Friday, February 6, 2015

Looking for Part Time Work? Apply for a Federal Work Study Position

Federal Work Study (FWS) is a federally funded program that provides employment opportunities to students with financial need. Work experience is not required to secure a FWS position. Students receive their FWS award by working part-time, on campus.
We are currently accepting applications for the following positions: 

To apply for any of these opportunities, complete the Federal Work-Study Application and email to our Human Resources department at [email protected].

Once resumes are received, the hiring manager for the department you applied to will be in touch with chosen candidates for an interview.

Please feel free to ask us any questions about this wonderful new opportunity.

Good luck to all, and we are looking forward to working with you!

Monday, February 2, 2015

Faculty Professional Development - Back to the Basics

Last January 7 (Day One), through Elsevier, Michele Deck RN, an internationally renowned presenter, author, educator, co-founder and CEO of G.A.M.E.S, a company that provides seminars specializing in adult learning and interactive teaching methods met the quarter programs faculty for an interactive, game-filled faculty (aka student) interactive workshop. Miss Deck is known for her innovative teaching methods in the field of health care education and training. Faculty were assigned into groups, worked as a team, and participated in several “ice-breaking” games that can be translated into the classroom, particularly for the new start. At the end of the day, the faculty came out with rich, bountiful instructional resources.

On Day Two, the academic managers in the quarter programs were assigned to review and discuss key concepts in classroom management, teaching, student success and retention.

  • Miss Hazelyn Bernardino, Surgical Technology Clinical Coordinator presented Student-Centered Learning and Adult Learning Styles from Pedagogy to Andragogy. Key point: “the role of the teacher has changed from being a leader or presenter of learning to being a facilitator of learning because the average age of the college student today has changed and we see more diversity in the classroom”.
  • Dr. Sharmalan (Sam) Sathiyaseelan, CAMA/MBC lead instructor with Mr. Scott Freer, Surgical Technology program director worked as a team to discuss on Classroom Management. There were several highlights in the presentation. Key point: “to maintain the class in a constructive and positive manner as different student behaviors may challenge the integrity of the class”.
  • Mr. Jeremy Moss, General Education Coordinator, Psychology lead instructor, on Student-Teacher Relations. Jeremy reviewed on student’s code of conduct and other pertinent areas related to discipline, communication and student engagement. Key point: “the instructor’s level of engagement has a direct impact on a student’s level of engagement”.
  • Ms. Theresa Robbinson, retention coordinator and Freshman Student Success (FSS) instructor, enumerated various Retention Strategies and How to keep our students in school. Key point: “student retention involves a culmination of experiences, which means students are motivated to continue and are having positive experiences and interactions with their instructors and the learning environment”.
  • Dr. Joseph (Dr. J) Balatbat, director of education on Characteristics of Good Teaching. Dr. J discussed the 3 Rs of good teaching- repeat, respond, and reinforce. Key point: “ flexibility and permissiveness are important to a proper learning environment and that encouraging creativity with unexpected comments is part of the learning and teaching process”.

Day Three (last day), we gathered all the quarter instructors who were assigned to teach our first batch of iPad student users.

Both iTunes course creators and contributors went through a “dry run” to review the course, identify any potential glitch and share best practices on to implement this new technology in the classroom.

Over-all, the three-day faculty development in-service training was productive.    -- Dr. J