENCE RESEARCH COUNCIL DISSERTATION PROPOSAL DEVELOPMENT FELLOWSHIP SPRING 2008 WORKSHOP AGENDA MUSLIM MODERNITIES https://workspace.ssrc.org/dpdf/muslimmodernities Research Director: Charles

More information

What s in Your Communication Toolbox? COMMUNICATION TOOLBOX. verse clinical scenarios to bolster clinical outcomes: 1

What s in Your Communication Toolbox? COMMUNICATION TOOLBOX. verse clinical scenarios to bolster clinical outcomes: 1 COMMUNICATION TOOLBOX Lisa Hunter, LSW, and Jane R. Shaw, DVM, PhD www.argusinstitute.colostate.edu What s in Your Communication Toolbox? Throughout this communication series, we have built a toolbox of

More information

NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE)

NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) 2008 H. Craig Petersen Director, Analysis, Assessment, and Accreditation Utah State University Logan, Utah AUGUST, 2008 TABLE OF CONTENTS Executive Summary...1

More information

ABET Criteria for Accrediting Computer Science Programs

ABET Criteria for Accrediting Computer Science Programs ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common

More information

Office Location: LOCATION: BS 217 COURSE REFERENCE NUMBER: 93000

Office Location: LOCATION: BS 217 COURSE REFERENCE NUMBER: 93000 Faculty: Office Location: E-mail: OFFICE HOURS: CLASS TIMES: SOC 102 Social Problems Baseemah Bashir MA, MBTI, SPHR LA Bldg (West Windsor Campus), Room bashirb@mccc.edu and- baseemah.bashir@gmail.com Tuesdays

More information

Lesson Plan. Preparation

Lesson Plan. Preparation General Housekeeping: Forms Practicum in Fashion Design Lesson Plan Performance Objective Upon completion of this lesson, each student will demonstrate the characteristics necessary to be a successful

More information

Human Development: Life Span Spring 2017 Syllabus Psych 220 (Section 002) M/W 4:00-6:30PM, 120 MARB

Human Development: Life Span Spring 2017 Syllabus Psych 220 (Section 002) M/W 4:00-6:30PM, 120 MARB Human Development: Life Span Spring 2017 Syllabus Psych 220 (Section 002) M/W 4:00-6:30PM, 120 MARB Instructor Emily Anderberg, M.S., PhD Candidate Email emily.anderberg@byu.edu Office Hours By Appointment,

More information

ONBOARDING NEW TEACHERS: WHAT THEY NEED TO SUCCEED. MSBO Spring 2017

ONBOARDING NEW TEACHERS: WHAT THEY NEED TO SUCCEED. MSBO Spring 2017 ONBOARDING NEW TEACHERS: WHAT THEY NEED TO SUCCEED MSBO Spring 2017 Objectives Understand onboarding as an integral part of teacher effectiveness and teacher retention Become familiar with effective cultivation

More information

Nutrition 10 Contemporary Nutrition WINTER 2016

Nutrition 10 Contemporary Nutrition WINTER 2016 Nutrition 10 Contemporary Nutrition WINTER 2016 INSTRUCTOR: Anna Miller, MS., RD PHONE 408.864.5576 EMAIL milleranna@fhda.edu Write NUTR 10 and the time your class starts in the subject line of your e-

More information

MATH 1A: Calculus I Sec 01 Winter 2017 Room E31 MTWThF 8:30-9:20AM

MATH 1A: Calculus I Sec 01 Winter 2017 Room E31 MTWThF 8:30-9:20AM Instructor: Amanda Lien Office: S75b Office Hours: MTWTh 11:30AM-12:20PM Contact: lienamanda@fhda.edu COURSE DESCRIPTION MATH 1A: Calculus I Sec 01 Winter 2017 Room E31 MTWThF 8:30-9:20AM Fundamentals

More information

Time Management LEARNING SKILLS

Time Management LEARNING SKILLS Time Management LEARNING SKILLS What is time management? The use of time to increase your efficiency, effectiveness, and productivity. ILEARNING SKILLS GROUP 2015 COPYRIGHT LEARNING & TEACHING CENTRE What

More information

Lecturing Module

Lecturing Module Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional

More information

ASSESSMENT GUIDELINES (PRACTICAL /PERFORMANCE WORK) Grade: 85%+ Description: 'Outstanding work in all respects', ' Work of high professional standard'

