Our Invitation to You
The National Resource
Center is pleased to now
offer online courses on
current topics related to
the first-year experience
and students in transition.
Online courses are designed
to come as close as possible
to providing students with
the same course content and
opportunities for interaction
with classmates and with
the instructor as traditional
or classroom-based courses
as well as take advantage of
pedagogy and teaching techniques
that are not possible
or uncommon in a traditional
format. Our online courses
will take place during a
five-week period with the
majority of instruction
occurring in an asynchronous
environment. Asynchronous
instruction is neither timebound
nor place-bound and
does not require the simultaneous
participation of all
students and instructors. It
utilizes tools such as email,
threaded discussions/forums,
listservs, and blogs.
Course Dates: April 9 - May 11, 2013
Instructor
Bernie Savarese
Director of First Year Experience
The Ohio State University
Bernie Savarese
|
Savarese received his BA in political science from Ohio State University, his MA in college student personnel from Bowling Green State University, and his MBA, with a focus in strategic analysis and marketing, from Ohio State's Max M. Fisher College of Business. Savarese provides leadership for all First Year Experience (FYE) programs, including University orientation. He coordinates personnel and leads the team's planning, promotion, implementation, and evaluation to maximize the success of first-year students at Ohio State. Before his work in FYE, Savarese spent time as an assistant director in Residence Life, the director of Living Learning Programs, and an assistant director in Student Activities. Outside of his responsibilities in FYE, Savarese has an interest in the experiences of Appalachian students, the areas of community-based learning, and nonprofit management. |
Instructor
Julie Schultz
Senior Assistant Director, First Year Experience
The Ohio State University
Julie Schultz |
Schultz earned both her BA in sociology and MA in higher education and student affairs from Ohio State. She has worked in many functional areas of the University, including admissions, orientation, and first-year programs. In addition to supervising staff, Schultz provides broad leadership for first-year programming and coordinates campus-wide committees for the Buckeye Book Community common reading and summer pre-enrollment programs. Schultz has an interest in staff development and frequently leads workshops for students, staff, faculty, and community groups on strengths, art of hosting techniques, and leadership. |
COURSE DESCRIPTION
Effective leaders are able to galvanize colleagues around a compelling, inspirational vision and strategy, and then design a process to execute that strategy. This course is designed to help participants develop such a plan for their First Year Experience program. Drawing both from higher education and business administration perspectives, participants will engage in readings, intentional exercises, reflective journals, and guided discussions to examine their program's core purpose and values, analyze internal and external forces, develop and set strategic priorities, discuss strategies for leading and managing change, and develop metrics for measuring success. The course will emphasize both the mechanics of strategic planning, as well as how to utilize relationships and recognize staff dynamics throughout the process.
COURSE OBJECTIVES AND OUTCOMES
- Participants will learn and practice the four stages of strategic planning: I) defining core purpose and values, 2) developing a strategy, 3) gaining alignment, and 4) execution and metrics.
- Participants will learn how to identify internal and external forces that should be addressed when attempting to align an organization behind an effective strategy.
- Participants will understand the critical steps required to lead and manage change in an organization.
- Participants will explore how staff relationships, values, and dynamics influence the strategic planning and implementation process.
REQUIRED TEXTS
- Strategic Leadership: Integrating Strategy and Leadership in Colleges and Universities
http://www.amazon.com/Strategic-Leadership-Integrating-Universities-Education/dp/1607096544/ref=sr_1_1?ie=UTF8&qid=1352144032&sr=8-1&keywords=strategic+leadership+Morrill
ADDITIONAL READINGS
Articles and excerpts from journals and other web-based resources will be provided in WebStudy. Additionally, optional readings have been identified and will be posted in each module for participants who wish to further explore concepts discussed in the context of this class.
Course Dates: May 21 - June 22, 2013
Instructor
Paul A. Gore, Jr.
Associate Professor of Educational Psychology
Student Success Special Projects Coordinator
University of Utah
Paul A. Gore, Jr. |
Gore is an associate professor of educational psychology and student success special projects coordinator at the University of Utah. He has an active research program investigating factors that influence high school and college students' career and academic success and consults in the United States and abroad with high schools and postsecondary institutions on the development of student success programs. Gore has authored, co-authored, and edited more than 40 peer-reviewed journal articles and book chapters and is the editor of two monographs published by the National Resource Center for The First-Year Experience and Students in Transition: Facilitating the Career Development of Students in Transition (2005)and Students in Transition: Research and Practice in Career Development (2011, co-edited with Louisa P. Carter). In addition, Gore serves as the editor for the Journal of The First-Year Experience & Students in Transition and was recently featured in a teleconference titled Academic and Career Advising: Keys to Student Success. |
COURSE DESCRIPTION
This course will provide participants with an overview of integrated academic and career advising in practice. Participants will be presented with various definitions of advising, come to develop an appreciation for various models of integrated academic and career advising and the rationale for their use, and will appreciate the benefits and barriers involved in integrated advising models. Participants will learn about strategies used to establish evidence supporting the effectiveness of advising activities and programs. Finally, participants will have an opportunity to develop strategies for improving the integration of advising models on their campus.
COURSE OBJECTIVES
- Define academic and career advising
- Understand models of integrated academic and career advising
- Understand programs, assessments, and activities that promote integration of academic and career advising and how to assess advising outcomes
- Understand the institutional benefits and barriers to integrating academic and career advising
- Develop an action plan for enhanced integration of academic and career advising on their campus
REQUIRED TEXTS
- The Handbook of Career Advising
by K.F. Hughey, D. Nelson, J.K. Damminger and B. McCalls-Wriggins
http://www.amazon.com/Handbook-Career-Advising-Josseybass/dp/0470373687
http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470373687.html
|
