As Utah Valley University transfer students, we know first-hand what a UVU education focused on engaged-learning means. Under the direction of President Matthew Holland, the university recently restructured its core values, which represent the institution's interpretation of its mission. These principles now include 1) student success, 2) serious,
3) inclusion and 4) engaged-learning. As seen on billboard’s across the state, UVU has really been pushing to be known as the “engaged learning university.” Until we had the chance to personally experience what that statement means, we didn’t fully appreciate the uniqueness of the model.
What started as a trade-technical institute aimed at providing Utahns with vocational education has now evolved into a world-class university known for providing quality higher-education to more students than any other institution in the state. As UVU has grown, the dedication to providing their students with a hands-on learning experience has not changed. UVU wants their students to graduate with more than just an education gained through textbooks and learning in a classroom setting. This mission is seen through the teaching models designed by professors and hands-on learning
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With only a few hours to prepare we worked with university communication professionals to create an outline designed to drive engagement. We had to spend a few minutes calming our nerves because once you are live - the pause button isn’t an option. Neither of us had hosted a live video feed before and were thrilled after the event when we could see the application of what our professors had taught us. The resulting analytics showed over 80k views! Now here we are giving our perspective on a project of this magnitude - where else can one gain real-world experience like
In the years to come, we must imagine new possibilities—new programs, new opportunities, and new structural configurations. In the words of President Andrew Benton, "our horizons are boundless." While the mission and vision remain constant, the means to fulfill these aspirations may change over time. The goals that will guide the University in the next decade were succinctly articulated by President Andrew K. Benton in his 2010 address entitled "Boundless Horizons." In that message the president outlined five major themes in the University 's future: (1) advancing learning, knowledge, and scholarship; (2) developing resources; (3) building community; (4) respecting diversity and promoting global understanding; and (5) honoring God and heritage. Guided by—and building upon—these five central themes, the University community commits itself to five strategic goals articulated in this strategic
AB appears to struggle with trust. During initial engagement he is described as guarded. He appears not to be forthcoming about some things. AB stated things he has said has been misconstrued or misinterpreted. So he has become selective in the information he shares. He has had encounters with various service providers throughout his 15 years in care. When he appears uncomfortable he shuts down. When he believes he is being judge or degraded he becomes offensive and verbally aggressive. AB needs additional time, additional time and positive reinforcement. He needs to feel as if he has control of areas of his life. During the engagement process, one should focus on him as a person and she him as a victim of the trauma he has experience.
Lindeman stresses the value of using the experiences and skill sets of alumni to influence current students. Teachers relish in the benefits of having former students return into their lives. Thanks to today's social media outlets keeping in touch with students is as simple as clicking the “follow” button or sending a “friend request.” Lindeman is a teacher, who makes an effort to stay connected with graduates, finding that during reconnection she is able to unfold and learn many things about their recent adventures, research, and views on life. Ultimately, she can reveal the person they have grown to become. “She calls it authentic continuing education! Their messages can be powerful connections to the world beyond high school.” When teachers
My journey to higher education spans 24-years and combines two passions, teaching and EMS (emergency medical services). This journey began in 1986 with a suburban kindergarten class of 25 in Memphis, TN. Eleven years later no longer am I teaching school-age children; instead, I am delivering training programs to EMS providers as well as the medical community. Today, I combine both passions to offer students authentic experiences through which to obtain proficient skills in written and oral communications, critical and analytical thinking, problem solving, as well as in negotiation and conflict resolution skills as they prepare for rewarding
According to the university’s mission statement, the institution values, ‘Accessible and affordable quality education that equips students with intellectual and professional skills, ethical principles, and an international perspective.’ They accomplish this message by using vivid pictures of the students interacting within the Charlotte area and with each other. This college also makes itself a top candidate for college by offering ninety competitive undergraduate majors which test the abilities and mental stamina of current and prospective students.
The reform movements of the 1980s triggered numerous demands to reexamine and reform the way students and their teachers are educated. This Digest examines the implications for vocational teacher education emerging from general teacher education reform movements. It discusses how excellence in vocational education teaching can be achieved and proposes 21st century models for vocational teacher education.
The term non-traditional student has been redefined as the baby boomers flood colleges across the nation. “The very phrase lifelong learning speaks volumes about the integration of education across the life course. A variety of lifelong learning opportunities have emerged over the last two decades,” (Morgan, Kunkel, & Morgan, 2011, p. 289). Cincinnati State offers adult learner...
As a student and future professional, I am determined by an ethical obligation to endeavor for excellence in my educational deeds. I look forward to the challenge of developing my past and future learning experiences in an application-based environment. Throughout my college and work experiences, I have developed the discipline necessary to achieve the requirements of this program.
A real education is something that everyone should value, and all of us should strive to live up to our true potential. Contrary to popular belief, heading off to a four-year college to reach that true potential may not necessarily be the right choice for everyone. Vocational training is not only less expensive than college, but it is also a better use of time and provides students with skills critical for their job of interest. In six months, the class of 2014 will put on their caps and gowns and walk across the stage with their diplomas. All of those graduates will be excited to move onto the next chapter of life. But what path will they choose? Will they go with the flow, or will they take a walk down the unbeaten path?
Tagg, John. “Why Learn? What We May Really Be Teaching Students.” About Campus. 2004. Print.
While observing my MT I noticed she favors the lecture style of teaching. The kids are not very engaged because they can only sit still and listen for a while even in a 6th grade classroom. I noticed a majority of the students in my field classroom like to move around and I think that helps them stay focused, however when they have to sit on the carpet and listen to my MT they become restless. On several occasions I have observed my MT engaging the students by calling on them to read out loud or every few paragraphs ask questions during their reading block. Which put the students into a position to be accountable for paying attention to the story. I believe that my MT utilizes this method of lecturing because she is getting them prepared for
Motivate Audience: I know that since we all use social media, it may beneficial to learn about the history and see where it all began.
Active Learning According to the book Promoting Active Learning by Chet Meyers and Thomas Jones and referenced by Kathleen McKinney, active learning means "(1) that learning is by nature an active endeavor and (2) that different people learn in different ways. " The first segment of the definition "by nature an active endeavor" is important because it allows the student to develop her critical thinking skills as well as practice her writing techniques. The student can discuss class material in a less formal setting, which can be beneficial in creating more open-ended discussions for the student. As a teacher, promoting various learning styles is critical because one student learn differently than another.
An intrinsically motivated, self-directed, active learner takes initiative, is self-motivated, is comfortable with independence, has a high degree of curiosity, has a strong desire to learn or change, is self-confident, is able to use basic study skills, is able to organize their time wisely, sets an appropriate pace for learning, develops a plan for completing work, has a tendency to be goal-oriented, is capable of self-discipline, is persistent, accepts responsibility, views problems as challenges, not obstacles and enjoys learning. (Cobb, 2013) These are all essential parts of being an intrinsically motivated, self-directed and active learner.
Throughout one’s life, there are many driving forces. Some of them are based upon one’s background; others are based upon one’s desires. In the realm of Higher Education, one does not enter lightly into a position, for, if one does, it can result in a burnout. It behoves individuals to play to their strengths and fill out their weaknesses so as to be a well rounded individual who is able to deal with a variety of situations, both positive and negative, as they arise.