ASSESSMENT GUIDELINES (PRACTICAL /PERFORMANCE WORK) Grade: 85%+ Description: 'Outstanding work in all respects', ' Work of high professional standard' 'Outstanding' FIRST Grade: 85%+ Description: 'Outstanding work in all respects', ' Work of high professional standard' Performance/Presentation : The work is structured, designed, performed and presented

More information

Academic Success at Ohio State. Caroline Omolesky Program Officer for Sponsored Programs and Academic Liaison Office of International Affairs

Academic Success at Ohio State. Caroline Omolesky Program Officer for Sponsored Programs and Academic Liaison Office of International Affairs Academic Success at Ohio State Caroline Omolesky Program Officer for Sponsored Programs and Academic Liaison Office of International Affairs : International Students & Scholars So here you are at Ohio

More information

The SREB Leadership Initiative and its

The SREB Leadership Initiative and its SREB LEADERSHIP INITIATIVE SREB s Leadership Curriculum Modules Engage Leaders in Solving Real School Problems Every school has leadership that results in improved student performance and leadership begins

More information

2020 Strategic Plan for Diversity and Inclusive Excellence. Six Terrains

2020 Strategic Plan for Diversity and Inclusive Excellence. Six Terrains 2020 Strategic Plan for Diversity and Inclusive Excellence Six Terrains The University of San Diego 2020 Strategic Plan for Diversity and Inclusive Excellence identifies six terrains that establish vision

More information

Red Flags of Conflict

Red Flags of Conflict CONFLICT MANAGEMENT Introduction Webster s Dictionary defines conflict as a battle, contest of opposing forces, discord, antagonism existing between primitive desires, instincts and moral, religious, or

More information

Grow Your Intelligence 2: You Can Grow Your Intelligence What happens to skills that I don t practice?

Grow Your Intelligence 2: You Can Grow Your Intelligence What happens to skills that I don t practice? UNIT grow your intelligence3 Lesson Descriptions Grow Your Intelligence 1: How Your Brain Works How does my brain work? Grow Your Intelligence 2: You Can Grow Your Intelligence What happens to skills that

More information

The Teenage Brain and Making Responsible Decisions About Sex

The Teenage Brain and Making Responsible Decisions About Sex Rvsd 2/1/12 Lesson Goals Review What We Know About the Teenage Brain Review the Decision Making Model Discuss the Role that Values play in Supporting Good Decision Making Understand How Emotions Can Interfere

More information

Internship Program. Application Submission completed form to: Monica Mitry Membership and Volunteer Coordinator

Internship Program. Application Submission  completed form to: Monica Mitry Membership and Volunteer Coordinator Internship Program The Museum of Arts and Sciences offers a variety of internships on a flexible and ongoing basis. Internships offer the opportunity to gain valuable, practical experience while receiving

More information

- COURSE DESCRIPTIONS - (*From Online Graduate Catalog )

- COURSE DESCRIPTIONS - (*From Online Graduate Catalog ) DEPARTMENT OF COUNSELOR EDUCATION AND FAMILY STUDIES PH.D. COUNSELOR EDUCATION & SUPERVISION - COURSE DESCRIPTIONS - (*From Online Graduate Catalog 2015-2016) 2015-2016 Page 1 of 5 PH.D. COUNSELOR EDUCATION

More information

Writing an essay about sports >>>CLICK HERE<<<

Writing an essay about sports >>>CLICK HERE<<< Writing an essay about sports >>>CLICK HERE

More information

Presented by Paula Kordic, College Now Coordinator August 8, 2016 College Now Orientation

Presented by Paula Kordic, College Now Coordinator August 8, 2016 College Now Orientation Presented by Paula Kordic, College Now Coordinator August 8, 2016 College Now Orientation MY FAMILY MISS MING AND MR. MAGOO 6 QUESTIONS YOU NEED TO ANSWER 1. How is college different from high school?

More information

What to Do When Conflict Happens

What to Do When Conflict Happens PREVIEW GUIDE What to Do When Conflict Happens Table of Contents: Sample Pages from Leader s Guide and Workbook..pgs. 2-15 Program Information and Pricing.. pgs. 16-17 BACKGROUND INTRODUCTION Workplace

More information

LS 406: Classroom Experience

LS 406: Classroom Experience LS 406: Classroom Experience WHAT: This is an opportunity for pre-education students to experience and observe the teaching environment, network, and receive credit. CREDITS: This class can be taken any

More information

Cleveland State University Introduction to University Life Course Syllabus Fall ASC 101 Section:

Cleveland State University Introduction to University Life Course Syllabus Fall ASC 101 Section: Cleveland State University Introduction to University Life Course Syllabus Fall 2016 - ASC 101 Section: Day: Time: Location: Office Hours: By Appointment Instructor: Office: Phone: Email: @CSU_FYE (CSU

More information

SESSION 2: HELPING HAND

SESSION 2: HELPING HAND SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.

More information

A minimum of six (6) T1 or T2 Team Leaders and thirty (30) L1 or L2 Leadership Facilitators (see Facil. app.)

A minimum of six (6) T1 or T2 Team Leaders and thirty (30) L1 or L2 Leadership Facilitators (see Facil. app.) POSITIONS AVAILABLE CONFERENCE TEAM LEADER 2016 Greenhand Leadership Conference 2017 Made For Excellence conferences and 2017 Advanced Leadership Academy conference California FFA is seeking to hire conference

More information

2007 Advanced Advising Webinar Series. Academic and Career Advising for Sophomores

2007 Advanced Advising Webinar Series. Academic and Career Advising for Sophomores 2007 Advanced Advising Webinar Series Webinar 2, March 28, 2007 Academic and Career Advising for Sophomores Myla Rugge, academic counselor lead, University of Washington Julie Stockenberg, assistant director,

More information

STUDENT MOODLE ORIENTATION

STUDENT MOODLE ORIENTATION BAKER UNIVERSITY SCHOOL OF PROFESSIONAL AND GRADUATE STUDIES STUDENT MOODLE ORIENTATION TABLE OF CONTENTS Introduction to Moodle... 2 Online Aptitude Assessment... 2 Moodle Icons... 6 Logging In... 8 Page

More information

Leader s Guide: Dream Big and Plan for Success

Leader s Guide: Dream Big and Plan for Success Leader s Guide: Dream Big and Plan for Success The goal of this lesson is to: Provide a process for Managers to reflect on their dream and put it in terms of business goals with a plan of action and weekly

More information

Class Meeting Time and Place: Section 3: MTWF10:00-10:50 TILT 221

Class Meeting Time and Place: Section 3: MTWF10:00-10:50 TILT 221 Math 155. Calculus for Biological Scientists Fall 2017 Website https://csumath155.wordpress.com Please review the course website for details on the schedule, extra resources, alternate exam request forms,

More information

Changing User Attitudes to Reduce Spreadsheet Risk

Changing User Attitudes to Reduce Spreadsheet Risk Changing User Attitudes to Reduce Spreadsheet Risk Dermot Balson Perth, Australia Dermot.Balson@Gmail.com ABSTRACT A business case study on how three simple guidelines: 1. make it easy to check (and maintain)

More information

Counseling 150. EOPS Student Readiness and Success

Counseling 150. EOPS Student Readiness and Success Counseling 150 EOPS Student Readiness and Success Please bring your textbook and journal with you to class every day. This syllabus can be found on Blackboard. Go there for further information about assignments.

More information

Queen's Clinical Investigator Program: In- Training Evaluation Form

Queen's Clinical Investigator Program: In- Training Evaluation Form Queen's Clinical Investigator Program: In- Training Evaluation Form Name of trainee: Date of meeting: Thesis/Project title: Can the project be completed within the recommended timelines 2 years MSc - 4/5

More information

Global Seminar Quito, Ecuador Language, Culture & Child Development. EDS 115 GS Cognitive Development & Education Summer Session I, 2016

Global Seminar Quito, Ecuador Language, Culture & Child Development. EDS 115 GS Cognitive Development & Education Summer Session I, 2016 Global Seminar Quito, Ecuador Language, Culture & Child Development EDS 115 GS Cognitive Development & Education Summer Session I, 2016 Professor: Alison Wishard Guerra, Ph.D. (Education Studies) UCSD

More information

PHILOSOPHY & CULTURE Syllabus

PHILOSOPHY & CULTURE Syllabus PHILOSOPHY & CULTURE Syllabus PHIL 1050 FALL 2013 MWF 10:00-10:50 ADM 218 Dr. Seth Holtzman office: 308 Administration Bldg phones: 637-4229 office; 636-8626 home hours: MWF 3-5; T 11-12 if no meeting;

More information

Positive Learning Environment

Positive Learning Environment Positive Learning Environment Schools are not buildings, curriculum timetables and meetings. Schools are relationships and interactions among people. ~ Johnson & Johnson, 1994 Vision for a Positive Learning

More information

LEARNER VARIABILITY AND UNIVERSAL DESIGN FOR LEARNING

LEARNER VARIABILITY AND UNIVERSAL DESIGN FOR LEARNING LEARNER VARIABILITY AND UNIVERSAL DESIGN FOR LEARNING NARRATOR: Welcome to the Universal Design for Learning series, a rich media professional development resource supporting expert teaching and learning

More information

The Success Principles How to Get from Where You Are to Where You Want to Be

The Success Principles How to Get from Where You Are to Where You Want to Be The Success Principles How to Get from Where You Are to Where You Want to Be Life is like a combination lock. If you know the combination to the lock... it doesn t matter who you are, the lock has to open.

More information

What is an internship?

What is an internship? What is an internship? An internship or work placement is an important opportunity to gain working experience in a particular career area. There are generally two types of internship that are available,

More information

COURSE DESCRIPTION PREREQUISITE COURSE PURPOSE

COURSE DESCRIPTION PREREQUISITE COURSE PURPOSE EDF 515 Spring 2013 On-Line Course Theories of Learning and Motivation Instructor: Dr. Alan W. Garrett Office: ED 147 Telephone: 575-562-2890 E-mail: alan.garrett@enmu.edu Office Hours: Monday: 8:00-10:00

More information

Senior Project Information

Senior Project Information BIOLOGY MAJOR PROGRAM Senior Project Information Contents: 1. Checklist for Senior Project.... p.2 2. Timeline for Senior Project. p.2 3. Description of Biology Senior Project p.3 4. Biology Senior Project

More information

University of Massachusetts Lowell Graduate School of Education Program Evaluation Spring Online

University of Massachusetts Lowell Graduate School of Education Program Evaluation Spring Online University of Massachusetts Lowell Graduate School of Education Program Evaluation 07.642 Spring 2014 - Online Instructor: Ellen J. OʼBrien, Ed.D. Phone: 413.441.2455 (cell), 978.934.1943 (office) Email:

More information

Danielle Dodge and Paula Barnick first

Danielle Dodge and Paula Barnick first Co-Teaching ELLs: Riding a Tandem Bike Content-area teachers and ESL teachers can address the needs of English language learners with a collaborative instructional cycle that starts with co-planning. Andrea

More information

The Master Question-Asker

The Master Question-Asker The Master Question-Asker Has it ever dawned on you that the all-knowing God, full of all wisdom, knew everything yet he asked questions? Are questions simply scientific? Is there an art to them? Are they

More information

evans_pt01.qxd 7/30/2003 3:57 PM Page 1 Putting the Domain Model to Work

evans_pt01.qxd 7/30/2003 3:57 PM Page 1 Putting the Domain Model to Work evans_pt01.qxd 7/30/2003 3:57 PM Page 1 I Putting the Domain Model to Work evans_pt01.qxd 7/30/2003 3:57 PM Page 2 This eighteenth-century Chinese map represents the whole world. In the center and taking

More information

Fearless Change -- Patterns for Introducing New Ideas

Fearless Change -- Patterns for Introducing New Ideas Ask for Help Since the task of introducing a new idea into an organization is a big job, look for people and resources to help your efforts. The job of introducing a new idea into an organization is too

More information

Student Handbook 2016 University of Health Sciences, Lahore

Student Handbook 2016 University of Health Sciences, Lahore Student Handbook 2016 University of Health Sciences, Lahore 1 Welcome to the Certificate in Medical Teaching programme 2016 at the University of Health Sciences, Lahore. This programme is for teachers

More information

University clearing advice/contact details for most common destinations for BHASVIC students

University clearing advice/contact details for most common destinations for BHASVIC students University clearing advice/contact details for most common destinations for BHASVIC students This list will be useful if you want to contact university admissions clearing staff about an application. We

More information

February 5, 2015 THE BEACON Volume XXXV Number 5

February 5, 2015 THE BEACON Volume XXXV Number 5 February 5, 2015 THE BEACON Volume XXXV Number 5 COLLEGE OUTSTANDING TEACHER AWARD Nominate your favorite College of Education instructors! The College Outstanding Teacher Award program was instituted

More information

Occupational Therapy and Increasing independence

Occupational Therapy and Increasing independence Occupational Therapy and Increasing independence Kristen Freitag OTR/L Keystone AEA kfreitag@aea1.k12.ia.us This power point will match the presentation. All glitches were worked out. Who knows, but I

More information

Internship Department. Sigma + Internship. Supervisor Internship Guide

Internship Department. Sigma + Internship. Supervisor Internship Guide Internship Department Sigma + Internship Supervisor Internship Guide April 2016 Content The place of an internship in the university curriculum... 3 Various Tasks Expected in an Internship... 3 Competencies

More information